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Shifting Paradigms: Institutional Web Managers Workshop 2007

Explore the dimensions, processes, and typologies of sustainable communities in the digital era. Delve into the discourse of virtual learning environments, personal learning environments, and digital identities. Discuss digital literacy, community roles, and the intersection of socio-cultural and socio-technical issues.

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Shifting Paradigms: Institutional Web Managers Workshop 2007

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  1. Institutional Web Managers Workshop 2007 from individuals to networks and sustainable communities? Steven Warburton King’s College London http://claimid.com/stevenw

  2. “the first IWMW was more like therapy”

  3. dimensions of communities • descriptors: • connected, authentic, visible, bounded (fuzzy), symbolic artefacts • processes: • social, shared purpose, self identity (enlightening), collaborative, negotiated, emergent, ephemeral • typologies: • formal, informal, non-formal • ‘real’ and ‘virtual’ • communities of practice, of innovation, of interest, of learning and so on

  4. community • problematic • negotiated and fluid • community exists in relation to the individual • boundaries are contested • roles

  5. architecture the discourse of virtual learning environments • rigid, formal and hierarchical - a scaleable industrial model with an agenda of control (tracking and administration) • teacher/course centric push model (content delivery and assessment) • standards (SCORM, LOM, QTI, LIP, IMS LD) and quality frameworks • contributions are owned by the institution, designed to protect IP • poor record of innovation and interoperability • self centred knowledge acquisition where is the locus of power? discourse of control?

  6. policy institutional IA design/brand IPR access accessibility AUP knowledge quotas monitoring web managers users

  7. paradigm shift?

  8. merely rhetoric? • freedom, choice, ownership • sharing, collaboration • creativity, creative commons • technical choices expanded (free, open source, proprietary, in-house, outsourced, distributed) • informal versus formal - disruptive spaces

  9. ecology the discourse of personal learning environments • open, distributed, interconnected - a flattened structure with user chosen services linked by feeds • integration of both personal and professional interests • provision collaborative and individual workspace • a profiling system for making social connections • support for community-based knowing within disciplines, programs, institutions and individual learning contexts • protects and celebrates identity • respects academic ownership • net-centric supporting multiple levels of socializing, administration and learning

  10. community mapping?

  11. or network mapping? driven by the individual as node rss/tags

  12. digital identities • curating the self • leveraging a number of services • structured and unstructured data • creating a distributed identity

  13. digital identity: impact and policy? personal reputation management institutional reputation management

  14. ethical issues

  15. consent • personal, autonomous, owned • how do we reconcile personal freedoms and institutional responsibilities • public and private domains • respect for and protection of student privacy • student visibility/invisibility, the quiet learner • identity performance • adding personal spin, managing reputation, transparency • tracks and traces • the permanence of blog posts • developing new policies in these areas? responsive and agile?

  16. first step? digital literacy for participation(Eshet-Alkalai, 2004) • photo-visual literacy: the art of reading visual representations • reproduction literacy: the art of creative recycling of existing materials • branching literacy: hypermedia and non-linear thinking • information literacy: the art of skepticism • socio-emotional literacy “Digital Literacy: A Conceptual Framework for SurvivalSkills in the Digital Era” Jl. of Educational Multimedia and Hypermedia (2004) 13(1),93-106

  17. second step? towards empowerment • cultural literacy (judgment, self knowledge) • digital literacy to identity literacy • acknowledging institutional structures (inscribe power) • unlearning (tutor literacy)

  18. iwm community and roles • developing shared purpose • how will this community coalesce and respond to emerging pressures • how and where to articulate understandings of self, role and community • consideration of issues that are both socio-cultural and socio-technical

  19. Thank you

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