Dr sara de freitas university of oxford 23rd march 2007
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the challenges of social collaboration on the internet. dr sara de freitas university of oxford: 23rd march 2007. background. based at the london knowledge lab lsrc fellowship l4all research project manager

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Dr sara de freitas university of oxford 23rd march 2007

the challenges of social collaboration on the internet

dr sara de freitas

university of oxford: 23rd march 2007


Background
background

  • based at the london knowledge lab

    • lsrc fellowship

    • l4all research project

    • manager

  • consultant to the jisc innovation strand (technology enhanced learning environments)

  • serious games research

  • innovatech llp


Summary
summary

  • self-organised criticality

  • social networks

  • web 2.0

  • implications for education

  • what are the challenges for social collaboration on the internet?

  • conclusions


1 self organised criticality
1: self-organised criticality

  • per bak (1987)

  • what is soc?

  • ‘established solely because of dynamical interactions among individual elements of the system’ (per bak, 1996:1-2)

  • soc is so ‘far the only known general mechanism to generate complexity’ (per bak, 1996:1-2)

  • tendency of large complex systems to be susceptible to ‘avalanches’/events of all sizes – no external factors


Dr sara de freitas university of oxford 23rd march 2007

High school dating: Data drawn from Peter S. Bearman, James Moody, and Katherine Stovel, Chains of affection: The structure of adolescent romantic and sexual networks, American Journal of Sociology110, 44-91 (2004).

Yeast proteins: Sergei Maslov and Kim Sneppen, Specificity and stability in topology of protein networks, Science296, 910-913 (2002).

Source: University of Michigan, 2004


Dr sara de freitas university of oxford 23rd march 2007

bill cheswick, lumeta corp (2004) Moody, and Katherine Stovel,


2 growth of social networks
2: growth of social networks Moody, and Katherine Stovel,

  • rapid growth of online social networks – for social and business needs (e.g. friendster, friends reunited, linkedin)

  • wider opportunities for social collaboration (e.g. collaborative book/article writing)

  • larger and more distributed social groups emerging (e.g. myspace/live chat)


Self organised communications and tools
self-organised communications and tools Moody, and Katherine Stovel,

  • blogs

  • wikis (wikipedia)

  • tagging and social book marking (del.icio.us)

  • multimedia sharing (youtube, flickr, bit torrent)

  • audio blogging and podcasting (odeo)

  • rss and syndication

  • mmorpgs (fanzine communities)


Significant change agents
significant change agents Moody, and Katherine Stovel,

  • globalisation

    • global vs local

    • control strategies vs open access

  • the internet

    • fast access to information

    • increasing amounts of data (161 billion gigabytes in 2006)

    • mass user generated content - quarter of all data is original - IDC estimates that 70% of content by 2010 will be user generated

    • user participation (1 billion in 2006)

  • social interactions

    • distributed social networks


3 what is web 2 0
3: what is web 2.0? Moody, and Katherine Stovel,

link to:http://youtube.com/watch?v=NLlGopyXT_g


4 what now for learning
4: what now for learning? Moody, and Katherine Stovel,

what implications…

  • for learning, assessment, accreditation?

  • for the universities?

    need for better alignment between:

  • policy development

  • institutional processes

  • empowering the learner?

    new learning/new learner?

  • exploratory learning

  • game-based learning

  • social interactive learning


Future learning
future learning Moody, and Katherine Stovel,

  • visions of future learning:

    • towards what end?

    • towards what skills?

  • personalised learning environments?

  • immersive learning environments?


Dr sara de freitas university of oxford 23rd march 2007

personalised learning environments Moody, and Katherine Stovel,

(wilson et al., 2006)


Immersive learning environments
immersive learning environments Moody, and Katherine Stovel,

  • exploratory learning

    • interactivity

    • immersion

  • game-based learning

    • alternate reality gaming

    • mobile gaming

  • simulations

    • ‘gamesims’


5 what are the challenges for social collaboration on the internet
5: what are the challenges for social collaboration on the internet?

  • plagiarism debate

    • ‘cut and paste’ generation

    • description over analysis

    • different forms of assessment

  • self-organised criticality

    • highly complex systems (e.g. social networks) are vulnerable to small ‘events’

  • changing skills

    • multimodality

  • different relationship to one another and to information


6 conclusions
6: conclusions internet?

  • considerable challenges of social collaboration

    • for education

    • for society

  • need for a new vision for learning

    • immersive learning environments

  • need for greater alignment

    • policy, institutional practice and the learner

  • new opportunities for learning

    • user generated content


Links
links internet?

  • learning in immersive worlds report:

    http://www.jisc.ac.uk/eli_outcomes.html.

  • lsrc report out soon

    any feedback/comments to sara de freitas: sara@lkl.ac.uk