Learning 2.0: Instructional Design for Education at the University Level
Learning 2.0: Educational Design for Colleges and Universities
Wesch discusses how the architechture of lecture halls dictates our educational expectations and models:
“Students aren’t finding meaning beyond a grade,” which is “the crisis of significance.” To move beyond this Wesch, a digital ethnographer and college professor at Kansas State University, suggests we challenge students to harness, critique, and make something useful or meaningful out of it. Michael Wesch suggests how social media tools like blogs, wikis, and social networks change the dynamics of the learning environment.
Education 2.0 Applied in the University Context
• Wesch gets there by way of explaining the hierarchy of original Yahoo directory, and the launch of Blogger.
• 112.8 million blogs
• You Tube is the equivalent of 400 always on TV channels
• Following along = out. People producing on their own (We the media)
• Amateurs can collaborate and make (Kevin Kelly “Nobody is as smart as everybody”)
• Trusting authority for information is being challenged
• Authorized information is
beyond discussion. (You can even do this on wikipedia, find authority through discussion instead of relying on an expert)
• Diigo and delicious can help with tagging (tagging is like a folder. you can put the same thing in many, many folders. It becomes a folksonomy)
• Google reader and Netvibes to filter information. RSS proves info can find us–everything from websites to (web) journals. To keep up with research in a remarkable way. (????)
Learning 2.0 Principles: Learning is not about remembering information
• To learn is to create (significance, meaningful questions). How can we create students who create meaningful connections?
• Semantic meaning (contextual, contrast, comparison)
• Personal meaning (identity) People find own meaning in the way they relate to others and info (Cooley = we know ourselves through the eyes of others)
• Both are interdependent. Integrate meaning. All about connection in material and between students and between students/faculty.
The future of Learning 2.0: Learning Goals for the Present and Future
• Need a grand narrative (a big picture) that addresses what is significant to the students
• Create a learning environment that leverages the students (bring them into the process for the betterment of the class)
• Leverages existing media environment (ie web in classrooms for better learning environment)
• Go far beyond YouTube and Facebook
• Use media for more than just entertainment (ie learning, serve the world)
• Law of accelerating returns
• A new way of relating is emerging (twitter, flickr, etc..) 30 startups everyday (Killer Startups, Mashable, Techcrunch)
• Platforms for participation (not just entertainment, tools for collaboration to create something new)
• Use the tools instead of tools using them.
Learning 2.0 Remixed: Social Media Learning Experiments
• Netvibes.com portal. A diigo feed and scholarly journals
• A wiki for the Cultural Anthropology class. (students take notes collectively on the wiki–augmented with YouTube videos and wikipedia)
• In smaller class, the syllabus becomes a sandbox in which the students map out the future.
• The history of YouTube Video example (Lexis Nexis to Wiki to Video)
• Zoho Creator which goes to a spreadsheet for statistics.
• How content is posted: Post on Youtube and blog and it feeds to the portal.
• Value is where the relationship is. (if you can maintain it)
• If you add another person…you add
• Metcalf’s law 12 people = 66 links (great potential)
• Teaching model skews these relationships
• Three models = Network vs. Hierarchy vs. Mass
• Three models = participation vs. authority vs. follow along
• Reeds law = number of possible subgroups is 2 to the Nth (seemingly infinite)
• Example: fake world map (the cultures that have existed). The student becomes an expert on some particular environment and the cultures that have existed in that environment. Student can know more than me.
• 1.3 billion live on less than $1 a day
• Question = Why?
• Why is the world the way? What do we need to know for THIS test?
• Go beyond the grade. Give meaning beyond the grade.
• 12 people in each environment
• Get to play with ideas, theories, and how the world works.
• In upper level class use a similar activity and use real world history.
• Group of 12 creates 20 page ethnography. Culture needs to be realistic. World time = 1450.