Web 3.0 and the Semantic Web appear to be similiar in their ambition to improve the internet beyond anything we know today. Some articles I've read about it have seen the Semantic web as a debatably far-fetched proposition, while Web 3.0 appears to be more achievable.
Experts believe that Web 3.0 will be able to connect aspects of our online and offline lives together. For example after typing into Google "I want to see a funny movie and eat a good Mexican restaurant", Web 3.0 will search for all possible answers and organise them for the user. As you surf the web, the browser gets to "know" you, will consult your previous queries and therefore your search terms need not be so specific over time.
Like the semantic web, Web 3.0 understands the context behind a search term and cuts down on the research a person has to do. However it appears to me that most of these "expert" ideas come from the Semantic Web theories of Bernes-Lee, and the concepts of the Semantic Web and Web 3.0 overlap considerably.
From from my understanding, while the Semantic Web has more focused on computer programming and language to build its understanding of text, Web 3.0 is more based on user-contribution and the computer "learning" how an individual characteristics to meet the same ends, but they have very similar foundations.
"How Web 3.0 Will Work" - http://computer.howstuffworks.com/web-30.htm
Friday, 27 March 2009
W10 - What is the "semantic web"?
The Semantic Web is a "mesh of information" linked up in a way which can be easily proceeded by machines around the world. The concept was thought up by Tim-Berners Lee (who masterminded the World Wide Web or Web 1.0). A team at the World Wide Web consotrium is working to improve the system with many languages, publications and tools developed. The Semantic Web is still in its infancy however the future looks good for it.
At present, most web data in HTML form is hard to use on a large scale because there is no global system for publishing data so that it can be processed easily by anyone, and it makes no definitions or assertions between text. The Semantic Web enables text to have meaning for a computer and for it to make links between the text in the same way a person would.
Put simply it is an extension of the World Wide Web in which the semantics of information are defined, making it possible for computers to do a lot of the work that humans currently do as they will be able to classify the relevance of a text and "understand" it in the same way that a human can, in theory.
The Semantic Web: An Introduction - http://infomesh.net/2001/swintro/
Glossary definition: http://tech.nakedmaya.com/glossary
At present, most web data in HTML form is hard to use on a large scale because there is no global system for publishing data so that it can be processed easily by anyone, and it makes no definitions or assertions between text. The Semantic Web enables text to have meaning for a computer and for it to make links between the text in the same way a person would.
Put simply it is an extension of the World Wide Web in which the semantics of information are defined, making it possible for computers to do a lot of the work that humans currently do as they will be able to classify the relevance of a text and "understand" it in the same way that a human can, in theory.
The Semantic Web: An Introduction - http://infomesh.net/2001/swintro/
Glossary definition: http://tech.nakedmaya.com/glossary
W10 - Is there a potential problem being stored up for people if 'education' is tailored to fit into their cultural and personal preferences?
I feel that there is a fine line between a "problem" and a "benefit" with regard to education being tailored to people's preferences. I believe that most aspects of education are relevant and key, but the way in which is taught is important. It would be a "benefit" that people enjoy their education without the dull or frustrating bits. However I agree with Kayley's blog that there may not be the resources available to provide tailored education for every pupil.
However a "problem" is a cultural one. An example to use is Religious Education. Most people hate it but arguably, it is the most important subject with regard to culture and accepting of others - people learn a lot without realising it, yet most people drop it at the first opportunity. Even in subjects students would rather not do, they pick things up which are of use to them.
If work culture involves the way people do their work, their attitudes and morals towards it, then education has a major part to play in that as from an early age we are tailored to work, learning skills to which will help us in our working lives. Equally, education has a role to play in the culture of the "wise" as wise people are educated. Wisdom does not come naturally, and tailored education allows the "wise" to achieve their full potential.
You cannot use one set way to educate the world, but you can't tailor education completely. In life, we must do things they don't want to and in the end it's good for us, as they teach us things we may otherwise not know and can use in the future.
However a "problem" is a cultural one. An example to use is Religious Education. Most people hate it but arguably, it is the most important subject with regard to culture and accepting of others - people learn a lot without realising it, yet most people drop it at the first opportunity. Even in subjects students would rather not do, they pick things up which are of use to them.
If work culture involves the way people do their work, their attitudes and morals towards it, then education has a major part to play in that as from an early age we are tailored to work, learning skills to which will help us in our working lives. Equally, education has a role to play in the culture of the "wise" as wise people are educated. Wisdom does not come naturally, and tailored education allows the "wise" to achieve their full potential.
You cannot use one set way to educate the world, but you can't tailor education completely. In life, we must do things they don't want to and in the end it's good for us, as they teach us things we may otherwise not know and can use in the future.
W10 - How might Wenger's notions on practice communities relate to Prensky's on education?
With regard to Wenger's Communities of Practice and Prensky's views on education, both theorists see the benefits of technology. However Prensky is more radical, choosing the view that everything can be taught online and we need "digital native methodologies" for all subjects, whereas Wenger sees online activity as an extension of face-to-face contact. Both theorists agree that technology can enhance learning and the resources that people have to learn from.
As people are more connected digitally nowadays, they can educate each other - this unit is a prime example. Co-operation can be included into education as people learn from each other, bringing new ideas and different viewpoints to the table. The line between e-connection and plagiarism is a hard one to define. Plagiarism is the uncredited copying of ideas. As long the ideas used are credited to a group - or a specific person, then the usage is fair, in the same way as using a book-quote in an essay.
The terms "technologically challenged" and "socially rejected" are perhaps polar opposites. The socially rejected often turn to technology as means of comfort, however if you fall under both categories you will become unstuck. Under both Prensky and Wenger's theories, to not use technology puts you at a disadvantage as it enhances learning. If you are rejected in real-life, the online world removes barriers, and you can join an online CofP where you will most likely find your niche. If you are individually assessed, the social aspect of education is still important but not entirely necessary, while technology is paramount and almost unavoidable.
I would say there is no CofP within my family. We are a nuclear family of just my mum, dad and myself and we have very different interests. My mum uses the home computer on a rare occasion, I use my laptop and everything is kept separate - my hard drive goes nowhere near either of them!
As people are more connected digitally nowadays, they can educate each other - this unit is a prime example. Co-operation can be included into education as people learn from each other, bringing new ideas and different viewpoints to the table. The line between e-connection and plagiarism is a hard one to define. Plagiarism is the uncredited copying of ideas. As long the ideas used are credited to a group - or a specific person, then the usage is fair, in the same way as using a book-quote in an essay.
The terms "technologically challenged" and "socially rejected" are perhaps polar opposites. The socially rejected often turn to technology as means of comfort, however if you fall under both categories you will become unstuck. Under both Prensky and Wenger's theories, to not use technology puts you at a disadvantage as it enhances learning. If you are rejected in real-life, the online world removes barriers, and you can join an online CofP where you will most likely find your niche. If you are individually assessed, the social aspect of education is still important but not entirely necessary, while technology is paramount and almost unavoidable.
I would say there is no CofP within my family. We are a nuclear family of just my mum, dad and myself and we have very different interests. My mum uses the home computer on a rare occasion, I use my laptop and everything is kept separate - my hard drive goes nowhere near either of them!
W9 - Task E: The experience of a fictional technophile student in 2020
2020 is only eleven years away, and thinking back to eleven years ago - 1998 - and seeing how far things have come, it's quite a scary prospect to see how things will be when I'm 32.
However I look in my crystal ball and see Scarlet. She's in her second year at university and things have changed. Of her four units in a semester, two are delivered fully online - two are still physical units to "keep the social aspect of university alive". In the online units, seminars are held online. Everyone logs onto the main-frame at a given time regardless of what they look like to take part in discussion. Nowadays a hangover isn't an excuse, one must simply roll out of bed.
Research is far easier than it previously was. A key-word search in Google now searches not only millions of academic articles, but also highlights important points and compares their usefulness against others. Essays are still alive and kicking, however. A trial whereby a students spoke into a word-processor to have it transcribe their essay had unfortunate mistakes and the traditional essay was favoured.
With all of this technology, do people see each other anymore, or is everything done online? Surprisingly not. Although units have been made online, this has brought everyone together through study groups and some unlikely friends have been made. Scarlet's going out with a few of her course mates tomorrow. It starts on Facebook at 7 with pre-drinks via webcam, and afterwards it's onto the Glasshouse for going out the "old fashioned way".
However I look in my crystal ball and see Scarlet. She's in her second year at university and things have changed. Of her four units in a semester, two are delivered fully online - two are still physical units to "keep the social aspect of university alive". In the online units, seminars are held online. Everyone logs onto the main-frame at a given time regardless of what they look like to take part in discussion. Nowadays a hangover isn't an excuse, one must simply roll out of bed.
Research is far easier than it previously was. A key-word search in Google now searches not only millions of academic articles, but also highlights important points and compares their usefulness against others. Essays are still alive and kicking, however. A trial whereby a students spoke into a word-processor to have it transcribe their essay had unfortunate mistakes and the traditional essay was favoured.
With all of this technology, do people see each other anymore, or is everything done online? Surprisingly not. Although units have been made online, this has brought everyone together through study groups and some unlikely friends have been made. Scarlet's going out with a few of her course mates tomorrow. It starts on Facebook at 7 with pre-drinks via webcam, and afterwards it's onto the Glasshouse for going out the "old fashioned way".
W9 - Task D: Daily frustrations of a fictional neo-luddite at university now in the UK.
Unlike most Facebook addicted students in the UK, Jon has none of it. He has a passionate hate for technology, much preferring the traditional pen and paper, face-to-face way of going about things as he feels that computers and internet dehumanise people and destroy people's social life. He has no phone, no home computer, and no Facebook account.
Getting to university was a struggle - the paper-forms to apply for his student loan were simple enough, but not when they got lost in the post. But after writing to UCAS to confirm his place and receiving his loan confirmation in the post, he finally got there.
He somehow managed to get through Freshers Week explaining that he "doesn't have Facebook", but his course is proving difficult. He hand-wrote his first 1500-word essay and had to do seven drafts to get it right, but still wasn't entirely happy with it. On his first course-night out he arrived at LN2 an hour early because the arrangements changed last minute and no-one could get hold of him. Two days later his 9am lecture was cancelled - something everyone knew about the night before, but Jon had no way of finding out, much to his annoyance.
Clearly this is exaggerated but a life without technology at university appears proposterous. Our social life revolves around Facebook (for organising purposes at least) and our essays are written and digitally edited as we go along on Microsoft Word. By being a neo-luddite, you put yourself at a great disadvantage both academically and socially.
Getting to university was a struggle - the paper-forms to apply for his student loan were simple enough, but not when they got lost in the post. But after writing to UCAS to confirm his place and receiving his loan confirmation in the post, he finally got there.
He somehow managed to get through Freshers Week explaining that he "doesn't have Facebook", but his course is proving difficult. He hand-wrote his first 1500-word essay and had to do seven drafts to get it right, but still wasn't entirely happy with it. On his first course-night out he arrived at LN2 an hour early because the arrangements changed last minute and no-one could get hold of him. Two days later his 9am lecture was cancelled - something everyone knew about the night before, but Jon had no way of finding out, much to his annoyance.
Clearly this is exaggerated but a life without technology at university appears proposterous. Our social life revolves around Facebook (for organising purposes at least) and our essays are written and digitally edited as we go along on Microsoft Word. By being a neo-luddite, you put yourself at a great disadvantage both academically and socially.
W9 - Task C: Someone who most threatens the notion of native/immigrant in digital culture
I have previously discussed that I feel that the line between "digital native" and "digital immigrant" isn't quite so clear cut as age.
However I would use my mum's friend Nancy as a great example of someone who threatens the notion of native/immigrant in digital culture. She is 55 yet has an amazing knowledge of computers as she has worked with them since they became accessible to her, around 20 years ago, as she worked in management and found that keeping information on a computer was far more beneficial than keeping mounds of paper which were easily lost.
Nancy knows far more about computers than I do (which is a fair amount) and she started her own company in 1998 based just outside London. She insisted on having all of the latest technology so she could fully embrace the digital age and be at an advantage amongst her competitors. which certainly worked as her company is still going strong today but it would be at a great disadvantage without the sophisticated network she has in place.
I went to visit her office last year where she showed me how her company and the system she has in place works - she showed me endless baffling shortcuts and tricks on Windows that I had no idea about. Therefore while I'm a "native" and she is an "immigrant", our paths certainly cross somewhere in the middle.
However I would use my mum's friend Nancy as a great example of someone who threatens the notion of native/immigrant in digital culture. She is 55 yet has an amazing knowledge of computers as she has worked with them since they became accessible to her, around 20 years ago, as she worked in management and found that keeping information on a computer was far more beneficial than keeping mounds of paper which were easily lost.
Nancy knows far more about computers than I do (which is a fair amount) and she started her own company in 1998 based just outside London. She insisted on having all of the latest technology so she could fully embrace the digital age and be at an advantage amongst her competitors. which certainly worked as her company is still going strong today but it would be at a great disadvantage without the sophisticated network she has in place.
I went to visit her office last year where she showed me how her company and the system she has in place works - she showed me endless baffling shortcuts and tricks on Windows that I had no idea about. Therefore while I'm a "native" and she is an "immigrant", our paths certainly cross somewhere in the middle.
W9 - Task B: The youngest digital immigrant I know
The youngest digital immigrant I know would be Melanie, who I used to work with. She is 33 (31 at the time) and worked on the shop floor, however got promoted to work in the office where she needed training on the most basic of computer skills having "never really used a computer before", in her own words.
She picked up the skills quickly as the system was a very basic one, however she still had what Prensky calls her "accent", doing things such as stock-checks on paper when they could have been done on a hand-held terminal and then uploaded to a computer, or drafting letters on paper before typing them up on the word processor.
She had little confidence in the computer, especially as it was quite temperamental and crashed a lot therefore losing work sometimes. Although I don't work there anymore, she recently told me that the systems have now been upgraded and she is more confident with it, even starting to draft her letters straight onto Microsoft Word!
She picked up the skills quickly as the system was a very basic one, however she still had what Prensky calls her "accent", doing things such as stock-checks on paper when they could have been done on a hand-held terminal and then uploaded to a computer, or drafting letters on paper before typing them up on the word processor.
She had little confidence in the computer, especially as it was quite temperamental and crashed a lot therefore losing work sometimes. Although I don't work there anymore, she recently told me that the systems have now been upgraded and she is more confident with it, even starting to draft her letters straight onto Microsoft Word!
W9 - Task A: The oldest digital native I know
I struggled to think of an older digital native as the top-end of the "native" age group is 28/29 years old and most of my friends are around 18-22, however my friend Stephan who is 27 seemed to fit the bill. I've only known him in recent years however he is very technologically savvy and has used computers from his teenage years onwards to build programs and write code for websites, which he now does for a living.
For this task I asked him about his experiences of growing up with computers and he said that academically they were hard to come by in his primary school, but at secondary school they became slightly more accessible as technology improved and costs came down.
However his main experience with computers came from his first home computer that his parents bought him when he was 13, then getting later, higher-spec computers and upgrading them to meet his needs. He is very computer savvy and the first person I go to if I have a computer-related issue. As his job and social-life is so embedded within computers and technology, if he didn't have access to this then he wouldn't be the same Stephan that I know.
For this task I asked him about his experiences of growing up with computers and he said that academically they were hard to come by in his primary school, but at secondary school they became slightly more accessible as technology improved and costs came down.
However his main experience with computers came from his first home computer that his parents bought him when he was 13, then getting later, higher-spec computers and upgrading them to meet his needs. He is very computer savvy and the first person I go to if I have a computer-related issue. As his job and social-life is so embedded within computers and technology, if he didn't have access to this then he wouldn't be the same Stephan that I know.
W9 - Should education "stretch" a person?
I believe education should stretch a person - but comfortably. By "stretch", my definition is to guide someone along the path of education at a pace which challenges them, but isn't over-challenging. From personal experience, when I am stretched I achieve my full potential, but when I am over-challenged I stress and panic because I feel out of my depth.
If education didn't "stretch" people then there would be little or no learning process. From pushing a child to write their "b"s the right way around to pushing a third year to do the best in their dissertation, it's all part of a strive to achieve more. However this is an academic approach. Some people are not natural born learners, and you can only guide people in the right direction to a point. If they really aren't interested, then there is little hope.
Education must definitely "stretch" a person but this goes beyond academic learning. At an early age a student's strengths and weaknesses should be identified and constantly assessed so they can be "stretched" in a way which suits them, perhaps taking other routes such as vocational and practical learning which is absent or lacking in many schools - but still keeping an academic element, which is important. Education is not a "one size fits all" concept which is sadly an approach which many academic institutions take.
If education didn't "stretch" people then there would be little or no learning process. From pushing a child to write their "b"s the right way around to pushing a third year to do the best in their dissertation, it's all part of a strive to achieve more. However this is an academic approach. Some people are not natural born learners, and you can only guide people in the right direction to a point. If they really aren't interested, then there is little hope.
Education must definitely "stretch" a person but this goes beyond academic learning. At an early age a student's strengths and weaknesses should be identified and constantly assessed so they can be "stretched" in a way which suits them, perhaps taking other routes such as vocational and practical learning which is absent or lacking in many schools - but still keeping an academic element, which is important. Education is not a "one size fits all" concept which is sadly an approach which many academic institutions take.
Thursday, 19 March 2009
W8 - Digital Immigration: URLs
ARTICLE 1: "Digital Natives, Digital Immigrants: Some Thoughts from the Generation Gap" - Timothy Van Slyke.
http://technologysource.org/article/digital_natives_digital_immigrants/
ARTICLE 2: "Listen to the Natives" - Marc Prensky.
http://www.ascd.org/authors/ed_lead/el200512_prensky.html
ARTICLE 3: "Report: The next step in brain evolution" - Richard Woods.
http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/article683193.ece
ARTICLE 4: "Digital Natives vs. Digital Immigrants" - Rochelle Mazar
http://www.mazar.ca/2006/07/18/digital-natives-vs-digital-immigrants/
ARTICLE 5: "In which RSS gave me digital citizenship" - Kevin Gaugler.
http://www.worldatways.com/2008/10/23/in-which-rss-gave-me-my-digital-citizenship/
http://technologysource.org/article/digital_natives_digital_immigrants/
ARTICLE 2: "Listen to the Natives" - Marc Prensky.
http://www.ascd.org/authors/ed_lead/el200512_prensky.html
ARTICLE 3: "Report: The next step in brain evolution" - Richard Woods.
http://entertainment.timesonline.co.uk/tol/arts_and_entertainment/article683193.ece
ARTICLE 4: "Digital Natives vs. Digital Immigrants" - Rochelle Mazar
http://www.mazar.ca/2006/07/18/digital-natives-vs-digital-immigrants/
ARTICLE 5: "In which RSS gave me digital citizenship" - Kevin Gaugler.
http://www.worldatways.com/2008/10/23/in-which-rss-gave-me-my-digital-citizenship/
Wednesday, 18 March 2009
W8 - Converged Media: Abstract 5
Meneses, J. & Momino, J. (n.d.) "Digital inequalities in children and young people: A technological matter", Organisation for Economic Co-operation and Development, http://www.oecd.org/dataoecd/0/36/38359326.pdf [Accessed 18/03/2009].
In the past few decades many studies have led to consider youth and childhood as homogeneous groups, who are constantly in the process of becoming rather than being. The study of relationship between childhood and technology has been dominated for a long time by deterministic and simplistic theories. To study this relationship further the article aims to understand present and future consequences of the unequal division of technology between children and young people in the case of the internet.
The authors ask the question “is there sustained evidence regarding the effects of individual differences on the appropriation of the internet?" and look at what degree a young person's academic performance can be linked with their access to the internet, as well as sex, age and language. Specific attention is given to internet use for academic and leisure purposes and the authors propose a complex analysis to look at the relationship in depth.
The article concludes that better academics are more connected and use the internet for academic purposes as heavy internet users outside the school are better skilled. The question of digital inequality is not just technological, and must take social-construction processes into account. Therefore access to the internet responds to different ways of appropriation.
In the past few decades many studies have led to consider youth and childhood as homogeneous groups, who are constantly in the process of becoming rather than being. The study of relationship between childhood and technology has been dominated for a long time by deterministic and simplistic theories. To study this relationship further the article aims to understand present and future consequences of the unequal division of technology between children and young people in the case of the internet.
The authors ask the question “is there sustained evidence regarding the effects of individual differences on the appropriation of the internet?" and look at what degree a young person's academic performance can be linked with their access to the internet, as well as sex, age and language. Specific attention is given to internet use for academic and leisure purposes and the authors propose a complex analysis to look at the relationship in depth.
The article concludes that better academics are more connected and use the internet for academic purposes as heavy internet users outside the school are better skilled. The question of digital inequality is not just technological, and must take social-construction processes into account. Therefore access to the internet responds to different ways of appropriation.
W8 - Converged Media: Abstract 4
Prensky, M. (2004) "The Emerging Online Life of the Digital Native: What they do differently because of technology, and how they do it", Marc Prensky, http://www.marcprensky.com/writing/Prensky-The_Emerging_Online_Life_of_the_Digital_Native-03.pdf [Accessed 18/03/2009].
There are many changes going on today which signify that the Digital natives generation is moving ahead in its own direction. It's headed into incorporating digital technology into life in new, unexpected ways. Some digital immigrants are afraid of new technologies and question their value, but natives will never go back to their old ways. The article discusses how digital natives exchange, create, learn, search, meet, co-ordinate and evaluate differently to digital immigrants. Prensky considers letter-writing to be an out-moded form of communication and adds that technology has changed an entire generation's behaviour. Behaviours change rapidly today because technology changes and digital natives want to keep up with it. For adults, they may see some digital native behaviours as worth adopting, some strange, and some forever out of reach given their pre-digital "accents".
There are many changes going on today which signify that the Digital natives generation is moving ahead in its own direction. It's headed into incorporating digital technology into life in new, unexpected ways. Some digital immigrants are afraid of new technologies and question their value, but natives will never go back to their old ways. The article discusses how digital natives exchange, create, learn, search, meet, co-ordinate and evaluate differently to digital immigrants. Prensky considers letter-writing to be an out-moded form of communication and adds that technology has changed an entire generation's behaviour. Behaviours change rapidly today because technology changes and digital natives want to keep up with it. For adults, they may see some digital native behaviours as worth adopting, some strange, and some forever out of reach given their pre-digital "accents".
W8 - Converged Media: Abstract 3
Campbell, M. (2005) "The impact of the mobile phone on young people's social life", QUT ePrints, http://eprints.qut.edu.au/archive/00003492/01/3492.pdf [Accessed 18/03/2009].
The mobile phone has impacted on young people’s peer groups enabling a truly networked society. It has also impacted on family relationships, as it gives increased negotiating power to children with regard to curfews, safety issues and freedoms. It also allows "remote mothering" where parents can have more freedoms but are reachable via a mobile phone in the event of an emergency. There is controversy over the age in which an adolescent needs a mobile phone, this study suggests that this is the age of twelve as children enter adolescence. The use of mobile phones in schools and the disruptions that this can cause resulting in negative educational outcomes is addressed. The subject of mobile phone use in schools has not been been widely researched and is a topic of further discussion as it has the potential to cause many problems in the future.
The mobile phone has impacted on young people’s peer groups enabling a truly networked society. It has also impacted on family relationships, as it gives increased negotiating power to children with regard to curfews, safety issues and freedoms. It also allows "remote mothering" where parents can have more freedoms but are reachable via a mobile phone in the event of an emergency. There is controversy over the age in which an adolescent needs a mobile phone, this study suggests that this is the age of twelve as children enter adolescence. The use of mobile phones in schools and the disruptions that this can cause resulting in negative educational outcomes is addressed. The subject of mobile phone use in schools has not been been widely researched and is a topic of further discussion as it has the potential to cause many problems in the future.
W8 - Converged Media: Abstract 2
Brandtzæg, P. (2008) "Media technology and different patterns of use among children between 7 to 12 years in Norway", Forsiden - SINTEF, http://www.sintef.no/digitalbarndom/Brandtz%C3%A6g_pattern%20of%20use%20in%20Norway.pdf [Accessed 18/03/2009].
The children of Norway are said to live in a "digital society". This study looks at the use of new media technology in Norwegian schools, with children aged between 7 and 12 years of age (2nd, 5th, 6th & 7th grade). 1112 children completed a form which asked about their game-playing habits, their use of the internet, computers, mobile phones and television. Results indicate that children use new media technology in various different ways. The researchers created four "patterns of use" groups of media technology uses amongst children: 1) non-users, 2) entertainment users, 3) heavy users and 4) utility users. The most notable results were that children in the age groups do not employ new media technologies to a significant extent, and a large gap is present between boys and girls within media usage.
W8 - Converged Media: Abstract 1
Livingstone, S. (2003) "Children's Use of the Internet: Reflections on the Emerging Research Agenda", New Media & Society, Vol. 5 (2), pp. 147-166.
Article identifies the increased domestic access to the internet in mass English-speaking markets such as Europe and North America, focusing on children and young people. Children's internet use generates concerns within the public which can create research topics but also undermine them. Opportunities for further research are further identified, research on children and the internet must go beyond access to examine the nature and quality of their internet use. There is a small amount of previous research and author believes that key questions within this area are now begun to be addressed. Opportunities and dangers of internet use identified as communication, identity and participation, education, learning, dangers of use, dangers of exclusion and the digital divide. There is a small amount of previous research and key questions within this area are now addressed. To guide research on these issues in the years to come, this article has also identified an emerging theoretical framework together with pressing methodological and policy-related challenges facing the field.
Article identifies the increased domestic access to the internet in mass English-speaking markets such as Europe and North America, focusing on children and young people. Children's internet use generates concerns within the public which can create research topics but also undermine them. Opportunities for further research are further identified, research on children and the internet must go beyond access to examine the nature and quality of their internet use. There is a small amount of previous research and author believes that key questions within this area are now begun to be addressed. Opportunities and dangers of internet use identified as communication, identity and participation, education, learning, dangers of use, dangers of exclusion and the digital divide. There is a small amount of previous research and key questions within this area are now addressed. To guide research on these issues in the years to come, this article has also identified an emerging theoretical framework together with pressing methodological and policy-related challenges facing the field.
W8 - Converged Media: Article 5 Disagreements
In this article, I find little to disagree with as it is a well-researched albeit a hard-to-read article.
While those who have better access to the internet and use it more for educational purposes have better academic success, the article does not really discuss the performance of low-achieving students - only saying that the internet is not only more present in their lives. The internet allows people of all skills to learn at their own pace.
If heavy users of the internet outside school appear to be "better skilled" in basic digital practices, perhaps these heavy users include low-skilled academic users who may not do as much studying online, but learn digital practices through experience - in a vocational way, perhaps. Therefore these digital skills are reachable by all, and in a world where digital skills become increasingly more important, these skills may be just as valuable as academic merits.
While those who have better access to the internet and use it more for educational purposes have better academic success, the article does not really discuss the performance of low-achieving students - only saying that the internet is not only more present in their lives. The internet allows people of all skills to learn at their own pace.
If heavy users of the internet outside school appear to be "better skilled" in basic digital practices, perhaps these heavy users include low-skilled academic users who may not do as much studying online, but learn digital practices through experience - in a vocational way, perhaps. Therefore these digital skills are reachable by all, and in a world where digital skills become increasingly more important, these skills may be just as valuable as academic merits.
W8 - Converged Media: Article 4 Disagreements
Much in the same way as the previous article, this article is very much written from the viewpoint of a digital immigrant - which is fine in itself, but there are a few things that a digital native will look at and think "what's that about?". The article discusses online-abbreviations and uses "H4T5TNT" as an example (home for tea at five tonight). I, nor anyone else according to a Google search, have heard of this term before. Therefore he appears out of touch and I disagree with his sweeping understandings. Not everyone uses abbreviations, and not everyone spends their life on multiple-window anonymous chat websites, which to me is what he is suggesting.
I have read several of this author's articles and he very much overstates the divide between digital immigrants and natives. He talks of natives as "the other ones", almost like an alien concept. In this article he says that the digital natives' defining characteristic is a desire to "create". Were digital immigrants not creative before the internet, then? Are they not creative now? The "creative" things he describes can easily be done by a digital immigrant, too. As I discussed earlier, I don't see the line between digital immigrants and digital natives as clear-cut as he makes it out to be.
I have read several of this author's articles and he very much overstates the divide between digital immigrants and natives. He talks of natives as "the other ones", almost like an alien concept. In this article he says that the digital natives' defining characteristic is a desire to "create". Were digital immigrants not creative before the internet, then? Are they not creative now? The "creative" things he describes can easily be done by a digital immigrant, too. As I discussed earlier, I don't see the line between digital immigrants and digital natives as clear-cut as he makes it out to be.
W8 - Converged Media: Article 3 Disagreements
My main disagreement with this article is that although there have been studies and focus groups under-taken, he makes sweeping generalisations that economize the truth.
In one study it was found that 68% of parents felt that because their child had a mobile phone, they knew where their child was at any given time. Although a trust-issue is mentioned, the author overestimates any trust that is there. Most young people will consistently lie about where they are to their parents, and I disagree with the notion that mobile phone use "extends parents’ control and authority over their children". A mobile phone gives a child far more freedom and very little opportunity for surveillance as it is a perfect tool to avoid their parents when they are away from them - if that is what the child desires.
Furthermore, I disagree with the author's comment that students use mobile phone technology to cheat in their exams, and have "always cheated" via notes on paper or their hands. He doesn't use figures, but it is a very general, sweeping statement. Personally, while I know it does happen, I have never encountered an incident of someone cheating in an exam using a mobile phone (or notes), and therefore to say it "always" happens oversteps the mark. I would stress that it is a minority of people who do this, and most students know the risks and not to take them.
In one study it was found that 68% of parents felt that because their child had a mobile phone, they knew where their child was at any given time. Although a trust-issue is mentioned, the author overestimates any trust that is there. Most young people will consistently lie about where they are to their parents, and I disagree with the notion that mobile phone use "extends parents’ control and authority over their children". A mobile phone gives a child far more freedom and very little opportunity for surveillance as it is a perfect tool to avoid their parents when they are away from them - if that is what the child desires.
Furthermore, I disagree with the author's comment that students use mobile phone technology to cheat in their exams, and have "always cheated" via notes on paper or their hands. He doesn't use figures, but it is a very general, sweeping statement. Personally, while I know it does happen, I have never encountered an incident of someone cheating in an exam using a mobile phone (or notes), and therefore to say it "always" happens oversteps the mark. I would stress that it is a minority of people who do this, and most students know the risks and not to take them.
W8 - Converged Media: Article 2 Disagreements
In this article, I found little to disagree with as the article was very based on the author's own research. However I find the study limited in parts. For example, he is trying to find out about children's media usage in Norway, yet has only completed his survey in Oslo.
As Oslo is the country's capital city, the study has a skewed approach as it doesn't account for the towns and villages in the country that are likely to not be as technologically advanced as the inner cities. Therefore I disagree with the way in which the study was conducted and feel it could have represented the country more effectively.
As Oslo is the country's capital city, the study has a skewed approach as it doesn't account for the towns and villages in the country that are likely to not be as technologically advanced as the inner cities. Therefore I disagree with the way in which the study was conducted and feel it could have represented the country more effectively.
W8 - Converged Media: Article 1 Disagreements
I feel that the author makes many very valid points in the article, however its age is an issue. The "recent surveys" are from 2000 and the figures of 75% 7-16 year olds and 38% of adults having used the internet have greatly increased since then. I find that the article is good at explaining previous research, but doesn't bring much new to the table. A lot of the questions the author brings up have perhaps been answered in recent times.
The author states that new media researchers have no "stacks of neatly labelled video tapes on their shelves" and it is hard to track their texts. I disagree with this. Online researching facilities allow you to save your favourite articles to hot-lists or download them to keep, or simply add them to your favourites page. If someone wants to keep track of articles, it's very simple to do. While traditional researchers have books and videos, computer technology allows them to search online libraries for key terms in seconds.
Other than that, I agree with the points the author makes.
The author states that new media researchers have no "stacks of neatly labelled video tapes on their shelves" and it is hard to track their texts. I disagree with this. Online researching facilities allow you to save your favourite articles to hot-lists or download them to keep, or simply add them to your favourites page. If someone wants to keep track of articles, it's very simple to do. While traditional researchers have books and videos, computer technology allows them to search online libraries for key terms in seconds.
Other than that, I agree with the points the author makes.
W8 - Digital Immigration: Article 5
The final article is another blog, by an associate professor who studies in languages, but who also created "Identity Quest" which rethinks technology and study abroad. The author posts around relevant subjects in New Media Cultures such as social networking and Web 2.0. The blog is supported by Cengage Learning and was written in October 2008, therefore is up-to-date and current. Although not referenced, the blog is well written, easy-to-use and free from spam.
He discusses a discussion about RSS feeds with "20-something" students whereby only one had heard of them. While they had iPods, they had never subscribed to Podcasts. The author introduces the term "digital citizenship", which he had achieved through RSS. I found this an important term, as surely in the same vein that foreigners can have a better understanding of English than English people do after several years of study, digital immigrants can eventually have a better understanding of technology than digital natives do?
He concludes that immigrants can expose natives to points of view which don't otherwise slap them in the face from Facebook and MySpace, and give a flavoured view of digital surroundings. Therefore he feels that digital immigration doesn't mean that immigrants are worthless, they are just "digitally different" - a view I agree with.
He discusses a discussion about RSS feeds with "20-something" students whereby only one had heard of them. While they had iPods, they had never subscribed to Podcasts. The author introduces the term "digital citizenship", which he had achieved through RSS. I found this an important term, as surely in the same vein that foreigners can have a better understanding of English than English people do after several years of study, digital immigrants can eventually have a better understanding of technology than digital natives do?
He concludes that immigrants can expose natives to points of view which don't otherwise slap them in the face from Facebook and MySpace, and give a flavoured view of digital surroundings. Therefore he feels that digital immigration doesn't mean that immigrants are worthless, they are just "digitally different" - a view I agree with.
W8 - Digital Immigration: Article 4
This page is a blog page, which is in response to Article 3 and offers a rant-like opposing view on the article. It appears this author has no specific interest in the subject and instead writes her blog on what she finds interesting, but has a lot to say about this article. Written in 2006, it is just as up-to-date as the article it discusses but offers no references (apart from the original article) or theory.
The author objects "strenuously to the suggestion that those 20 and under are somehow more “digitally native” than those of us who came to the internet/computers later in life and the difference between natives and immigrants is not early experience but a willingness to accept something new in their lives.
Furthermore, the author raises the fact that she is 31 and has used computers for 12 years, while her friend is 44 and has used them since he was 27. Therefore they may be "immigrants", but they have used computers since they first became accessible. She picks apart various parts of the article, calling the digital native a "digital naive" because of incorrect terminology that was used.
Therefore this author states that it's not about experiences of brain chemistry, it's about exploring, being changed by technology, and a desire to be connected online, making it a choice but they are "not limited because we're not 20."
The author objects "strenuously to the suggestion that those 20 and under are somehow more “digitally native” than those of us who came to the internet/computers later in life and the difference between natives and immigrants is not early experience but a willingness to accept something new in their lives.
Furthermore, the author raises the fact that she is 31 and has used computers for 12 years, while her friend is 44 and has used them since he was 27. Therefore they may be "immigrants", but they have used computers since they first became accessible. She picks apart various parts of the article, calling the digital native a "digital naive" because of incorrect terminology that was used.
Therefore this author states that it's not about experiences of brain chemistry, it's about exploring, being changed by technology, and a desire to be connected online, making it a choice but they are "not limited because we're not 20."
W8 - Digital Immigration: Article 3
This is an article written for the Sunday Times, therefore written for a wide audience. Published in 2006, the article is fairly recent and discusses Facebook and iTunes, for example. The author is a journalist and therefore writing on the subject as a newsworthy item and The Times is a respected broadsheet, however beyond researching this article I see no evidence of any specific interest in the subject.
One person quoted in the article claims that digital natives are used to to the turnover of gadgets, whereas immigrants are likely to embrace technology but not upgrade it. I found this interesting as my parents are typical examples of this, having not thought about their Sky package since 1999 and only finally upgrading the dial-up internet connection after seven years of me moaning at them.
The article focuses on the effects of new technology, such as its complexities and the changes it has made. It points out also that digital natives sift through and discount information far easier than digital immigrants do. The article is well-sourced and uses quotations from academics and young people alike, and finishes on a rather poignant statement that "we are raising a whole generation in this totally new environment — without any firm evidence of what will happen to them.”
One person quoted in the article claims that digital natives are used to to the turnover of gadgets, whereas immigrants are likely to embrace technology but not upgrade it. I found this interesting as my parents are typical examples of this, having not thought about their Sky package since 1999 and only finally upgrading the dial-up internet connection after seven years of me moaning at them.
The article focuses on the effects of new technology, such as its complexities and the changes it has made. It points out also that digital natives sift through and discount information far easier than digital immigrants do. The article is well-sourced and uses quotations from academics and young people alike, and finishes on a rather poignant statement that "we are raising a whole generation in this totally new environment — without any firm evidence of what will happen to them.”
W8 - Digital Immigration: Article 2
This article is a strong primary source as it is written by someone at the forefront of the subject. The author read in the subject and this work was published in a 2005/2006 journal and therefore the work is relevant and quite up-to-date. The article is re-produced but easy-to-read and clearly referenced so the original article can be found. The article is very much based on the author's own thoughts, only referencing two articles - one of them being his own.
He recounts his previous work and states that today's students are so different from us that 20th century knowledge and training cannot be used to best educate them, therefore digital immigrant-teachers must engage in a 21st century way in the same way that digital natives do, using one-to-one teaching to highlight an individual's skills, or self-chosen learning groups of children and their peers.
The article's pleads for the digital immigrants to listen to the digital natives and their suggestions for direction in how to educated them effectively. Computers play a large part of this as statistics from US teachers are quoted as saying computers affect their teaching methods "to some extent" (86%) or "a great deal" (55.6%).
I feel this article is somewhat one-sided and plays down the experience of digital immigrants. Indeed, much can be taught on a computer and through new ways of learning, but the basic features of life - eg. socialising, love and interaction are clearly threatened by the isolation that computers offer, and only experience teaches.
He recounts his previous work and states that today's students are so different from us that 20th century knowledge and training cannot be used to best educate them, therefore digital immigrant-teachers must engage in a 21st century way in the same way that digital natives do, using one-to-one teaching to highlight an individual's skills, or self-chosen learning groups of children and their peers.
The article's pleads for the digital immigrants to listen to the digital natives and their suggestions for direction in how to educated them effectively. Computers play a large part of this as statistics from US teachers are quoted as saying computers affect their teaching methods "to some extent" (86%) or "a great deal" (55.6%).
I feel this article is somewhat one-sided and plays down the experience of digital immigrants. Indeed, much can be taught on a computer and through new ways of learning, but the basic features of life - eg. socialising, love and interaction are clearly threatened by the isolation that computers offer, and only experience teaches.
W8 - Digital Immigration: Article 1
In this article, the author criticises Marc Prensky's work. The author teaches instructional technology courses and lives in Hungary. His e-mail address ends in ".edu" and therefore one would assume he's a well-read academic. He has written several articles about the digital age and also has a blog, albeit a sparsely-updated one.
It was written in 2003 and therefore fairly up-to-date, but doesn't encompass the recent successes of social networking ie. Facebook/Twitter. The article is easy to use with black writing on a white background, easily accessible and has no adverts or spam.
The article uses Prensky's work as a starting point, and then criticises it heavily. He claims that Prensky "overemphasizes the differences between his two groups [natives and immigrants] and de-emphasizes the similarities". He uses practical experience to discount Prensky's view that children learn the "new" very easily and resist the old.
The author also disagrees with Prensky's generalisation that today's students are glued to the computer or watch television endlessly as children come from a variety of backgrounds of different qualities and affulence. In general, the author meets Prensky half-way on many issues, but feels that Prensky can sometimes to be too blanket in his judgements, and concludes that teaching can be a mix of traditional and modern methods to be most effective.
It was written in 2003 and therefore fairly up-to-date, but doesn't encompass the recent successes of social networking ie. Facebook/Twitter. The article is easy to use with black writing on a white background, easily accessible and has no adverts or spam.
The article uses Prensky's work as a starting point, and then criticises it heavily. He claims that Prensky "overemphasizes the differences between his two groups [natives and immigrants] and de-emphasizes the similarities". He uses practical experience to discount Prensky's view that children learn the "new" very easily and resist the old.
The author also disagrees with Prensky's generalisation that today's students are glued to the computer or watch television endlessly as children come from a variety of backgrounds of different qualities and affulence. In general, the author meets Prensky half-way on many issues, but feels that Prensky can sometimes to be too blanket in his judgements, and concludes that teaching can be a mix of traditional and modern methods to be most effective.
W8 - Digital Immigration: What is it? Who cares about it? What general attitudes have been based upon it?
In their book "Born Digital", Palfrey and Gasser define a "digital native" as someone born after 1980. Therefore by definition, a "digital immigrant" would be someone born after that date and now over the age of 28/29.
Marc Prensky coined the terms "digital immigrant" and "digital native". He expands on digital immigrants, saying they adapt to their environment but always retain their "accent", their foot in the past. An example of this is printing off an e-mail or document to edit it, or getting someone in their office to look at a website when the URL could have been e-mailed to them instead.
Having coined the term, clearly Prensky cares about the notions - as do academics who have written about it. In the wider world, people may not know the specific terms, but they will care about it. Examples are the digital immigrant parent who asks their digital native child how to use a piece of technology, or the office-worker whose work is now done online instead of on paper. The debate will likely have affected most digital immigrants, whereas to digital natives it may not be noticed as it's all they've ever known.
Of the academics and bloggers who have written on the subject, most are skeptical about it. For example one blogger discusses a newspaper article (both of which I will discuss later). This blogger feels that the difference between natives and immigrants is not early experience, but a willingness to let something new in your life. So is the digital immigrant/native debate as clear-cut as being born one day making you a immigrant, and the next day a native? I don't think so.
Marc Prensky coined the terms "digital immigrant" and "digital native". He expands on digital immigrants, saying they adapt to their environment but always retain their "accent", their foot in the past. An example of this is printing off an e-mail or document to edit it, or getting someone in their office to look at a website when the URL could have been e-mailed to them instead.
Having coined the term, clearly Prensky cares about the notions - as do academics who have written about it. In the wider world, people may not know the specific terms, but they will care about it. Examples are the digital immigrant parent who asks their digital native child how to use a piece of technology, or the office-worker whose work is now done online instead of on paper. The debate will likely have affected most digital immigrants, whereas to digital natives it may not be noticed as it's all they've ever known.
Of the academics and bloggers who have written on the subject, most are skeptical about it. For example one blogger discusses a newspaper article (both of which I will discuss later). This blogger feels that the difference between natives and immigrants is not early experience, but a willingness to let something new in your life. So is the digital immigrant/native debate as clear-cut as being born one day making you a immigrant, and the next day a native? I don't think so.
Thursday, 5 March 2009
W7 - Topic 3: The University of Liverpool
For this topic I will discuss The UoL/Laureate partnership which offers 100% online Masters courses. It considers itself "a leader in worldwide education" and has more than 300,000 students enrolled in courses which have just demands "just as high as the on-campus equivalents" and the courses are "no soft option". Having researched the topic, I believe it is one of very few universities (it was the only one I found) to offer online courses on this scale.
The University of Liverpool, through Laureate Online Education, offers twelve different courses (mainly MSc) to students of any age, in 175 countries, for fees ranging from £9,309 to £19,422. Most are around £15-17,000, meaning education is only available to the wealthy and perhaps contributes to the worldwide digital divide which was discussed in Sue's lecture. People in poor countries with no access to physical universities will most likely not be able to do something like this either, however for those who do have the funds, the idea is wonderful.
The courses are value for money, however. If a non-UK student was to do the course in-person, there would be flight fees, accommodation fees, living fees and many other costs to consider, therefore the net-cost is probably quite similar to taking the course online with the added bonus of flexibility. Courses can take between 18 months and six years to complete, depending on the student’s flexibility.
The courses offer a structure not too unlike New Media Cultures - students are continually assessed and attend asynchronous online "webinars" (with about 18 students) where they can share their views with peers. There is some physicality, though. While students can information online, the UoL also hold "informal face-to-face sessions" around the world to show what their courses can offer. At the end of the course students can also attend an in-person graduation ceremony, allowing students to meet their peers and tutors for the first time.
Such schemes are clearly at the forefront of learning and I believe many universities will follow the UoL’s lead, however the issue of “brain drain” is a serious one. With online learning becoming increasingly accessible, lesser developed countries could lose more of their talented workforce, widening the gap between rich and poor economies around the world, as economies need talent to grow.
The University of Liverpool, through Laureate Online Education, offers twelve different courses (mainly MSc) to students of any age, in 175 countries, for fees ranging from £9,309 to £19,422. Most are around £15-17,000, meaning education is only available to the wealthy and perhaps contributes to the worldwide digital divide which was discussed in Sue's lecture. People in poor countries with no access to physical universities will most likely not be able to do something like this either, however for those who do have the funds, the idea is wonderful.
The courses are value for money, however. If a non-UK student was to do the course in-person, there would be flight fees, accommodation fees, living fees and many other costs to consider, therefore the net-cost is probably quite similar to taking the course online with the added bonus of flexibility. Courses can take between 18 months and six years to complete, depending on the student’s flexibility.
The courses offer a structure not too unlike New Media Cultures - students are continually assessed and attend asynchronous online "webinars" (with about 18 students) where they can share their views with peers. There is some physicality, though. While students can information online, the UoL also hold "informal face-to-face sessions" around the world to show what their courses can offer. At the end of the course students can also attend an in-person graduation ceremony, allowing students to meet their peers and tutors for the first time.
Such schemes are clearly at the forefront of learning and I believe many universities will follow the UoL’s lead, however the issue of “brain drain” is a serious one. With online learning becoming increasingly accessible, lesser developed countries could lose more of their talented workforce, widening the gap between rich and poor economies around the world, as economies need talent to grow.
W7 - Topic 2: e-Learning in Africa
In Zambia (Africa), the concept of e-Learning has been seen as a solution to students missing lessons due to health disasters or political unrest. There would be no chance of infection spreading or compromise to the pupils' safety, but at the moment there are few ICT tools available to Zambian children which would be effective to use. At the moment if a child is unable to attend school, teachers may give students homework for when they return - there is no e-Learning element.
AGORA, HINATI and OARE have together put 4,000 key scientific journals online which can be subscribed to for a low cost, or sometimes free which is a huge bonus as access to the latest research is a necessity - particularly on science courses where ideas constantly develop.
It appears that use of ICT in Africa is in its infancy, but some schools use second-hand computers and in Zambia, the adoption of a national ICT policy in 2007 sets up a framework for "greater success". The prices of gadgets to enable e-Learning may price some Zambians out, however John Zulu points out that prices are coming down.
Where e-Learning is used in Africa, it does show promising signs - such as the NEPAD e-Schools initiative, but it is an uphill climb. Without the infrastructure, facilities (ie. easy-access computers and internet) and the correct training, e-Learning will struggle in Africa. While it is a positive thing to train professionals, they will most likely emigrate - and not stay in Africa where they are needed most.
http://www.elearning-africa.com/newsportal/english/news130.php
http://www.elearning-africa.com/newsportal/english/news164.php
AGORA, HINATI and OARE have together put 4,000 key scientific journals online which can be subscribed to for a low cost, or sometimes free which is a huge bonus as access to the latest research is a necessity - particularly on science courses where ideas constantly develop.
It appears that use of ICT in Africa is in its infancy, but some schools use second-hand computers and in Zambia, the adoption of a national ICT policy in 2007 sets up a framework for "greater success". The prices of gadgets to enable e-Learning may price some Zambians out, however John Zulu points out that prices are coming down.
Where e-Learning is used in Africa, it does show promising signs - such as the NEPAD e-Schools initiative, but it is an uphill climb. Without the infrastructure, facilities (ie. easy-access computers and internet) and the correct training, e-Learning will struggle in Africa. While it is a positive thing to train professionals, they will most likely emigrate - and not stay in Africa where they are needed most.
http://www.elearning-africa.com/newsportal/english/news130.php
http://www.elearning-africa.com/newsportal/english/news164.php
W7 - Topic 1: Distance learning in China
The article about Chinese learning surprised me in that face-to-face tuition was offered alongside distance learning. Yuhui says that tutoring is necessary because tutors cannot answer students' questions directly and presenters cannot adjust their teaching without it, which answers a concern raised in the lecture that radio & TV learning did not account for feedback and individual questions. It is clear the model in 1988 was successful, having only a 31% drop-out rate and students achieving fantastic marks in Maths & Science.
Now 21 years old, much of this article's points and the RTVU model could now be irrelevant in the internet-age, so I found a journal article by Jianqiang & Zhaohao which although short, was useful in bringing the topic up to date. The Radio & TV University System (RTVU) has now trained four million graduates, and since the late 1990s has offered web-education to 180,000 students (to March 2001).
Yet at present there is no Web-only university as China lags behind other developed countries with its internet use. Most students do not have personal computers and it is difficult to achieve distance learning through the internet. However Jianquiang & Zhaohao see that the RTVU system will play an important role in Web education in China in the near future - an old model therefore is still relevant and can be improved with today’s technology.
It was surprising to learn that radio & TV tuition in China is largely free, with only printed materials & stationery to pay for (and exams for free viewers & listeners) as it is funded by the State Education Commission and at a lower-level, work sponsorships. However with the economic downturn in full-swing, I question how long this tuition can remain free.
Yuhui, Zhao (1988) "China: Its Distance Higher-Education System." Prospects 18(2): 217-28.
Jianqiang L., Zhaohao S. (2004) "Internet/Web Technology in Higher Education in China,", Fourth IEEE International Conference on Advanced Learning Technologies (ICALT'04), http://doi.ieeecomputersociety.org/10.1109/ICALT.2004.1357736.
** Athens log-in required.
Now 21 years old, much of this article's points and the RTVU model could now be irrelevant in the internet-age, so I found a journal article by Jianqiang & Zhaohao which although short, was useful in bringing the topic up to date. The Radio & TV University System (RTVU) has now trained four million graduates, and since the late 1990s has offered web-education to 180,000 students (to March 2001).
Yet at present there is no Web-only university as China lags behind other developed countries with its internet use. Most students do not have personal computers and it is difficult to achieve distance learning through the internet. However Jianquiang & Zhaohao see that the RTVU system will play an important role in Web education in China in the near future - an old model therefore is still relevant and can be improved with today’s technology.
It was surprising to learn that radio & TV tuition in China is largely free, with only printed materials & stationery to pay for (and exams for free viewers & listeners) as it is funded by the State Education Commission and at a lower-level, work sponsorships. However with the economic downturn in full-swing, I question how long this tuition can remain free.
Yuhui, Zhao (1988) "China: Its Distance Higher-Education System." Prospects 18(2): 217-28.
Jianqiang L., Zhaohao S. (2004) "Internet/Web Technology in Higher Education in China,", Fourth IEEE International Conference on Advanced Learning Technologies (ICALT'04), http://doi.ieeecomputersociety.org/10.1109/ICALT.2004.1357736.
** Athens log-in required.
Monday, 2 March 2009
W6 - Topic 3: What is an organizational unit?
Wenger (1998)'s definition of a Community of Practice would dictate that in an organization, communities of practice are mostly informal and distinct from an organizational unit. Therefore if a CofP is created through choice, an organizational unit is a unit put together by higher powers with specific goals, deadlines and demands. I believe that a CofP can be born from an organizational unit, however - as seen in my example from Next. We were initially put together, but quickly went above and beyond our requirements to create our own CofP where we tailored our learning and job criteria to improve the stockroom.
Furthermore, Wenger also explains that a CofP is defines itself in the "doing" as members learn from each other and develop identity amongst themselves, with the boundaries being far more flexible than this ambiguous "organizational unit". It would seem that a CofP has far more room for expansion and change than an organizational unit does, as an organizational unit's characteristics will be defined from higher powers, whereas within a CofP the identity and characteristics are defined from within the CofP itself.
I believe that an organizational unit can quickly stagnate if there is no new blood. There will still be an element of shared learning, but people will learn less than in a CofP because of fixed boundaries. CofPs have permeable boundaries and therefore allow new numbers, giving new angles and learning on subjects or tasks at hand.
Furthermore, Wenger also explains that a CofP is defines itself in the "doing" as members learn from each other and develop identity amongst themselves, with the boundaries being far more flexible than this ambiguous "organizational unit". It would seem that a CofP has far more room for expansion and change than an organizational unit does, as an organizational unit's characteristics will be defined from higher powers, whereas within a CofP the identity and characteristics are defined from within the CofP itself.
I believe that an organizational unit can quickly stagnate if there is no new blood. There will still be an element of shared learning, but people will learn less than in a CofP because of fixed boundaries. CofPs have permeable boundaries and therefore allow new numbers, giving new angles and learning on subjects or tasks at hand.
W6 - Topic 1 & 2: Communities of Practice and joint enterprise...
In my gap-year I worked as a stockroom assistant at Next and after reading this week's lecture notes it is clear that we had a Community of Practice, although I would put the community under the "unrecognized" or "bootlegged" category as we saw ourselves as a group and often went under the radar of management, but while we had the core employed stockroom group of myself, Corinna, Sam and Clare, we had several other members who would come from the shop-floors to help when we had a big delivery, such as Tracey on womenswear, Moira on menswear and Lorraine on Kidswear who were unofficially "part of it".
What it's about
Having built relationships in the stockroom through common interest - both at work and outside work, there were two joint enterprises of the CofP. The first to get the job done on time to the best of our ability, but the other was to get one up on the manager as while everyone knew we did a good job, she would constantly demand more. When we did well, it would be ignored. When we didn't do well, we would be in the office and then we stuck up for ourselves together. We all pulled together to work as effectively as possible.
Sale-time was a perfect example of a joint-enterprise. It was our job to do the tagging of clothes in the stockroom, along with temporary members of staff who would become part of our CofP. Our goal was to get the tagging done by a set time on a set day and we shared tips on how to do things quicker, and teach the new members of staff how to get up to speed quickly.
How it functions
As Wenger states, members are brought together by joining in common activities and by "what they have learned through their mutual engagement in these activities". I was brought into the CofP by finding myself in the stockroom on a temporary basis, learning what to do through mutual engagement which lead to my employment as a stockroom assistant.
New members would be brought into the mix and thrown in at the deep end, learning would be achieved through common activities and not through text-book "training" - although this was meant to be provided. We had the intent of learning together because it made the job easier and if one day one of us was having an off-day, the others would drag that person up. Although we had a list of things to do, we often did work off our own back and ran our stockroom independently together. While there was authority in the form of different pay-bands, we all considered each other equal.
Capability it has produced
While the CofP was active, we learnt how to do things more effectively, came up with routines to make the day run smoothly and had our own CofP characteristics like nicknames for the management that only we knew, for example. The stockroom also knew how to do a lot of things the rest of the store didn't, therefore people depended on us which also gave us a sense of community and belonging in our surroundings.
This CofP has now dispersed - in a few short months, I went to uni and the rest of them got other jobs. The dynamics of the community of practice had changed and it could be argued there wasn't one at all within our replacements as they didn’t work as effectively.
However the capabilities our CofP produced extend to a social level. I still go into Next for a chat with everyone, Clare and I chat on Facebook and Corinna has emerged as one of my closest friends at home. We often reminisce about our days at Next and discuss the latest things going on that we've heard on the grapevine, so our CofP also shares characteristics with the "memorable" stage. Most people who have worked at this Next branch have said you never escape it completely, and I'd say that's very true indeed.
What it's about
Having built relationships in the stockroom through common interest - both at work and outside work, there were two joint enterprises of the CofP. The first to get the job done on time to the best of our ability, but the other was to get one up on the manager as while everyone knew we did a good job, she would constantly demand more. When we did well, it would be ignored. When we didn't do well, we would be in the office and then we stuck up for ourselves together. We all pulled together to work as effectively as possible.
Sale-time was a perfect example of a joint-enterprise. It was our job to do the tagging of clothes in the stockroom, along with temporary members of staff who would become part of our CofP. Our goal was to get the tagging done by a set time on a set day and we shared tips on how to do things quicker, and teach the new members of staff how to get up to speed quickly.
How it functions
As Wenger states, members are brought together by joining in common activities and by "what they have learned through their mutual engagement in these activities". I was brought into the CofP by finding myself in the stockroom on a temporary basis, learning what to do through mutual engagement which lead to my employment as a stockroom assistant.
New members would be brought into the mix and thrown in at the deep end, learning would be achieved through common activities and not through text-book "training" - although this was meant to be provided. We had the intent of learning together because it made the job easier and if one day one of us was having an off-day, the others would drag that person up. Although we had a list of things to do, we often did work off our own back and ran our stockroom independently together. While there was authority in the form of different pay-bands, we all considered each other equal.
Capability it has produced
While the CofP was active, we learnt how to do things more effectively, came up with routines to make the day run smoothly and had our own CofP characteristics like nicknames for the management that only we knew, for example. The stockroom also knew how to do a lot of things the rest of the store didn't, therefore people depended on us which also gave us a sense of community and belonging in our surroundings.
This CofP has now dispersed - in a few short months, I went to uni and the rest of them got other jobs. The dynamics of the community of practice had changed and it could be argued there wasn't one at all within our replacements as they didn’t work as effectively.
However the capabilities our CofP produced extend to a social level. I still go into Next for a chat with everyone, Clare and I chat on Facebook and Corinna has emerged as one of my closest friends at home. We often reminisce about our days at Next and discuss the latest things going on that we've heard on the grapevine, so our CofP also shares characteristics with the "memorable" stage. Most people who have worked at this Next branch have said you never escape it completely, and I'd say that's very true indeed.
Subscribe to:
Posts (Atom)
