from individuals to networks and sustainable communities

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from individuals to networks and sustainable
communities?
Institutional Web Managers Workshop 2007
Steven Warburton Kings College
London http//claimid.com/stevenw
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the first IWMW was more like therapy
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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

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community

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

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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?
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policy
institutional
IA design/brand IPR access accessibility AUP knowl
edge quotas monitoring
web managers
users
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paradigm shift?
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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

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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

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community mapping?
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or network mapping?
driven by the individual as node
rss/tags
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digital identities

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

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digital identity impact and policy?
personal reputation management
institutional reputation management
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ethical issues
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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?

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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
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second step? towards empowerment

• cultural literacy (judgment, self knowledge)
• digital literacy to identity literacy
• acknowledging institutional structures (inscribe
  power)
• unlearning (tutor literacy)

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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

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Thank you