Principles Of The Design Of Web2.0 Learning Environments+Ever Learn

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Principles of the design of Web 2.0 learning environments:focus on participation

Prof. Dr. Karsten D. WolfFachbereich 12 Educational Sciences & Pedagogy, Universität BremenDidactical Design of Interactive Learning Environments

cc by Karsten D. Wolf 2008


and !You



really lots of peopleReally lot of people!

© Karsten D. Wolf 2007

Too large numbers to comprehend!

110.000.000 active users/month 300.000 new users/day

4.500.000.000 page views/day


Blogs


Blogs


Blogs


How many?

search engine for „blogosphere“


How many?

search engine for „blogosphere“

„71 million blogs…some of them have to be good.“

–Matt




2008

80M90M

100M110M120M130M


1,731,000 569,000

474,000 367,000

353,000 288,000

283,000 251,000

222,000 221,000

19.04.2007Slides: www.slideshare.net/kadewe

http://blog.didactalab.de



native speakers of language Wikipedia article

Slides: www.slideshare.net/kadewe




articles ratio

Suomi 109,454 48

German 569,000 176






articles ratio

Suomi 109,454 48

German 569,000 176


Wikipediaarticle

1





+49% +82%

+50% +47%

+42% +49%

+71%

+77%

ca. 18 months later (8.10.2008)


Wikipedias

WiktionariesWikiquotes

WikinewsWikibooks

Wikisources

Wikiversities

today

2 years

5-10 years

20-40 years


slidesharescribd





http://delicious.com/kadewe/web20




Google Apps


Google Apps


Google Apps


cc by Karsten D. Wolf 2008Web 2.0 services


thousands of „Web 2.0“ tools

http://del.icio.us/kadewe/




thousands of „Web 2.0“ tools




attribution: wasta on flickr

//bwr

cc by Karsten D. Wolf 2008antikris on flickr


Didactics of ParticipationUniversity 2.0?


basic needs

autonomycompetencerelatedness

➙ long term motivation & learning interest

Deci/Ryan 2000

R. M. RyanUniversity of Rochester

Self-determination theory

E.L. Deci


culture of participation

recreation to become a form of re-creation (remix, tinkering, sharing) based on productive inquiry situated in communities of co-creation

learning about ➙ learning to be

http://mitworld.mit.edu/video/419/

John Seely BrownXerox Parc

Cognitive Apprenticeship




new media literacy

affiliationsexpressionscollaborative problem solvingcirculations

Henry JenkinsMIT

New Media Literacy

enable anyone (including TCUs) to author content

Main goal and question since ´93

• learning by teaching

• no learner left behind

• constructivistic learning design

browser

learner

browser

learner

browser

CMS

learner

browser

author

CMS

http://www.everlearn.info



Ansicht

Bearbeiten

1.1 Student: Experience report1.2 Peer: Commentary1.3 Tutor: Feedback commentary2.1 All: Goal building - Critique of current teaching2.2 T: Summary / Conclusion Building of groups2.3 Group: Familiarize with SoLe2.4 G: Rough planning2.5 T (+P): Feedback3.1 G: Detailed planning + Development of materials3.2 T (+P): In-Process-Feedback3.3 P (+T/L): Peer Review4.1 S: Self-Assessment (von PS 3)4.2 T (+G): Feedback4.3 S: Reflect Self-Assessment

PS 1

PS 2

PS 3

PS 4

F2F 2

F2F 1 All: Kickoff

Face to Face meetings

EverLearn Word

Blackboard

© Prof. Dr. Karsten D. Wolf 2006

T

S S S S S

S S S S S

S S S S S

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T

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T

S S S S S

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S S S S S

S S S S S

S S S S S

S S S S S

S S S S S

S S S S S

S S S S S

S S S S S

ST STTier 1 Tier 2

Tier 1

Tier 2

Tier 1

Tier 3

© Prof. Dr. Karsten D. Wolf 2006

T

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

2 2 2 2 2

2 2 2 2 2

2 2 2 2 2

2 2 2 2 2

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

3 3 3 3 3

3 3 3 3 3

3 3 3 3 3

3 3 3 3 3

ST ST

T

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

2 2 2 2 2

2 2 2 2 2

2 2 2 2 2

2 2 2 2 2

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

3 3 3 3 3

3 3 3 3 3

3 3 3 3 3

3 3 3 3 3

ST ST

T

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

2 2 2 2 2

2 2 2 2 2

2 2 2 2 2

2 2 2 2 2

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

3 3 3 3 3

3 3 3 3 3

3 3 3 3 3

3 3 3 3 3

ST ST

Phase 1 Phase 2 Phase 3

PS 2

PS 3



Expression


Expression

Remixing


Expression

Remixing

Hybrid LE

grid layouting and check&drag editing

file conversion & inline image editing

in-place editing & configuration

color coded action buttons

drop-down config of internal links

novice user centered interface elements

content attached discussions

grid layouting and check&drag editing

file conversion & inline image editing

in-place editing & configuration

color coded action buttons

drop-down config of internal links

novice user centered interface elementsused to b

e

content attached discussions

fun & difficulty

4 basic rules of novice user computer interaction

(i) The more time-consuming an action is, and the less the user feels savvy in doing it, the less will he try it again, if it fails the first time.

(ii) If some action cannot be done immediately and easily, it is neither done now nor later.

(iii) The more important an action is, the easier it has to be to accomplish.

(iv) To get people engaged, a system has to be as easy and non-frustrating to use as possible

Wolf/Städtler 2006

participation and problem solving ability

Wolf/Prasser 2006

Chat Nachrichten Foreneinträge Wortumfang

erstellte Texte

ProblemlösefähigkeitAIT-G (vorher)

.34*(.021)

.47**(.002)

.54***(<.001)

ProblemlösefähigkeitAIT-G (nachher)

.03(.425)

.28*(.048)

.43**(.005)

participation and problem solving ability

Wolf/Prasser 2006

Chat Nachrichten Foreneinträge Wortumfang

erstellte Texte

ProblemlösefähigkeitAIT-G (vorher)

.34*(.021)

.47**(.002)

.54***(<.001)

ProblemlösefähigkeitAIT-G (nachher)

.03(.425)

.28*(.048)

.43**(.005)

daily usage: consumptive

daily usage: productive

daily usage: comparison

daily usage: comparison


http://www.adaptivepath.com/ideas/essays/archives/000547print.php

user c

ontributed

values long tail

network effect

decentra

lizatio

n

co-cr

eation

remixability

emergent

syste

ms




Is participation a long tail phenomenon?


0 25 50 75 100 125

25

50

75

100

cum

ulat

ive

% o

f con

tent

% of authors ranked by contribution

A very few


0 25 50 75 100 125

25

50

75

100

cum

ulat

ive

% o

f con

tent


Sehr Wenige

do very much


0 25 50 75 100 125

25

50

75

100

equalparticipationof all authors

cum

ulat

ive

% o

f con

tent



0 25 50 75 100 125

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50

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equal participation

gapcu

mul

ativ

e %

of c

onte

nt







4000 top Wikipedia authors

should be more homogenous than

all of 1435 EverLearncourse users









% of productive actions

Wolf, Karsten D. (2008): Gender und New Media Literacy: Zugänge oder Barrieren beim E-Learning

% of productive actions

Wolf, Karsten D. (2008): Gender und New Media Literacy: Zugänge oder Barrieren beim E-Learning

11% vs. 0,1% in Wikipedia



lesson in participation:

didactical design pays off

technical: make it easy

social: make it a smallaccountable community

motivational: build up interest and develop meaningful taks


more info [email protected]://www.ifeb.uni-bremen.de/wolfhttp://www.slideshare.net/kadewe

mailto:[email protected]

mailto:[email protected]

http://www.ifeb.uni-bremen.de/wolf

http://www.ifeb.uni-bremen.de/wolf

http://del.icio.us/kadewe/videospiele

http://del.icio.us/kadewe/videospiele