Topic outline

  • New Media

    Hardap Workshop

    NEW MEDIA

    New media refers to on-demand access to content anytime, anywhere, on any digital device, as well as interactive user feedback, creative participation and community formation around the media content. Another important promise of new media is the "democratization" of the creation, publishing, distribution and consumption of media content. Another aspect of new media is the real-time generation of new, unregulated content.

    Most technologies described as "new media" are digital, often having characteristics of being manipulated, networkable, dense, compressible, and interactive. Some examples may be the Internet, websites, computer multimedia, video games, CD-ROMS, and DVDs.

    New media does not include television programs, feature films, magazines, books, or paper-based publications – unless they contain technologies that enable digital interactivity. Wikipedia, an online encyclopaedia, is an example, combining Internet accessible digital text, images and video with web-links, creative participation of contributors, interactive feedback of users and formation of a participant community of editors and donors for the benefit of non-community readers. Facebook is an example of the social media model, in which most users are also participants.

     

    OER

    Open educational resources (OERs) are free and openly licensed educational materials that can be used for teaching, learning, research, and other purposes.

    The term was first used at a UNESCO conference in 2002, although OERs were being produced and used before that time. For instance, the MIT OpenCourseWare project, which began in 2001, was one of the first major initiatives of the OER movement.

    OERs include courses, course materials, content modules, learning objects, collections, and journals. OERs also comprise tools for delivering educational content, e.g. software that supports the creation, delivery, use and improvement of open learning content, searching and organization of content, content and learning management systems, content development tools, and on-line learning communities. Resources for the implementation of open education include intellectual property licenses that govern open publishing of materials, design-principles, and localization of content.

    Since OERs are resources meant to be used for education rather than accredited educational institutions, they can neither award degrees nor provide academic or administrative support to students.

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  • Web2.0

      It is easy to confuse "Web2.0" with all the other fads and hype that information technology advocates and entrepreneurs have spewed over the past 10 years. But even the jaded must recognize that Web 2.0 is like "The Sixties." Web 2.0, defined now in dozens of ways--data existing in one place and functionality in another, or "the social Web," or AJAX, and so on, will be remembered as a cultural moment, a turning point, and the moment when our world changed. Nowhere else outside of higher education will the impact of this Web 2.0 moment be felt more poignantly.

    No, it really is not just the technology. Tim Berners-Lee says the technology was always there. What changed was that Web sites became easy enough to use and sufficiently served some new purpose so the mainstream population became avid users. No longer the exclusive domain of the geek or the brave, the Web is now a gathering place, an Oahu, for the world.

    For decades, a minority among educators has advocated alternate forms of teaching and learning. The umbrella term for these alternate forms is "open education," (cf Opening Up Education, Kumar and Iiyoshi, MIT Press, 2008). The litany of alternate forms is long: co-op learning, experiential learning, service learning, internships, semester abroad, field study, authentic learning, problem-based learning, adult education, extension courses, and on and on. Each of these alternate forms was designed with the assumption that traditional classroom learning was the norm.

    With the dawning of Web 2.0, these alternate forms of teaching and learning are now becoming the "native" forms for this age. Open education, open knowledge, and open resources are different faces of the Web 2.0 revolution in higher education. (Simon Wilkonson, Blacklight,2012)