creation & dissemination o Briefly: technology & its affordances o The nature of the changing higher education landscape o Implications for inclusiveness and social & educational divides • Access • Representation • Participation
New media objects exist as data The different elements of new media exist independently The logic of the computer influences how we understand & represent ourselves New media objects exist in multiple versions Manovich, L (2001) The Language of New Media New media objects can be created & modified automatically
the diffusion of networking logic substantially modifies the operations and outcomes in processes of production, experience of power and culture In the past, social networks were more limited in different spheres. Networks were more exclusive. The Internet changed the nature of networks by making them more inclusive and easy to participate in. Castells, M (1996) The Rise of the Network Society
technology to equalise the opportunity that people have to access and participate in the construction of knowledge and culture, regardless of their geographical placing For the first time in a millennium, we have a technology to equalise the opportunity that people have to access and participate in the construction of knowledge and culture, regardless of their geographical placing. Lessig, L (2003) World Summit on the Information Society
production and technological innovation become the most important productive forces. Universities are subject to the conflicts and contradictions of society and therefore they will tend to express — and even to amplify — the ideological struggles present in all societies Castells, M (1991). The University System: Engine of development in the new world economy. Castells, M (2001) “Universities as Dynamic Systems of Contradictory Functions”
Brennan, J: Durazzi, N and Séné, T (2013) Things we know and don't know about the wider benefits of higher education: a review of the recent literature Non- market Market Society Individual
reviews Bibliographies Proposals Data sets Conference papers Audio records Images Recorded interviews Books Reports Journal articles Technical papers Notes Presentations Lectures Interviews Shared and shareable e.g. social bookmarking, Dynamic multimodal versions The rise of rich media Data Open linked, curated, shareable Metadata Multiple modes The “enhanced publication” multimodal, hyperlinked Open access mainstream Emergence of the “megajournal” New forms Modes- visual & audio lectures New genres - ebooks, OERS open education resources Changing, extending audiences (e.g. life long learners, global reach) Two way process (e.g. citizen science) Access to all types of resources New measures of impact Altmetrics- use, downloads, bookmarking etc Open processes Increased visibility Increased collaboration Earlier access Open science Changing Scholarship
profit educational / service providers • Eg Coursera • Non-profit educational providers • eg Ed-X o New roles for old players • E.g. Educational publishers as providers of services (Pearson, Elsevier) • New players in the education space • Search engines & technology companies
sociospatial segregation and create ‘dual cities’ of inhabitants that occupy vastly different spheres of knowledge. Castells, M. (1998) The Informational City is a Dual City: Can it be Reversed?
access controlled? o Representation • Which knowledge is represented ? What are the rules of entry & legitimacy? o Participation • How is participation to and in higher education networks shaped?
Internet • Eritrea, Timor-Leste, Myanmar, Burundi, Sierra Leone, Niger, Ethiopia , Guinea, Congo DR, Madagascar , Chad • Over 90% using the Internet • Luxembourg, Denmark, Netherlands, Sweden, Norway, Iceland, Falkland Islands o Within countries • Rural/urban, rich/poor 2012 Figures
be known o Makes some knowledge visible and legitimate and other invisible and illegitimate o Consolidates power through normalisation o Influences how knowledge is produced and reproduced o Online representation augments, echoes and refracts physical representation
AMJ, AMR, ASQ and JIBS (2006-2010), Hamann, R (2012) Balancing the academic terms of trade: The paradox of publishing in top-tier journals from the periphe
journals, but we shut out the experiences and practices of those living in poverty by our (unconscious) neglect. One group is advantaged while the other is marginalised.” Richard Horton, The Lancet, Vol 361, 1 March 2003 Thanks to Leslie Chan, http://www.slideshare.net/lesliechan/remapping-the-local-and-the-global
to Wikipedia in Africa o SMS service pilot to request Wikipedia pages – delivered by text to basic phone Elearning Africa Report 2014, Duncan Geere, Technology, 24 January 2012
and makes the rest of the world one’s neighbours is an efficient mechanical missionary of civilisation and helps to save the world from insularity where barbarism hides” Dolbear, an inventor of the telephone, quoted in Graham (2011)
education The programme content must be the present, existential, concrete situations reflecting the aspirations of the people. In order for education to be most effective, content must be presented in a way that allows the student to relate the information to prior experiences. Paulo Freire John Dewey
requirement of participation o The role of Google • Google as a “switcher” between networks • The Google algorithm as a determinant of participation • The dangers of the filter bubble o The costs (DOI etc) of discoverability • Money and expertise
SourceForge World Map of Active OSS Developers Van Engelhardt,S; Freytag, A; Schulz,C (2010) in On the Geographic Allocation of Open Source Software Activities
(2013) Things we know and don't know about the wider benefits of higher education: a review of the recent literature. BIS Research Paper, URN BIS/13/1244. Department for Business, Innovation and Skills, London, UK. : http://eprints.lse.ac.uk/55427/ o Castells. M (1991) The University System: Engine of development in the new world economy. Washington DC: The World Bank. o Castells, M. (1996) The Rise of the Network Society. Blackwell Publishing Ltd o Castells, M. (2001) “Universities as Dynamic Systems of Contradictory Functions”, in Müller, J., Cloete, N, & Badat, S. (eds.) Challenges of Globalisation: South African Debates with Manuel Castells, Cape Town: Maskew Miller Longman. o Flick, C, Convoco Foundation, Oxford internet Institute (2011) Geographies of the World’s Knowledge Oxford internet Institute www.oii.ox.ac.uk/publications/convoco_geographies_en.pdf o Graham, M and Hogan, B (2013) Uneven openness and barriers to MENA representation*on Wikipedia. Final Technical Report to IDRC o Hamann, R (2012) Balancing the academic terms of trade: The paradox of publishing in top-tier journals from the periphery, unpublished o International Telecommunication Union (2013) The World in 2013: ICT Facts and Figures , www.itu.int/en/ITU- D/Statistics/.../facts/ICTFactsFigures2013.pdf o Van Engelhardt,S; Freytag, A; Schulz,C (2010) On the Geographic Allocation of Open Source Software Activities http://econpapers.repec.org/paper/jrpjrpwrp/2010-009.htm o Weber, S (2000) The Political Economy of Open Source Software, presented at Berkeley Roundtable on the International Economy o White House Broadband Report. June 2013. http://www.scribd.com/doc/147854712/White-House-Broadband-Report#download o World Bank. 2013. Data: Internet Users. Available at: http://data.worldbank.org/indicator/IT.NET.USER.P2/countries/1W?display=default
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