1. Matching the Communication Needs of Rural Learners to Web 2.0 Tools and Services Sally Reynolds

2. Presentation Background Rural learning context and user requirements Social networking tools – common functionalities Examples of Social Networking tools in use Success factors Critical issues and challenges

3. Background SoRuraLL – investigating potential for enhanced lifelong learning offered by social networking tools and platforms to those in geographically and socio- economically disadvantaged rural areas ATiT: Test social networking tools with 10 pilot sites – rural schools in west of Ireland D3.1 Initial Scenarios of Use - mapping of the identified user groups with a view to highlighting needs and requirements based on the partners’ knowledge and experience in this area and other relevant resources

4. Rural Learning Context Where does learning typically take place in rural contexts? In primary and secondary schools In rural telecentres In local training or professional development centres

5. Rural Learners’ Requirements Teachers who want to exchange good practice with other teachers Trainees who want to work with other trainees on joint projects Pupils who would like to have contact with pupils in schools in other countries for eTwinning activities Professionals who want to collaborate with other professionals on joint issues and problems Communication and Collaboration

6. Rural Learners’ Requirements Rural schools engaging local communities including parents Representation of rural communities as vibrant and creative places to live Building networks with other rurally based communities for promotion and support purposes Provide better visibility of rural communities Engagement and Recognition

7. Rural Learners’ Requirements Farmers and others needing better access to markets Importance of being able to gather market intelligence quickly and effectively Need to develop cultural and eco- tourism in ruralareas Provide opportunities to form co- operative purchasing schemes for rural services like Internet access Improving employment opportunities Standard of Living

8. Rural Learners’ Requirements Support teachers who feel isolated in the classroom in small rural schools Importance of providing access for specialist interest groups to extend hobbies and pastimes Provide opportunities and choice for pupils in rural communities so that their careers are not dictated by their birthplace Provide contact with other cultures and ethnic communities as a counter to racism and xenophobia Combat isolation

9. Rural Learners’ Requirements Specialists topics in schools like languages, higher level subjects for final examinations Need to provide access to specialist knowledge for professionals Opportunities to access laboratories and cultural resources Teachers and trainers need to keep up to date with new developments and resources Access to knowledge

10. Rural Learners’ Requirements Learn the skills to function in a multicultural and networked society Pupils need to enhance their digital and media literacy in preparation for the workplace Telecentre clients need to enhance their multimedia skills Enhance all citizens skills to enable them to become responsible online citizens ICT and digital skills

11. Web 2.0…….. Social networking…. You are the creator and driver of your use of the tools You are driven by your interests and needs You can involve anyone, anywhere Easy to use tools Fast access Your interests

12. What to choose? From http://www.go2web20.net/

13. Analysis by function Definitions and differences with previous tools and services Describe by function – what they can allow you to do functiontool Collaborative working and content sharing wikis Presentation of ideas and contentblogs Messaging within a communityonline discussion sites Sharing still and moving imagesFlickr, YouTube CommentingTwitter, Ning TaggingYouTube PollingNetLog Social bookmarkingDelicious

14. Social Networking tools in use…….. Vary in in terms of complexity – simple tool like Flickr to Social Networking sites that combine many functions Vary in relation to skills required – Blogger easy to set up and use – creating your own website with Drupal more complex Vary in terms of popularity and reach – Facebook in comparison with communities related to a single institution Vary in terms of openness and access to wider community

15. Voices against Corruption http://voices-against-corruption.ning.com http://voices-against-corruption.ning.com World Bank Initiative Event in Brussels in May 2010 Future leaders in fragile states Aim: communication and collaboration Ning site

16. Rural Irish Schools Blogs Part of SoRuraLL First step into the online world Very small schools Links with community – including local community http://www.feaklens.com

17. Success factors in SoRuraLL work The extent to which the use of social networking tools add value or have an impact on learning processes The extent to which social networking tools add value or have an impact on the notion of inclusion and empowerment The extent to which social networking tools add value or have an impact on institutional and pedagogical innovation and change The extent to which social networking tools add value or have an impact on increasing users’ awareness of any ethical, moral, legal and human security issues arising from their use of such tools

18. Challenges and issues Boundary issues – right to be forgotten? Security and safety issues – right not to be insulted? Generational issues – expectations and know- how Open vs closed communities – walled gardens vs. global communuties Ownership issues – IPR and digital property Digital and media literacy – skills and know-how

19. Contacts and further information Sally Reynolds: sally.reynolds@atit.be ATiT: www.atit.be Interests: Media and Learning: www.media-and-learning.eu MEDEA Awards: www.medea-awards.com Media in Education Newsletter: www.media-in- education.net Thank You!