1. E-Learning at the University: Challenges for the web 2.0 generation Frederik Truyen, K.U.Leuven

2. A Changed Environment... Information overload 'Digital Natives'

3. The Mobile Knowledge Worker

4. K.U.Leuven Expectations towards knowledge... Patients’ grandparent “knows” more than family doctor IT professional “knows” how to install a Linux Operating System Laboratory assistant “knows” result of epo-test CEO “knows” his annual balance is correct

5. K.U.Leuven What happened? In these cases, today’s availability of information and its inherent complexity defy our traditional conceptions about what one should and can know The individual often can’t cope any longer on his own to make a justifiable knowledge judgment New requirements are set out for what is socially accepted as knowledge Separation of Duty challenges hierarchical knowledge organization

6. K.U.Leuven

7. (E-)LEARNING AT THE UNIVERSITY

8. The Learning organization “The university as a reflective organization is in its totality involved in its education” Onderwijsbeleidsplan 2006-2009, K.U.Leuven K.U.Leuven

9. Toledo – K.U.Leuven homepage 1 University & 12 University colleges with a customized portal & specific branding More than 95.000 active users About 32.000 different users online per day

10. Integral Learning Environment  Integration of tools  Blackboard LCMS integrated with SAP ERP system and Campus Management  Integration of Library system through SFX metadata  Integration of Wiki's, Blogs  Integration of streaming video  Integration of people  Students & professors  Assistants, tutors, librarians, course builders, IT specialists, laboratory aides, administrative people K.U.Leuven

11. Two parallell movements Automation –The computer network acts on the content, it plays a role in content selection –Information selection through metadata (tags): Resource Description Framework –>> Rich Content Socialisation of the web –The web connects people. It allows peer-to-peer knowledge development –Information selection through the social network, e.g. social bookmarking –>> Rich Use

12. K.U.Leuven Social software and web 2.0 Integrate aspects of group interaction (different forms of online interactivity and different modes of communication) Easy to use. Accessible, simple technology Emergent: enables group self-organisation, rather then imposing an organisation to a group. Bottom-up, adaptive and subversive

13. Growing role of Informal learning Slide presented by Harm Weistra. Learning activities and their relative importance Sara Lee/DE (source: AKC, 2002) http://www.informl.com/2006/12/08/a-dutch-8020/

14. Open content K.U.Leuven

15. IMPACT ON (E)LEARNING WEAVING THE WEB OF KNOWLEDGE

16. K.U.Leuven Track while Scan In a wide sweep, we keep track on a whole range of adjacent knowledge fields, without going into details –We trust others to do so … Depending on the need, we will engage specific details in depth –We learn others to trust we are doing so …

17. K.U.Leuven Knowledge workers … Introduce themselves in a « community of practice » Mix private and professional knowledge development Gain authority in the network Have good situational awareness of the knowledge network Feel responsible for a particular knowledge domain Weave their personal web of knowledge, often on their laptop and other mobile devices

18. Professional knowledge … Traditional Knowledge as … –a requirement –a commodity –an effect –an output Today Knowledge as … –a responsibility –a resource –a task –an asset K.U.Leuven

20. Conclusions … Meeting the millennium challenge in E-Learning –coping with the new learner –supporting the mobile knowledge worker –integration of web 2.0 and social software –mainstreaming the stakeholder community –knowledge becomes a shared responsibility