ICTlogy

This is a plead for equidistance and eclecticism. Based on:

• Being a teacher myself, and having to manage people, marks, syllabuses and on, I heavily rely on centralized solutions that I can barely imagine differently;
• being (in many aspects) a learner myself, I can’t help myself from the bounds that tie me to monolithic structures, and hence manage an open personal environment where knowledge (and learning) comes in many ways;
• constantly knowing and meeting other people like me (teachers and/or learners), it is just normal that our paths cross and our knowledge environments overlap and enrich one another;
• all that said, it is just normal that both as a professional and as a learner I need to assess and be assessed by everything that I do here and there, as learning in the Information Society knows no boundaries.

All these aspects concur in the educational process, though many of them make opposite forces, which is why some certify the death of the virtual learning environment while others consider it alive and kicking; some will seem to be putting all the eggs in the personal learning environment and/or open social learning, while maybe there is still room to reconsider e-portfolios.

All this gets more complicated if we take into account assessment or tracking knowledge acquisition along your whole life.

I increasingly believe that the solution to all this, and put in Simon Grant’s words, may perhaps be not a tool but several tools [and] a tool for bringing together evidence residing in different systems. This is my go at the whole issue:

Funneling concepts in Education 2.0: PLE, e-Portfolio, Open Social Learning
[click to enlarge]

In general, I see two sets of opposite trends here:

• On the one hand, the dilemma between the management needs of teaching, which lead to centralization vs. the self-management needs of learning, which lead to de-centralization;
• on the other hand, the dilemma between the assessment needs, which lead towards individualization vs. the socialization needs, which lead towards openness.

Put these four issues one against the other one, I think we can clearly see that there are interesting intersections between them, and these overlaps are crowded with things that are already happening. What I’ve pictured is not exhaustive in any way, but it gives (me) an idea that “competing solutions” might not be as much of a solution as a hammer is an all-purpose tool.

• Traditional learning management systems (LMS) have long gone online and included (shyly, though, most of times) the social component by providing Web 2.0 tools or channelling third parties’ content through widgets and open APIs;
• on the other end, repositories and (hopefully, but very well yet) monitoring tools by means of which both the institution and the learner can access (and assess, if needed) the content of the latter;
• e-portfolios are, in many cases, the bridge between the “inside” and the “outside”, and I truly believe (or expect) that they will gain increasing importance in blurring the frontiers that still separate virtual learning environments from personal learning environments;
• last, but not least, personal learning environments do also have a social component, which in its other “end” is linked with virtual campuses, thus closing the circle.

In my opinion the debate of centralization vs. decentralization is not an either-or-debate, but a puzzle that will be solved by weaving the appropriate (and surely complex) tapestry. And I wonder whether the tools (the needles and the clothes, the open APIs and the widgets and the XMLs) are already there, and what lacks is some upgrade on our digital skills and mindsets (and a little bit of time).

Colleagues Adolfo Estalella and Elisenda Ardèvol (members of Mediacciones) organize a series of seminars called e-Research: opportunities and challenges for social sciences, to debate about the consequences that digital technologies have on the production of knowledge, especially in a scientific framework (it’s worth noting that e-Research here stands for enhanced research, not electronic research).

I’m really proud to have been invited to take part of these sessions side by side with some people whose opinion I most value. I am very likely to be speaking about the Personal Research Portal and see whether this practice can be mainstreamed or not.

Sessions

From eScience to e-Research: challenges and opportunities for social sciences, with Eduard Aibar and Adolfo Estalella

Research in the Internet: new ethical challenges for social research, with Elisenda Ardèvol and Agnès Vayreda.

Visual methodologies: knowledge production and ways to represent it, with Roger Canals and Juan Ignacio Robles.

Open Science: redefining the boundaries of the academy, with Antonio Lafuente, Ismael Peña-López and Juan Julián Merelo.

Social networks analysis: new ways of visualization, José Luís Molina, Tíscar Lara and Mariluz Congosto.

More information

Official page of the seminars, with complete schedule, how to get there and related information.

Enrique Canessa and Marco Zennaro — both from the Science Dissemination Unit of the Abdus Salam International Centre for Theoretical Physics — have collected a a compendium of selected literature on Open Access in their new book Science Dissemination using Open Access.

The book is part of the effort that the ICTP Science Dissemination Unit is doing to promote Open Access as a driver for development (including the Using Open Access Models for Science Dissemination seminar), being a means to enable knowledge diffusion within, towards and from developing countries, by leveraging the potential that open access specially brings to science both at the institutional and individual levels.

The book’s concept is to be a practical tool to steward the open access paradigm with real examples and by also providing actual solutions to most common problems. Hence, it is divided in two parts:

• Part 1, with selected literature about the main concepts and some best practices and reflections on the opportunities that open access can bring to science and scholars in developing countries,
• Part 2, with a list and how-to explanations on how to install and implant open access procedures and software.

I want to thank Enrico Canessa and Marco Zennaro for giving me the opportunity to contribute to the book with a paper of mine. Here entitled Web 2.0 and Open Access, it is an adaptation of my former article The personal research portal: web 2.0 driven individual commitment with open access for development published in Knowledge for Management Journal.

The book, following the line of previous joined efforts between the ICTP and Rob Flickenger (see below), is fully accessible online under a Creative Commons license.

More information

• Science Dissemination using Open Access, official website
• Canessa, E. & Zennaro, M. (Eds.) (2008). Science Dissemination using Open Access. A compendium of selected literature on Open Access. Trieste: ICTP.
• Flickenger, R. (Ed.) (2006). How To Accelerate Your Internet. Morrisville: INASP/ICTP
• Flickenger, R., Aichele, C. E., Fonda, C., Forster, J., Howard, I., Krag, T. & Zennaro, M. (2006). Wireless Networking in the Developing World. Morrisville: Limehouse Book Sprint Team
• Peña-López, I. (2008). “Web 2.0 and Open Access”. In Canessa, E. & Zennaro, M. (Eds.), Science Dissemination using Open Access. A compendium of selected literature on Open Access, Chapter 11, 97-112. Trieste: ICTP