Marilyn Leask: University of Bedfordshire

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Marilyn Leask: University of Bedfordshire

  1. 1. Making online collaboration work – examples and challenges<br />OECD workshop, Paris<br />Professor Marilyn Leask<br />University of Bedfordshire , UK<br />17thMarch 2011<br />
  2. 2. Experience: initiating, launching, quality assuring, commissioning, publicising, censoring…<br />1995 initiated TeacherNetwww.teachernet.gov.uk - initially designed to meet educators need to access information (eventually funded and owned by central government, cut by incoming government 2010)<br />1997 founder member European School net www.eun.org (funded initially through subscription from EU governments and EU projects)<br />2002 initiated Teacher Training Resource Bank www.ttrb.ac.uk and accompanying sites for main subject specialist organisation in education (funded and owned by central government) (cut by incoming government 2010)<br />2006 launched Communities of Practice for Public Service www.communities.idea.gov.uk (funded through central government and local government subscription organisation)<br />2010 launched Education Communities www.educationcommunities.org (funded through university subscription) <br />12/03/2011<br />University of Bedfordshire<br />2<br />
  3. 3. Definitions of success…<br />VFM? % engagement of target audience? volume of downloads? reach? Who uses services and tools?<br />Example: Communities for public service www.communities.idea.gov.uk<br />400 local authorities, 80,000 users, 1500 communities<br />3 types of communities: central govt., local and regional govt., other.<br /><ul><li>Central govt. policy officers facilitating communities had 100% engagement of local authorities, content was high quality;
  4. 4. monthly summary newsletters with click through links went to every member and therefore every local authority;
  5. 5. use prior, during and after conferences included all documentation so those unable to attend could engage;
  6. 6. all policy staff expected to demonstrate they are working through the communities for their area (appraisal forms and job descriptions).</li></ul>12/03/2011<br />University of Bedfordshire<br />3<br />
  7. 7. Lessons<br />Purpose, purpose, purpose - irrestible to the audience: model on living communities, allow cross-connections, people finding, start and finish, sporadic communities, stimulate relevant activities<br />Technical: usability of software, effective technical help desk, ease of use, ease of retrieval of passwords, reliability, scalability<br />Quality of experience: trained facilitators are needed, taking responsibility for freshness of content, archiving, newsletters, engagement<br />Sustainability: change of leadership in the parent organisation<br />Who is it for?: whose community? Sustainability of funding<br />Engagement: proof of concept first with innovators and early adopters, understanding of push pull factors, clear purposes so people want the service, then publicity, publicity and training. <br />Build use into the day job – appraisals, job descriptions<br />12/03/2011<br />University of Bedfordshire<br />4<br />
  8. 8. Definitions<br />Web 1 – mostly read only…directories/taxonomies<br />Web 2 –user-generated content (read and write)…tagging/folksonomies<br />Web 3 – the portable personal web … user behaviour driven/me-onomy…personalisation<br />(Source: Agarwal, A. (2011) Web 3 concepts explained in Plain English http://www.labnol.org/internet/web-3-concepts-explained/8908/ Accessed 2 March 2011)<br />Also<br />Semantic web (intelligent machines) – Tim Berners-Lee<br />Augumented reality – Prof. Carsten Maple – Univ. of Bedfordshire<br />12/03/2011<br />University of Bedfordshire<br />5<br />
  9. 9. Online communities for the Public Service established 2005 – 80,000 members, 1500 communities<br />12/03/2011<br />University of Bedfordshire<br />6<br />
  10. 10. Education Communities 2010 – 20 countries…48 communities, 250 members<br />
  11. 11. Goals of Ed Comms<br />encourage the development and sharing of new ideas and strategies<br />enable people to connect locally, nationally and globally to run joint research projects<br />support faster problem-solving<br />cut down on the duplication of effort<br />provide potentially endless access to expertise<br />12/03/2011<br />8<br />University of Bedfordshire<br />
  12. 12. Current use of Ed Comms<br />Not just knowledge exchange or benchmarking as for local government communities<br />Writing collaborative articles and books– no need to communicate via email and lose documents<br />Networking<br /> Research groups <br />Project management<br />People finder for expertise and project partners<br />Self organising networks<br />12/03/2011<br />University of Bedfordshire<br />9<br />
  13. 13. Self Organising Networks <br />Allow 21st century models of research and academic practice which policy makers andeducators have yet to grasp for the most part. <br />Impactful research<br />Researchers networked to do research -> efficiencies, distributed knowledge, collective knowledge building<br />Users contribute to decisions on topics and co-research<br />Rapid publication<br />Publications in a usable form for users, large scale, can be built on<br />12/03/2011<br />University of Bedfordshire<br />10<br />

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