SocialLearn update - Mar 18, 2010

KMi Seminar, 18 March 2010 SocialLearn Project update Simon Buckingham Shum Knowledge Media Institute Open University UK 1 © Simon Buckingham Shum

1969 “open” 2010 2 © Simon Buckingham Shum

“Open”: 1969 People Places founding principles… Methods Ideas 3 © Simon Buckingham Shum

“Open” in the world of Web 2.0+ Open IP Open Economics Open Communities Open Data Standards 4 © Simon Buckingham Shum

“social learning” 5 © Simon Buckingham Shum

“Social Learning” has many intellectual traditions Computer-supported Group learning collaborative learning Communities of practice Apprenticeship “Social Learning is a Wicked, social problems fundamental epistemological shift, beyond participation. Encompasses both understanding and practices.” © Simon Buckingham Shum

New OU reader on Social Learning Systems & Communities of Practice Chris Blackmore 7 © Simon Buckingham Shum

“social learning” SocialLearn Project working definition: social learning can take place when users can… clarify their intention – learning rather than browsing ground their learning – by defining their question or problem engage in focused conversations – increasing their understanding of the available resources. 8 © Simon Buckingham Shum

“social learning” trust • affirmation • challenge 9 © Simon Buckingham Shum

shifting educational landscape 10 © Simon Buckingham Shum

The industrial-era university (school/college) Nation building Builds national Benefactors pay industrial strength Repository of knowledge A canon of (libraries) knowledge Scholars Knowledge development Objective Disciplines truth, facts and subjects Teaching Students Examination: subordinated – pass or fail Monopoly: Elite professional – access to knowledge and social class – granting degrees © Simon Buckingham Shum Figure: Hardin Tibbs

The emerging learning model Globally connected Builds free- Nation/state and market industrial market-based strength A knowledge funding Participatory saturated learning environment Lifelong discourse learning Facilitating and guiding the Subjective, Modules and development of qualitative, competencies the whole person meaning Students as Flexible delivery customers, and assessment learner-centric Vocational focus, Branding in a competitive career-ready environment, eroded accredited, everyone monopoly ‘learning or earning’ © Simon Buckingham Shum Figure: Hardin Tibbs

How do we make the future learner-centric (but not an echo chamber where you’re never out your comfort zone)? Personalised information Learner-selected feeds and mobile tools peer network Personalised Learner-selected resource archives mentors © Simon Buckingham Shum 13

Learner-centred universe Chat, My real-world conferencing, learning blogging, context posting My identity My learning record My privacy settings My online Share, learning / network, join, How far teaching participate My learning and how reputation My learning buddies fast I want space (richly resourced, rewarding, safe, Find a Create, offer My in control of my and find learning teacher / own learning) tutor, or a learning projects My devices materials student, & platforms or a co- My learning needs, learner my aspiration, Share / my curriculum publish my My choice of learning online tools Learning / Knowledge maps © Simon Buckingham Shum

designing for online social learning 15 © Simon Buckingham Shum

Social learning technology: candidate dimensions of the design space everyday social media social media tuned for learning? “friends” like me + learning peers/mentors who both affirm and challenge 1-many from the start + 1-1 mentoring rapid information exchange + learning conversations no reflection required by the UI reflection encouraged by the UI tag clouds + meaningful connections generic web analytics + learning analytics recommendations based on + recommendations based on navigation, ratings, purchases… learning profiles and activities myriad activity traces in the cloud + a secure e-portfolio to evidence learning informal personal endorsements + verifiable accreditation by trusted platforms 16 © Simon Buckingham Shum

social, improvable, conceptual artifacts beyond sharing media documents, what is special about learning that motivates digital support for shareable, improvable, CONCEPTUAL artifacts? 17 © Simon Buckingham Shum

Mediating social artifacts for sensemaking cf. Engeström’s wildfire learning activities: we need inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… Ask a Question 18 © Simon Buckingham Shum

Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… Ask a Question Answer a Question 19 © Simon Buckingham Shum

Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… Ask a Question Post a comment Answer a Question 20 © Simon Buckingham Shum

Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… Ask a Question Post a comment Answer a Question Support/Challenge 21 © Simon Buckingham Shum

Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… Ask a Question Post a comment Answer a Question Support/Challenge Add Resources to enhance contributions 22 © Simon Buckingham Shum

Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… Build a Learning path to help answer a Question 23 © Simon Buckingham Shum

Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… Build a Learning path to help answer a Question Add Reflection points to help consolidate learning 24 © Simon Buckingham Shum

Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… Build a Learning path to help answer a Question Add Reflection points to help consolidate learning Add Resources Add Activities to to enhance build/assess any step learning 25 © Simon Buckingham Shum

Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… Forge new Paths from existing Paths… 26 © Simon Buckingham Shum

Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… Forge meaningful connections between any Question, Step, Path… is inconsistent with resolves is a counterexample of refutes 27 © Simon Buckingham Shum

Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration Questions Activities Answers Connections Assessment Documents Learning Paths Data Reflection Dialogue Argumentation 28 © Simon Buckingham Shum

Social + Conceptual networks 29 © Simon Buckingham Shum

sociallearn beta 2 (for beta1 report see OU-internal Oct’09 eLearningCommunity webcast) 30 © Simon Buckingham Shum

The SocialLearn Space provides the ‘glue’ to connect diverse websites, providing friends, analytics and recommendations OU VLE PhD-Skills ORO Interoperability via Google OpenSocial Gadgets/FriendConnect 1. Profile SocialLearn Space 2. User Interface 3. Social Graph 4. Services 31 © Simon Buckingham Shum

Google Gadgets & OpenSocial http://opensocial.org / directory.opensocial.org Major social media players are now OpenSocial Gadget “containers” The Gadget Directory is analogous to the iPhone AppStore – thousands of apps 32 © Simon Buckingham Shum

Cloudworks People Recommender gadget in an iGoogle portal (or any other OpenSocial container) People Recommender gadget 33 © Simon Buckingham Shum

Other candidate gadgets…   SocialLearn   PhD Skills Gadget   Path Gadget   I’m Stuck Gadget   Mentor Gadget   Plus…   From KMi: eg. Flashmeeting, Virtual Microscope, ROLE…   From OU: eg. Library   From other educational institutions, eg. Moodle   From SocialLearn developer community   From e-science projects, eg. MyExperiment   From Google: eg. Calendar; Gmail, Reader…   From the global Gadget Directory: thousands more… 34 © Simon Buckingham Shum

Cloudworks: A social space to share/discuss educational ideas/resources (IET) http://cloudworks.ac.uk Seed your Cloud with introductory text or embedded media, and then invite discussion and links © Simon Buckingham Shum

Embedding Google Gadgets in Cloudworks People Recommender gadget Cloud Recommender gadget Cloudstream Recommender gadget 40 © Simon Buckingham Shum

Embedding a Google Gadget in PhD-Skills website http://phdskills.open.ac.uk A generic PhD skill from the national Research Councils framework Cloudstream Recommender gadget showing relevant activity in Cloudworks (test example) 42 © Simon Buckingham Shum

Cohere: web annotation + semantic connections http://cohere.open.ac.uk Connections filtered by Contrast © Simon Buckingham Shum

Cohere: web annotation + semantic connections http://cohere.open.ac.uk Connections filtered by Lineage © Simon Buckingham Shum

Cohere: web annotation + semantic connections http://cohere.open.ac.uk Connections filtered by Consistency © Simon Buckingham Shum

Embedding lifelong learning skills in SocialLearn ELLI: Effective Lifelong Learning Inventory   Bristol University School of Education: what makes some people interested in learning throughout their lives, while others drop out of the system early on?   Web questionnaire generates a learning map with 7 dimensions describing capacities to learn: basis for a mentored conversation 49 © Simon Buckingham Shum

ELLIment (rapid prototype – Thomas Ullman, OU) Choose your Editable ELLI mentor profile accessed from Learning Shared record of notes, activities, Warehouse objectives, etc Private or Shared reflections AV channel of choice © Simon Buckingham Shum

research opportunities… there are intruiging conversations now waiting to develop with social learning researchers opportunities for KMi research to synergise with SocialLearn?... 51 © Simon Buckingham Shum

R&D opportunities to test socio-semantic technologies in an open source service infrastructure Merging social graphs Analytics and recommendation from the cloud engines working off content and social networks? SIOC for modelling and merging identity? Ontologies relevant to learning/ academic research? Text processing to improve automated user profiling based on their online ? Semantic web services? Multimedia/semantic search engines looking for a testbed? Relevant widgets/apps for learners/ researchers? © Simon Buckingham Shum

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SocialLearn update - Mar 18, 2010

by SocialLearn, Open U on Apr 07, 2010

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SocialLearn update - Mar 18, 2010 — Presentation Transcript