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Littlejohn  mooc collective_final
 

Littlejohn mooc collective_final

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  • Tension: individual vs collective Learning ecosystem (John Seely Brown) Wisdom of the crowds? when are crowds useful? When is individual better?
  • Definition of collective learning
  • Charting allows the learner to make use of people and resources to fine tune her choices at any point. We cannot exactly define charting prior to looking at existing behaviours. With TUG we developed a series of scenarios and use cases on the basis of our empirical study. We have also started developing, in collaboration with colleagues at the Technical University of Graz in Austria, initial mock ups to help use refine our thinking around some of the functionalities of a potential charting system. I will quickly show you some of these mockups, which I admit are rather ugly at the moment, but hopefully will give you the idea of where we are heading with this.

Littlejohn  mooc collective_final Littlejohn mooc collective_final Presentation Transcript

  • A Change11 seminar by Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology Shell Senior Researcher 2008-10 Collaborators: Dr Anoush Margaryan, Dr Colin Milligan, Lou McGill Glasgow Caledonian University, UK Connected knowledge, collective learning:
  • Scenario 4 banksy.com Society
  • Scenario 4 Why collective? Society
  • Scenario 4 Society banksy.com
  • Scenario 4 Our times are characterized by immaterial labour... ...labour that is not restricted to material production but penetrates also the political, the social, the cultural, and ultimately life itself. ‘ Multitude’, Hardt and Negri, 2004 Society
  • Scenario 4
    • Characteristics of immaterial labour
    • constantly changing problems
    • networked
    • distributed knowledge and expertise
    • connected globally
    • collective knowledge
    • individual agency
    Society Society
  • Key challenge: continual learning An adaptable workforce is essential for successful participation in the global economy IBM Global Human Capital Study (2008) Society
  • Scenario 4 Grand Challenge Learning how to solve real world problems faster and more effectively Society
  • Scenario 4 banksy.com Society
  • Scenario 4
    • How do people make sense of collective knowledge?
    • How do people use collective knowledge for learning?
    • What are the binding forces that draw people/ resources together?
    • What literacies and mindsets do people need?
    Overview
  • Scenario 4 How do people make sense of the collective knowledge for learning? Sensemaking
  • Scenario 4 Sensemaking ‘ Learning is a process of creating networks connecting people, resources and organisations...’ Siemens, 2006
  • COLLECTIVE KNOWLEDGE Sensemaking Connect
  • COLLECTIVE KNOWLEDGE Sensemaking Consume Connect
  • COLLECTIVE KNOWLEDGE Sensemaking Consume Connect Create
  • COLLECTIVE KNOWLEDGE Sensemaking Consume Connect Create Contribute
  • CHARTING Sensemaking Consume Connect Create Contribute
  • Groups, Networks and the Collective The Individual Their Goals Consume Connect Create Contribute Sensemaking
  • Sensemaking
  • Scenario 4 How do people use collective knowledge while learning? Knowledge
  • You Your goal
  • You Your goal Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge
  • You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
  • You Your goal Anyone GROUP Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
  • You Your goal Anyone GROUP NETWORK Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
  • You Your goal Anyone GROUP NETWORK COLLECTIVE Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
  • You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
  • You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT
  • You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE
  • You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE CONNECT CONTRIBUTE
  • Anyone Your goals Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE CONNECT CONTRIBUTE You and Your Peers
  • Anyone You and Your Peers Your goals Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE CONNECT CONTRIBUTE
  • Scenario 4 The knowledge-creation approach to learning highlights those kinds of activities where people collaboratively develop new artefacts and products while learning (and working) Hakkarainen, Palonen, Paavola, & Lehtinen, 2004. Knowledge
  • Scenario 4 ‘ ... A kind of individual and collective learning that goes beyond information given and advances knowledge and understanding: there is collaborative systematic development of common objects of activity’ Paavola and Hakkarainen, 2005 Knowledge
  • Scenario 4 banksy.com What are the binding forces that draw people/ resources together? Forces
  • Scenario 4 Social learning through knowledge creation: people create knowledge, working in networks, connecting via social objects. Forces
  • Scenario 4 Social learning through knowledge creation (formal): Botanists (people) explore plant growth (knowledge) and connect (networks) by uploading photos (social object) to iSpot UK Open University iSpot http://www.ispot.org.uk/ Forces
  • Scenario 4 Social learning through knowledge creation (workplace): Professionals in the energy sector (people) build a novel solution to an oil spill (knowledge) by working on a designed solution (social object) via a global knowledge network. Forces
  • How do we support the achievement of goals? ME MY GOALS
  • The Ideal?
    • Everything you do contributes towards achieving your goals.
    • Actually, this is too simplistic
    ME MY GOALS
  • The Ideal (2)
    • Not every activity contributes towards achieving your goals and you will periodically assess and refine your effort.
    ME MY GOALS
  • The Reality
    • Goals may actually evolve over time.
    ME MY GOALS MY GOALS
  • Charting
    • Helps you relate where you are to where you started and where you want to be.
    ME MY GOALS
  • Charting (2)
    • Helps you relate where you are to where you started and where you want to be
    • … over and over …
    • providing the opportunity to dynamically interact with your goals and personal development.
    ME MY GOALS
  • Charting (3)
    • Charting presents an opportunity to make use of people and resources to fine tune your plans at each point.
    ME MY GOALS Useful resources, Useful people
  • Scenario 4 What literacies and mindsets do people need for collective learning? People
  • Connections, resources, practices, tools People Open, participatory learning ecosystems seem ideal environments for collective learning. They are not bounded, accommodate a variety of perspectives and allow learners freedom to source, use and reinterpret knowledge in ways that make sense to them. For ideas on learning ecosystems read John Seely Brown, Minds on Fire (2008) http://www.johnseelybrown.com/mindsonfire.pdf
  • Connections, resources, practices, tools People
    • Benefits models: reasons universities are openly releasing knowledge as OERs
    • individual showcasing
    • institutional showcasing
    • capacity
    • share and share alike
    • public interest
  • Connections, resources, practices, tools People
  • Connections, resources, practices, tools People
  • Does collective learning signal a new relationship between the individual and the collective? Third paradigm for learning ?
  • Key challenge: continual learning People banksy.com
  • A seminar for Change11 Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology Shell Senior Researcher 2008-10 Collaborators: Dr Anoush Margaryan, Dr Colin Milligan, Lou McGill Glasgow Caledonian University, UK Connected knowledge, collective learning: