Crowdsourcing the UK Constitution: Digital Citizenship and Civic Engagement in a Post-Digital Age
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London School of Economics and Political Science (UK) launched an innovative civic engagement project, which aimed to crowd source the United Kingdom Constitution. One of the key intentions of the project was to leverage and magnify the power of the community and the ‘massive’ in order to empower. By Peter Bryant, London School of Economics and Political Science. Presented at Crowdsourcing Week Global 2016. Learn more and join the next event: www.crowdsourcingweek.com
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Crowdsourcing the UK Constitution: Digital Citizenship and Civic Engagement in a Post-Digital Age
- 1. Crowdsourcing the UK Constitution: Digital Citizenship & Civic Engagement in a Post-Digital Age Peter Bryant @peterbryantHE Head of Learning Technology and Innovation London School of Economics and Political Science, UK
- 5. What if Informal Community led Non-linear Democratic Problem solving Collaborative Chaotic Aspirational Emancipatory Open engagement couldbe…
- 8. WHY
- 10. Combination of learning approaches Integrating participatory practices Engaged individuals and groups No readings, no course, No lecturer, no teacher, maybe a guru No sequence, enter at any time Learning was an expectation Learning through practice, debate and citizenship What we built https://www.flickr.com/photos/leolondon/451273331
- 11. Where we finished over 1500 users; over 725 idea submissions; over 125000 idea views; over 10000 comments; over 25000 votes cast; an 8500 word constitution; from more than 1m words written. Over 75% learnt something and 88&% were influenced by the community Participation went up across the project not DOWN https://www.flickr.com/photos/stephen_downes/1470015134
- 12. RE-DEFINING MASSIVE IMPACT RIPPLE POWER OF ANALYSIS EXPERIENCE
- 13. https://www.flickr.com/photos/balleyne/2668834386 RE-DEFINING OPEN OPEN ACCESS OPEN PARTICIPATION OPEN ACADEMY OPEN ENGAGEMENT
- 14. What happens when you empower a community to learn and engage in social change? Does this build an informed digital citizenry? Can this be more than civic engagement? Problem solving, capacity development or change? And that’s what is next…
Editor's Notes
- Lots of caveats and learning points: 1500 Users Conversion rate of 9.35% is impressive – 100/(15991*1497) Possibly higher, once taken into account single user + multiple devices Geography England ~89% Scotland ~ 7% Wales ~3% NI <1% Gender 70% Male 30% Female Age 18-24 – 8.6% 25-34 – 23.53% 35-44 – 15.01% 45-54 – 17.19% 55-64 – 13.02% +65 – 22.65% 700 Ideas - duplicate ideas, conflicting ideas, irrelevant ideas: Voting resulted in ~50% sift of ideas Engagement stats are good: 20% of total sessions >10mins 9% of total sessions >30mins 45% of sessions >5page views, 28% >10 20% >15 16% >20
- Massive was at the core of the design Redefine what massive means ...in number. ...in representation. ...in activity. ...common experience How do you leverage the massive as more than a number? How do realise that the whole is greater than the sum of its parts? earning elements of project not obvious, but visible to user & essential to success: 76% had expectations of learning elements 75-85% learned at least a little about topic areas, 51% some or a lot 88% were influenced by community discussion in their contributions / responses (22% often, 66% sometimes) 50% changed their mind on how citizens can engage in / collaboratively create change in politics 60-80% gained at least some skills, 40-60% somewhat or a lot strong association between being influenced by community responses and gaining skills → the model at work? further tests needed, but data points towards learning as crucial to engagement strategy & success of project Many MOOCs are massive only in terms of numbers How do you leverage skills and experience, along with collective intelligence and debate? Using the massive to engage in ‘Open Social Research’ and informed learning
- No beginning or ending/opening the structure Opening knowledge and learning to the community Digital citizenship as open as the modes of engagement Opening the academy Embracing non-linearity Open/open not open/closed