next generation technologies to build sustainable communities of practice

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next generation technologies to build sustainable communities of practice

  1. 1. HEA, Technology to enhance professional development, Birmingham, 14 May 2009 the use of next generation technologies to build sustainable communities of practice
  2. 2. Next generation technologies to build sustainable communities of practice <ul><li>Emerge </li></ul><ul><li>Next generation technologies </li></ul><ul><li>Benefits realisation </li></ul><ul><li>Sustainable communities of practice </li></ul><ul><ul><li>Sustainability </li></ul></ul><ul><ul><li>Community, networks or something else? </li></ul></ul><ul><ul><li>Practice(s), activity, actors </li></ul></ul>
  3. 3. The Emerge Project used Web2.0 technologies with a user-centred, research-led approach based on Appreciative Inquiry, which was explicitly intended to be productive of positive change. Based on real individuals, not abstractions or learner profiles or models but actual individual people, who kick back, re-interpret, resist, subvert, play and work in many ways, often unexpected It is important to recognise that the community itself is multi-modal, and not conflate “community” with any one mode, e.g. the “platform”
  4. 4. A model of software development adapted to community development transformative, investigative approach Where we started
  5. 5. Professional Standards Frameworks <ul><li>HEA </li></ul><ul><li>ALT </li></ul><ul><li>SEDA </li></ul><ul><li>PCTHE </li></ul><ul><li>CMLP </li></ul><ul><li>PRINCE2 </li></ul><ul><li>Chartered Institutes </li></ul><ul><li>Societies: BCS </li></ul>European and Global mobility GATS Free and/or Fair Trade? Movement of capital and people Protected/shaped markets/exchanges in education?
  6. 6. Members join closed community Groups form around shared interests User engagement Aggregation of communication Benefits realisation Synthesis and capacity building Passing on, sustaining
  7. 7. Appreciative Inquiry
  8. 8. Real change starts with underlying models Finance Implementation Systems Profiles Disciplines Sectors Roles Standards Locations Institutions Open?
  9. 9. Here be dragons Maps can solidify pre-formed conceptions Or clarify vision
  10. 10. <ul><li>Activities </li></ul><ul><li>London Launch, April 07 </li></ul><ul><li>Online Activity Days, June 07 </li></ul><ul><li>Manchester Community Consolidation, July 07 </li></ul><ul><li>Nottingham Project Development (Dragon’s Den), Sept 07 </li></ul><ul><li>York Programme Launch, Jan 08 </li></ul><ul><li>Digital Communities & Digital Identities, April 2008 </li></ul><ul><li>Exploring User 2.0: the shape of future users, June 08 </li></ul><ul><li>Live at Leeds, ALT-C Sept 08 </li></ul><ul><li>Altered States, Nov 08 </li></ul><ul><li>Benefits Realisation events </li></ul><ul><li>Emerging Sounds of the Bazaar internet radio shows </li></ul><ul><li>Second Life conference socials </li></ul><ul><li>supported by a Moodle and Elluminate… </li></ul>
  11. 11. Pro-social networks around programmes (curricular lead bodies) <ul><li>Emergent, semi-formal and pre-formal networks </li></ul><ul><ul><li>alongside the more formal networks of funding bodies, projects, institutions, constituted associations , and individuals </li></ul></ul><ul><li>Semi-formal networks do not have explicitly declared intentions </li></ul><ul><ul><li>do exhibit tacit rationales (F-ALT?), suppliers to Becta, etc </li></ul></ul><ul><li>Pre-formal networks </li></ul><ul><ul><li>e.g. special interest groups, the blogosphere, or more narrowly the “Eddies” or annual Edublog Awards , UnLtdWorld , critical friends network , JISC evaluators, etc </li></ul></ul><ul><li>Constituted associations </li></ul><ul><ul><li>are, or are becoming, institutionalised, e.g.: ALT, UCISA, AUDE, disciplinary and professional bodies, Subject Centres, etc, etc </li></ul></ul><ul><li>Individuals are important actors in all these networks, not only projects, institutions or, constituted associations </li></ul>
  12. 12. Self-selected (autonomous, self-directed) individuals build networks to meet broader social objectives beyond the ‘daily-me’ ... Networked individuals can move across, undermine, and transgress boundaries of existing institutions. This provides the basis for pro-social networks: neither personal nor institutional. These self-selected, internet enabled, networked individuals often break from existing organisational or institutional networks that are themselves being transformed in Internet space... The ability that the Internet affords individuals to network beyond institutional arenas reinforces communicative power . (Dutton 2008, 5 th Estate, 5-6 my paraphrase ) A Connected Commons Acting in British constitutional history
  13. 13. <ul><li>Radical, user-centred, Freirian approach to community formation </li></ul><ul><li>activities authentic to the participants’ cultural context </li></ul><ul><li>… participants in the proto-projects, projects and the community of practice are themselves a user group working in a user centred environment, modelling the user engagement development cycle and applying asset-based community development processes </li></ul><ul><li>It is an actor network, not a software platform or an institution </li></ul><ul><ul><li>There is a question about human/non-human agency </li></ul></ul><ul><ul><ul><li>C orporate citizenship, even machine intelligence </li></ul></ul></ul>
  14. 14. The Future of Emerge <ul><li>User-centred social learning media hub where networks of networks of individuals: the human internet, a connected commons, is made visible to participants and the wider community </li></ul><ul><li>Amplifying outputs, connections, impact – presence – of people interested in emerging technologies for, e.g.: </li></ul><ul><ul><ul><li>Learning & teaching </li></ul></ul></ul><ul><ul><ul><li>Research with … and into </li></ul></ul></ul><ul><ul><ul><li>Community / User / Institution engagement </li></ul></ul></ul><ul><ul><ul><li>Administration (MIAP, LLL Records, etc) </li></ul></ul></ul><ul><ul><ul><li>Blended, pervaded, physical, virtual and mobile learning spaces </li></ul></ul></ul><ul><ul><ul><li>“ Green” ICT </li></ul></ul></ul><ul><li>Modeling and supporting effective use of emerging technologies </li></ul>
  15. 15. <ul><li>Developing projects in a context where there is awareness of the wider activity in a field and an understanding of the alignments and gaps in that field will lead to better projects being developed. </li></ul><ul><li>By using community development processes and social networking in the field the general quality of educational (learning) technology development projects may be improved, bringing benefits not just to the JISC but more widely to all agencies and stakeholders. </li></ul>Working hypotheses
  16. 16. Emerging technology digital storytelling <ul><li>Adopted, adapted and implemented parts of the ITILv3 ‘best practice’ guidelines as a framework </li></ul><ul><ul><li>IT Infrastructure Library (( www.itil-officialsite.com ) </li></ul></ul><ul><li>Used a mix of self-hosted core services integrated (mashed up) with external services </li></ul><ul><li>Making the most of Web2.0 technologies to deliver a coherent set of ‘services’ to the community </li></ul>
  17. 17. <ul><li>1. To act as a conduit and pathway for the range of locations inhabited by participants </li></ul><ul><li>2. To channel and enhance the reach of content from existing community members, whether working in single or multiple locations </li></ul><ul><li>3. To scaffold the online practice, work and communication of the community </li></ul><ul><li>4. To organise, store and aggregate project documentation of all sorts </li></ul><ul><li>5. To host support materials created by project staff and community members </li></ul>Platform spec
  18. 18. Platform <ul><li>pro-active IT Service Management (ITSM) methodology for the design, development and deployment of services using Web2.0 technologies to create online social spaces </li></ul>
  19. 19. Service portfolio
  20. 20. Programme systems <ul><li>Audio mark-up for feedback & comment </li></ul><ul><li>Personal portfolios </li></ul><ul><li>Google apps </li></ul><ul><li>WordPress </li></ul><ul><li>Mobile services </li></ul><ul><li>Pervasive computing </li></ul><ul><li>Location aware services </li></ul>
  21. 21. User management <ul><li>JISC SSBR systems are reliant on network resilience and human agency </li></ul><ul><li>Security: </li></ul><ul><ul><li>commercial hosting </li></ul></ul><ul><ul><li>cloud computing </li></ul></ul><ul><ul><li>distributed back-ups </li></ul></ul><ul><ul><li>user-owned content </li></ul></ul><ul><ul><li>user maintained profiles (self-validated), componentised </li></ul></ul><ul><ul><li>service-oriented architecture </li></ul></ul><ul><li>Limited credentialisation required </li></ul><ul><ul><li>Note, this is the core business of universities </li></ul></ul><ul><li>Framework of uri persistence </li></ul>
  22. 23. http://reports.jiscemerge.org.uk Emerge Reports B uilt on Joomla Events Network B uilt on Elgg 0.9 http://tinyurl.com/ngtip09-network 2 New Services … model practice, r elease often …
  23. 25. and… ( here )
  24. 26. Benefits realisation <ul><li>Benefits Realisation (BR) activities sought to ensure that the outputs and outcomes of the Users and Innovations (U&I) projects went beyond those originally funded and reached the wider community. </li></ul>
  25. 27. BR Activity <ul><li>Synthesises results </li></ul><ul><li>Builds capacity </li></ul><ul><li>Increases uptake </li></ul><ul><ul><ul><li>Beyond the scope of the original project/programme </li></ul></ul></ul>
  26. 28. <ul><li>For individuals and projects </li></ul><ul><li>professional development/capacity building </li></ul><ul><ul><li>E xtrapolated to the institution/department </li></ul></ul><ul><li>Stimulated & f acilitated collaboration </li></ul><ul><li>Improved project planning and management </li></ul><ul><li>Awareness of the relevance of projects in a wider context </li></ul>Benefits an effective support system
  27. 29. <ul><li>Visibility, connectivity and discovery? </li></ul><ul><li>Or … obscurity, isolation and at times wandering lost. </li></ul><ul><li>The form and patterns of interaction, which develop across a community over time, cannot be predetermined </li></ul><ul><li>The use of participatory social media is multi-modal </li></ul><ul><li>The articulation between people and software is not just a question of interface design (though that is crucial) </li></ul><ul><li>The effective use of Web2.0 depends essentially on human networks. </li></ul>Benefits unevenly distributed
  28. 30. Conditions for success <ul><li>Bounded openness </li></ul><ul><li>Enough difference </li></ul><ul><li>Semi-stability </li></ul><ul><li>Adaptable model </li></ul><ul><li>Shared repertoire </li></ul><ul><li>Structured freedom </li></ul><ul><li>Multimodal identity </li></ul><ul><li>Serious fun </li></ul><ul><li>Multiple </li></ul><ul><li>Contextualised </li></ul><ul><li>Relative </li></ul>There had to be affective advantage to affiliation. Of course there were also those who though that if it wasn't hurting, it wasn't working.
  29. 31. Innovation needed… <ul><li>Learning teaching and assessment </li></ul><ul><li>Research and development </li></ul><ul><li>Business and community engagement </li></ul><ul><li>Learning resources </li></ul><ul><li>eAdmin </li></ul><ul><li>Institutional ICT services </li></ul><ul><li>Physical estates and learning spaces </li></ul><ul><li>Mobile, location aware and pervasive computing </li></ul><ul><li>Green ICT </li></ul>
  30. 32. Learning, Teaching and Assessment <ul><li>Assessment </li></ul><ul><li>Course Management </li></ul><ul><li>e-Learning </li></ul><ul><li>e-Portfolios </li></ul><ul><li>Learner Experience </li></ul><ul><li>Learning & Teaching Practice </li></ul><ul><li>Lifelong Learning </li></ul><ul><li>Personalisation </li></ul><ul><li>Plagiarism </li></ul><ul><li>Staff and Education Development </li></ul>
  31. 33. <ul><li>The Physical Estate & Learning Spaces </li></ul><ul><li>Learning Environments </li></ul><ul><li>Mobile, Location Aware and Pervasive Computing </li></ul><ul><li>Mobile Learning </li></ul><ul><li>Research and Development </li></ul><ul><li>Data & Text Mining </li></ul><ul><li>Research & Innovation </li></ul><ul><li>Business and Community Engagement </li></ul><ul><li>Business Analysis </li></ul><ul><li>System/Process Mapping </li></ul><ul><li>Web3? </li></ul><ul><li>e-Admin </li></ul><ul><li>Access & Identity </li></ul><ul><li>Admissions </li></ul><ul><li>Progression & transfer </li></ul><ul><li>Lifelong learning records </li></ul>
  32. 34. Learning resources <ul><li>Data Hosting </li></ul><ul><li>Data Services & Collections </li></ul><ul><li>Digital Libraries </li></ul><ul><li>Digital Preservation & Curation </li></ul><ul><li>Digitisation: Image, Audio & Video </li></ul><ul><li>Repositories </li></ul><ul><li>Resource Discovery </li></ul>
  33. 35. Green ICT <ul><li>Low carbon power sources </li></ul><ul><li>Demand reduction (e.g. wake on LAN) </li></ul><ul><li>Energy capture and reuse (building design) </li></ul><ul><li>Efficiencies (Shared services) </li></ul><ul><li>Recycling </li></ul><ul><li>User behaviours </li></ul><ul><li>Reduced travel </li></ul>
  34. 36. What is: Sustainable community practice? <ul><li>Sustainable </li></ul><ul><li>Community </li></ul><ul><li>Practice </li></ul>
  35. 37. Sustainable community practice <ul><li>For institutions </li></ul><ul><li>to what extent are they comfortable with ceding certain amounts of control to individuals? </li></ul><ul><li>to what extent are they, as established communities, willing to cede control to new communities? </li></ul><ul><li>For individuals </li></ul><ul><li>to what extent do they subordinate their autonomy and self-direction to any community? </li></ul><ul><li>And, then, how much do they subordinate and to which? </li></ul>
  36. 38. <ul><li>There was a perception that Emerge made more demands on participants than had previous JISC support projects </li></ul><ul><li>Some participants commented that Emerge activities were demanding of time and may have detracted from supported project work. </li></ul><ul><li>The community-based support did make demands on people’s time. </li></ul><ul><ul><li>But was it the actual time demands, or </li></ul></ul><ul><ul><li>Did the nature of user-centred, community-based and reflective activities magnify the appearance of time demand </li></ul></ul>
  37. 39. <ul><li>There is a clear need to support emergent semi-formal and pre-formal networks to reach maturity, </li></ul><ul><ul><li>while recognising that clusters of individuals, as often as not, will start to cohere and then for any number of reasons abandon the effort. </li></ul></ul><ul><li>Only a few semi-formal networks will attain the pre-formal stage </li></ul><ul><ul><li>Few of these will cohere and formally constitute themselves </li></ul></ul><ul><li>The process of emergence is valuable and at each stage may produce useful outputs. </li></ul>
  38. 40. Educational R&D <ul><li>Outputs or outcomes? </li></ul><ul><li>Producing artefacts or building capacity? </li></ul><ul><li>Quantitative or qualitative measures? </li></ul><ul><li>Easy answers or the deep complexity of institutional change? </li></ul><ul><li>Through the U&I Programme a real effort has been made to transform practice based on the needs of individual users working in institutions </li></ul>
  39. 41. <ul><li>Thank you </li></ul>Thank you George Roberts Project Director [email_address] http://jiscemerge.org.uk Josie Fraser Steve Warburton Paul Bailey Emma Anderson Marion Samler Rhona Sharpe Joe Rosa Chris Fowler Isobel Falconer Nik Bessis Mitul Shukla Graham Attwell Brian Kelly Glenaffric and all the jiscemerge people, projects, partners, steering groups and teams

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