Network Learning pres_Aborg 4 May 2010


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  • A public space for sharing and discussing e-learning research, teaching ideas and designs Application of web 2.0 functionality Iterative development and evaluation – based on use Part of OU Learning Design Initiative
  • Clouds:
  • Relevant theoretical angles for exploring Cloudworks as a public space
  • Relevant theoretical angles for exploring Cloudworks as a public space
  • Conference archive / backchannel ‘ Are we seeing new pedagogies emerging? If so share your experiences here’ 10 comments among 5 participants
  • Network Learning pres_Aborg 4 May 2010

    1. 1. Ritual Performances and Collective Intelligence: theoretical frameworks for analysing activity patterns in Cloudworks Panagiota Alevizou, Grainne Conole, Juliette Culver and Rebecca Galley International Conference on Networked Learning, Aalborg, 3-5 May 2010
    2. 2. Overview <ul><li>Brief overview of Cloudworks </li></ul><ul><li>Popular activities </li></ul><ul><li>Theoretical perspectives </li></ul><ul><ul><li>From the design of sociality </li></ul></ul><ul><ul><li>To the analysis of social situations </li></ul></ul><ul><li>Case studies </li></ul><ul><ul><li>Ritual performances in Flash debates </li></ul></ul><ul><ul><li>Collective Intelligence </li></ul></ul><ul><li>Ongoing and future work </li></ul><ul><ul><li>Community indicators </li></ul></ul><ul><ul><li>Activity and performance in OER </li></ul></ul><ul><ul><li>User focus </li></ul></ul>
    3. 3. Homepage <ul><li>Active clouds </li></ul><ul><li>Feature cloudscapes </li></ul><ul><li>Orientation </li></ul><ul><ul><li>Search </li></ul></ul><ul><ul><li>Browse </li></ul></ul><ul><ul><li>Login </li></ul></ul><ul><ul><li>User panel </li></ul></ul><ul><li>Cloudstream </li></ul><ul><ul><li>serendipity </li></ul></ul><ul><li>User Actions </li></ul><ul><ul><li>Contribute </li></ul></ul><ul><ul><li>Discuss </li></ul></ul><ul><ul><li>Share </li></ul></ul><ul><ul><li>Follow, favourite </li></ul></ul>
    4. 4. Key concepts: A cloud Clouds: Ideas Design or case studies Tools or resources Questions or problems
    5. 5. Key concepts: Cloudscapes <ul><li>A space to: </li></ul><ul><li>discuss </li></ul><ul><li>add </li></ul><ul><li>follow </li></ul><ul><li>collate </li></ul><ul><li>archive </li></ul><ul><li>share </li></ul><ul><li>expertise </li></ul><ul><li>experiences </li></ul>Cloudscapes: Conferences Workshops Course team Student cohort Research theme Project Open Reviews
    6. 6. Evaluation methodologies <ul><li>Principles </li></ul><ul><ul><li>User-centred </li></ul></ul><ul><ul><li>Theory-based </li></ul></ul><ul><ul><li>Critically reflective and evolving </li></ul></ul><ul><li>Methodology </li></ul><ul><ul><li>Rich evaluation with elements of virtual ethnography and discourse analysis </li></ul></ul><ul><ul><li>Topic trails </li></ul></ul><ul><ul><li>User trails </li></ul></ul><ul><li>Data collection </li></ul><ul><ul><li>Web stats including google analytics </li></ul></ul><ul><ul><li>Interviews </li></ul></ul><ul><ul><li>‘ Cloudfests’ and focus groups </li></ul></ul><ul><ul><li>Observation and reflective diaries </li></ul></ul><ul><ul><li>Critical friends group and design summits </li></ul></ul>
    7. 7. Initial theoretical perspectives “ Social objects” Social networking makes little sense if we leave out the objects that Mediate the ties between people Engeström <ul><li>Design framework for sociality </li></ul><ul><li>Enabling practice </li></ul><ul><li>Mimicking reality </li></ul><ul><li>Building identity </li></ul><ul><li>Actualising self </li></ul><ul><li>Bouman et al . </li></ul>
    8. 8. Popular activities: uses and benefits <ul><li>Events: conferences, workshops, meetings </li></ul><ul><ul><li>Brunel Blended Design Workshop, November 2009 </li></ul></ul><ul><ul><li>OER Meeting, Monterey 2009 </li></ul></ul><ul><li>Discussions: flash debates </li></ul><ul><ul><li>The changing nature of conferences </li></ul></ul><ul><ul><li>Is Twitter Killing Blogging? </li></ul></ul><ul><li>Eliciting expertise and open reviews </li></ul><ul><ul><li>Literature review of Web 2.0 use in Higher Education </li></ul></ul><ul><ul><li>The positioning of educational technologists in enhancing student experience </li></ul></ul><ul><li>Aggregating resources </li></ul><ul><ul><li>Horizon reports </li></ul></ul><ul><li>Learner and tutor spaces </li></ul><ul><ul><li>H800 students, SocialLearn activities, Bus ALs, Design course team </li></ul></ul>
    9. 9. Prompted by a tweet and post by @mattlingard, I've set up this cloud.
    10. 10. Flash Debate: Is twitter killing blogging? <ul><li>49 comments </li></ul><ul><li>1027 views </li></ul><ul><li>summaries & additional content </li></ul><ul><li>19 links </li></ul><ul><li>6 references </li></ul>Matt has set up a quick survey to ask people how using twitter has impacted on how much they blog or not.
    11. 11. Nature of performance & activity From objects to situations What is the nature of communication in popular activities? How do users ‘perform’, talk, express themselves and their identities in this public space? How does performance relate to new media and web 2.0 participatory cultures? <ul><li>Ritual Performances: </li></ul><ul><li>Social life as ritual: Intersection of self-representation with informational affairs </li></ul><ul><li>Framing of narratives in relation to networks and interfaces in networked learning: serendipitous routines, supportive exchanges and practices to instigate conversation and maintain coherence </li></ul><ul><li>Ritual and game metaphors: how participants frame their contributions based on perceived audience and dynamics of specific situations </li></ul><ul><li>Ervin Goffman’s concept of </li></ul><ul><li>facework has been applied in </li></ul><ul><li>CMC to: </li></ul><ul><li>link off- on- line social life </li></ul><ul><li>frames that regulate it </li></ul><ul><li>Identity politics </li></ul>
    12. 12. Ritual performances <ul><li>Questions & debates </li></ul><ul><ul><li>Ritual theatricality traveling across channels and spaces </li></ul></ul><ul><ul><li>Relational networks & shared discourse </li></ul></ul><ul><li>Supportive & Remedial interchanges </li></ul><ul><ul><li>E-moderating and reciprocity: thanx for the link’ </li></ul></ul><ul><ul><li>‘ Excellent point’ </li></ul></ul><ul><ul><li>‘ I have used this with my students for xx…why don’t you try xx’ </li></ul></ul><ul><ul><li>Humor </li></ul></ul><ul><ul><li>The New pedagogies cloud on Ascilite 2009 </li></ul></ul><ul><ul><ul><li>Reflection combining the empirical, and the anecdotal, the confessional and the professional </li></ul></ul></ul>
    13. 13. Analytical themes <ul><li>Situational patterns </li></ul><ul><ul><li>Ad hoc vs. organised </li></ul></ul><ul><ul><li>Lively-ness, serendipity </li></ul></ul><ul><ul><li>Co-presence and reflection </li></ul></ul><ul><ul><li>Collectivity </li></ul></ul><ul><li>Interaction patterns </li></ul><ul><ul><li>Informational </li></ul></ul><ul><ul><li>Discoursive </li></ul></ul><ul><ul><li>Practical </li></ul></ul><ul><ul><li>Social </li></ul></ul>
    14. 14. Collective intelligence … <ul><li>Distributed cognition </li></ul><ul><li>‘ New’ literacies (Jenkins) </li></ul><ul><ul><li>Collaboration & networking </li></ul></ul><ul><ul><li>Play & judgment </li></ul></ul><ul><li>Learner generated context (Luckin) </li></ul><ul><li>Crowdsourcing (Howe, Surowiecki) </li></ul><ul><li>Is ‘a form of distributed intelligence, constantly enhanced , coordinated in real time. …(its) basis and goal are mutual recognition and enrichment of individuals’ </li></ul><ul><li>The social dispersal of meaning produces a space for the dynamic management and representation of knowledge </li></ul><ul><li>Open? Processual and expansive rather than possessive knowledge </li></ul><ul><li>Pierre Levy </li></ul><ul><li>Evaluating sociality </li></ul><ul><li>Contextualise collaborative activities </li></ul><ul><li>Community building? </li></ul><ul><li>Negotiation and sustained participation? </li></ul><ul><li>Knowledge building and collective intelligence </li></ul>
    15. 15. Reviews, Tricky Questions Reviewing the uses of web 2 in HE
    16. 16. Collective intelligence <ul><li>Archive, record </li></ul><ul><li>Solicit expertise and experience </li></ul><ul><ul><li>A pool for mobalising loosely knit individuals or networks to share formal and anecdotal knowledge </li></ul></ul><ul><li>Activity and sense of collective contribution </li></ul><ul><ul><li>Dialogical wrappers around resources: Active commentators are prolific contributors of resources, links, and relational twitters </li></ul></ul><ul><ul><li>Sense of ownership </li></ul></ul><ul><li>Collective interpretations and shared experiences </li></ul><ul><ul><li>The changing nature of conferences </li></ul></ul><ul><ul><li>The positioning of educational technologists in enhancing the student experience. </li></ul></ul><ul><ul><li>Web 2.0 practices in educational context </li></ul></ul><ul><ul><ul><li>Over 100 clouds </li></ul></ul></ul><ul><li>Serendipitous or ochestrated collaborations </li></ul><ul><li>Not complete but progressive </li></ul>
    17. 17. Evaluating the collective … Patterns of Contribution in the Exeter Open Review (Galley, 2010)
    18. 18. Ongoing and future work <ul><li>How socio-technical design shape trajectories of negotiation and progress? </li></ul><ul><ul><li>User centred </li></ul></ul><ul><li>How do coordinated activities can be designed to foster existing communities and relational networks? </li></ul><ul><ul><li>Themed activities-centred (e.g. OER) </li></ul></ul>
    19. 19. Thank you Email: