Designing open infrastructures for professional development

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Presentation for a doctoral seminar at the Glasgow Caledonian University Glasgow, UK, March 25, 2010. The argument put forth is that open, distributed infrastructures are the way go for networked learning, particularly in the non-formal settings that are needed for professional development to thrive.

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Designing open infrastructures for professional development

  1. 1. Designing open infrastructures for professional development Peter B. Sloep Supporting Sustainable eLearning Forum March 25, 2010 Glasgow Sunday, March 28, 2010
  2. 2. overview • the problem - six use cases • inspiration - open source networks • a hypothesis- Learning Networks • performance tests - design research • design requirements - two scenarios • break • discussion - summarise, discuss, report back Sunday, March 28, 2010
  3. 3. 1 the problem six use cases Sunday, March 28, 2010
  4. 4. update & upgrade James is a chemical engineer working for an SME. He wants to pursue a career as a water manager with the local water board. He therefore needs to update and upgrade his skills. Sunday, March 28, 2010
  5. 5. extend Jean, a lawyer working for a pharmaceutical company, finds out she needs to expand her knowledge in order to get a more thorough understanding of the science part of the company, in particular about biotechnology. Sunday, March 28, 2010
  6. 6. internal knowledge sharing/building A multinational wants to do away with its travelling road show of trainers and stimulate its employees to study online. They also want to stimulate the build- up of a collective knowledge base and stimulate the emergence of communities of practice. Sunday, March 28, 2010
  7. 7. innovation The association of public libraries wants to rethink its role in society and retrain its personel in the process. Collaborative open innovation and creativity as well as joint sense making and learning are key. Sunday, March 28, 2010
  8. 8. keeping up to date An SME wants to innovate constantly and therefore needs to keep its personel up to date. Collaborative open innovation and creativity as well as joint sense making and learning are key. Sunday, March 28, 2010
  9. 9. world-wide knowledge sharing A large international agency wants to distribute existing knowledge on a particular topic more equitably. Not duplicating existing work and world-wide knowledge sharing are key. Sunday, March 28, 2010
  10. 10. 2 inspiration open source networks Sunday, March 28, 2010
  11. 11. ‘Internet technologies radically undermine organizational structures because they reduce the cost of communications and transactions toward an asymptote of zero (p. 171).’ Hence, go online. Sunday, March 28, 2010
  12. 12. ‘This enables the formation of ‘episodic communities on demand’, so-called virtual organizations that come together frictionlessly for a particular task and then redistribute to the next task just as smoothly.’ Hence, use a networked approach. Sunday, March 28, 2010
  13. 13. • There are deeper levels to the book • micro-foundations, what drives people: pride; being an innovator; self-promotion; doing things together • macro-organisation, how to make it work: co-ordination (individual incentives, shared norms, and leadership), cope with complexity (division of labour) Weber, S. (2004). The Success of Open Source. Cambridge Mass.: Harvard University Press. Sunday, March 28, 2010
  14. 14. 3 a hypothesis Learning Networks Sunday, March 28, 2010
  15. 15. a hypothesis All use cases may be addressed by working with Learning Networks, online, social networks that have been modelled after networks for open source software development. Sunday, March 28, 2010
  16. 16. formal non-formal informal learning learning learning initial ‘ordinary’ rare out of scope education education occasion post-initial ‘continuous’ lifelong out of scope education education learning Sunday, March 28, 2010
  17. 17. A Learning Network = DF an online social network that is specifically designed to support lifelong learning and lifelong professional development (note: emphasis on post-initial education) Sunday, March 28, 2010
  18. 18. 4 performance tests design research Sunday, March 28, 2010
  19. 19. theoretical models play online games do nothing Ia Ib S1 S2 S3 healthy Ic out of addicted balance therapy Sunday, March 28, 2010
  20. 20. • such models are tested by predicting future behaviour (a hypothesis) and comparing it with actual behaviour (data) • this leads to confirmation, rejection, but usually adaptation of the model Sunday, March 28, 2010
  21. 21. • a Learning Network is a natural system, but one that is designed for a purpose: artefact • its design is based on confirmed knowledge and to the extent that that is missing, on assumed knowledge (and we never have full knowledge) • so artefacts may fail to do what they were designed to do Sunday, March 28, 2010
  22. 22. targeted state of the system (artefact) is different than the obtained (observed) state St Si So I the existence of a difference means: i) our theoretical model is wrong ii) our assumptions are wrong Sunday, March 28, 2010
  23. 23. • unlike natural systems artefacts are tested for performance (so you need criteria!) • testing leads to rejection, acceptance, but usually redesign Sunday, March 28, 2010
  24. 24. design for social learning teacher teacher learning goals to be design perception activities achieved teacher student learning goals design perception activities achieved Wiebe Bijker: the interpretative flexibility of artefacts (philosophy of technology) Sunday, March 28, 2010
  25. 25. 5 design requirements two scenarios Sunday, March 28, 2010
  26. 26. support services • online profiling • content matching • e-portfolio • coaching & tutoring (peer, teacher) • assessment of (prior) learning • authoring • collaboration support • network visualisation (scheduling) • billing • off-topic socialising • live streaming Sunday, March 28, 2010
  27. 27. centralised control • there is an organisation which is in control, acts as a one-stop-shop for services • an online environment is designed, developed, maintained by them • you have to ‘go there’ to participate in the network • it is a closed infrastructure Sunday, March 28, 2010
  28. 28. examples • VLEs such as Moodle, Blackboard • Content Management systems such as Sharepoint, Drupal • portals such iGoogle, Netvibes, Liferay Sunday, March 28, 2010
  29. 29. distributed control • your desktop is your environment, no one is in control • use all kinds of Web 2.0 tools to assemble an open infrastructure for learning • but: tools should somehow be interoperable (APIs, open social, Open ID, IMS tool interoperability, widgets) Sunday, March 28, 2010
  30. 30. examples • LinkedIn, FaceBook,Yammer, Academia • Mindmeister, Google docs • Twitter, Jabber • Slideshare • Del.icio.us, Zotero, CiteUlike, Connotea • Wikipedia, Wikiversity, Wikibooks Sunday, March 28, 2010
  31. 31. 6 break Sunday, March 28, 2010
  32. 32. 7 in summary summarise, discuss, report back Sunday, March 28, 2010
  33. 33. 1. the problem - design for professional development, taking personal and organisational interests into account 2. inspiration - open source development shows the way 3. a hypothesis - networks for learning, best modelled after open source networks? Sunday, March 28, 2010
  34. 34. 4. test - use a design-research methodology for ‘hypothesis’ testing 5. requirements - look at what we already know about learning and interaction 6. two solution scenarios - differentiate between a centralised and distributed approach Sunday, March 28, 2010
  35. 35. Yochai Benkler University networks and technical platforms will have to focus on managing the increasingly permeable boundaries among universities, and between universities and the world outside them. University platform design should be focused on ensuring that faculty and students have the greatest degree possible of authority and capacity to act freely, innovate internally, and participate externally. Benkler, Y. (2009). The Tower and the Cloud: Higher Education in the Age of Cloud Computing. In R. N. Katz (Ed.), The University in the Networked Economy and Society: Challenges and Opportunities (pp. 51-61). Educause. Sunday, March 28, 2010
  36. 36. questions 1. How should one piece together out of existing ‘parts’ a learning environment for the distributed scenario? 2. Is my list of services jointly exhaustive and mutually exclusive? 3. What ‘applications’ match what services? 4. How can this be made economically viable? Sunday, March 28, 2010
  37. 37. Questions? Follow-up mail: peter.sloep <at> ou.nl http:pbsloep.nl http:celstec.org http:dspace.ou.nl twitter: pbsloep jabber: pbsloep del.icio.us: pbsloep slideshare: pbsloep Sunday, March 28, 2010

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