Future of ICT in Educator-NICs

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Educator-NICs: Envisaging the Future of ICT–enabled Networked Improvement Communities

Learning Emergence Workshop • University of Bristol • 20th May 2014

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Future of ICT in Educator-NICs

  1. 1. ICT’s role in Educational Networked Improvement Communities Simon Buckingham Shum Professor of Learning Informatics, Knowledge Media Institute, The Open University Visiting Fellow, Graduate School of Education, University of Bristol Co-Founder, LearningEmergence.net simon.buckinghamshum.net twitter @sbskmi Educator-NICs: Envisaging the Future of ICT–enabled Networked Improvement Communities Learning Emergence Workshop • University of Bristol • 20th May 2014 Emergence   Learning  
  2. 2. Defining features of an Educational-NIC a  sociotechnical  infrastructure  and  modus  operandi  for  coordinated   a5ack  on  educa7onal  challenges    an  inten7onal  community    facilitated  by  a  coordina7ng  hub    using  agreed  representa7ons  of  the  system  and  improvement  strategies    in  order  to  orchestrate  ac7on    in  pursuit  of  measurable  goals    by  sharing  data,  insights  and  arguments    in  order  to  build  evidence-­‐based  claims  
  3. 3. A NIC is in essence a “Collaboratory” “a collaboratory is more than an elaborate collection of ICT; it is a new networked organizational form that also includes social processes; collaboration techniques; formal and informal communication; and agreement on norms, principles, values, and rules” (Cogburn, 2003, p. 86). Cogburn, D. L. (2003). HCI in the so-called developing world: what’s in it for everyone, Interactions, 10(2), 80-87, New York: ACM Press. http://dx.doi.org/10.1145/637848.637866  
  4. 4. Building blocks of an Educational-NIC NIC Data Hub Collective Sensemaking Coordinating Maps (of the system, problem, and strategies) Coordinating Maps (of the system, problem, and strategies) Coordinating Maps (of the system, problem, and strategies) Human + Machine Analytics Educational ContextEducational Context
  5. 5. Building blocks of an Educational-NIC NIC Data Hub Collective Sensemaking Human + Machine Analytics Educational ContextEducational Context Coordinating Maps (of the system, problem, and strategies) Coordinating Maps (of the system, problem, and strategies) Coordinating Maps (of the system, problem, and strategies)
  6. 6. Shared Conceptual Maps: of system / problem / strategies http://www.carnegiefoundation.org/elibrary/getting-ideas-action- building-networked-improvement-communities-in-education http://www.carnegiealphalabs.org/persistence/
  7. 7. Shared Conceptual Maps: for knowledge navigation People / Organizations / Projects / Claims / Evidence
  8. 8. Shared Conceptual Maps: for knowledge navigation People / Organizations / Projects / Claims / Evidence Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net
  9. 9. Shared Conceptual Maps: for knowledge navigation People / Organizations / Projects / Claims / Evidence Evidence Hub for Research by Children & Young People: http://rcyp.evidence-hub.net
  10. 10. Building blocks of an Educational-NIC Collective Sensemaking Educational ContextEducational Context Coordinating Maps (of the system, problem, and strategies) Coordinating Maps (of the system, problem, and strategies) Coordinating Maps (of the system, problem, and strategies) NIC Data Hub Human + Machine Analytics
  11. 11. English  primary  school  data   Live  or  die  by  RAISEonline  school  sta7s7cs   on  the  ‘core’  subjects  (maths,  literacy),   a5endance  and  demographics  
  12. 12. Conven7onal  student  data:  current  paradigm  
  13. 13. Visualising “attainment” and “progress”
  14. 14. Could different analytics reflect Joe’s progress on so many other fronts other than his SATS?
  15. 15. Dispositional Surveys Assessing dispositions/mindsets: http://learningemergence.net/2014/03/01/assessing-learning-dispositions-academic-mindsets Ideally these tools will run on scaleable, customisable, interoperable platforms with integrated analytics, reporting, permissions mgmnt, data export. . .
  16. 16. Dispositional analytics through reflective blogging EnquiryBlogger: 9-10 yr olds • Bushfield School, Wolverton, UK EnquiryBlogger Wordpress Multisite plugins http://learningemergence.net/tools/enquiryblogger
  17. 17. EnquiryBlogger — Teacher’s Dashboard Ferguson, R., Buckingham Shum, S. and Deakin Crick, R.(2011). EnquiryBlogger: using widgets to support awareness and reflection in a PLE Setting. In: 1st Workshop on Awareness and Reflection in Personal Learning Environments. PLE Conference 2011, 11-13 July 2011, Southampton, UK. Eprint: http://oro.open.ac.uk/30598
  18. 18. Quantifying learning dispositions agency; identity; motivation; responsibility Buckingham Shum, S. and Deakin Crick, R. (2012). Learning Dispositions and Transferable Competencies: Pedagogy, Modelling and Learning Analytics. Proc. 2nd Int. Conf. Learning Analytics & Knowledge. (29 Apr-2 May, Vancouver). Eprint: http://oro.open.ac.uk/32823 http://learningemergence.net/2012/04/30/learning-powered-learning-analytics A  wholis7c  visual,  invi7ng   stretch,  providing  a  new   language,  to  provoke     conversa7ons  which  build   agency  and  intrinsic   mo7va7on  
  19. 19. student  modelling  by  an   adap7ve  tutor  
  20. 20. 20 https://grockit.com/research Adaptive platforms generate fine-grained analytics on curriculum mastery
  21. 21. Adaptive platforms generate fine- grained analytics on curriculum master http://oli.cmu.edu
  22. 22. personal  informa7cs   quan7fied  self   life  hacking  
  23. 23. We are quantifying our lives
  24. 24. http://learningemergence.net/2014/03/01/assessing-learning-dispositions-academic-mindsets 2020: Could my personal data cloud generate my dispositional profile for reflection? Social network patterns, teamwork effectiveness and initiation of relationships Questioning, arguing and search behaviours reveal intrinsic curiosity and epistemic commitments Tagging/sharing/ blogging/social patterns reveal how I see connections between ideas Perseverance, grit, tenacity; overcoming panic/stress when challenged — through behavioural and somatic traces
  25. 25. Learning Analytics in more detail http://bit.ly/LearningAnalytics http://publications.cetis.ac.uk/c/analytics
  26. 26. Building blocks of an Educational-NIC NIC Data Hub Human + Machine Analytics Educational ContextEducational Context Coordinating Maps (of the system, problem, and strategies) Coordinating Maps (of the system, problem, and strategies) Coordinating Maps (of the system, problem, and strategies) Collective Sensemaking
  27. 27. Comments/Threaded Discussion Forums Familiar, low entry threshold, good for informal interaction, brief comments. Doesn’t scale well as a resource for finding signal amidst noise
  28. 28. Collective Ideation Intuitive for scaleable brainstorming, but exploration of the problem space is poor, a lot of repetition, and weak knowledge building. Labour-intensive to sort through thousands of ideas. Facilitators play a key role in ensuring that related ideas get connected. e.g. http://www.spigit.com http://ideascale.com
  29. 29. Structured Deliberation/Argument Maps http://debategraph.org Requires more reflection before posting (what kind of contribution is it?) so higher entry threshold. Can maintain a higher signal/noise ratio Moderation adds further value
  30. 30. Generates novel visualizations to summarise community arguments on a given issue http://consider.it Structured Deliberation/Argument Maps
  31. 31. Evidence Hub Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net A wizard guides the user through the submission of a structured story: •  What’s the Issue? •  What claim are you making/ addressing? •  What kind of evidence supports/challenges this? •  Link it to papers/data •  Index it against the NIC’s core themes
  32. 32. Evidence Hub Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net The wizard then generates a structured Knowledge Tree showing evidence-based claims (and disagreements)
  33. 33. Evidence Hub http://learningemergence.net/2013/07/17/deed-elli-ai-ci-systemic-school-learning Issue   Poten7al   Solu7on   Suppor7ng   Evidence   (prac77oner   story)  
  34. 34. http://learningemergence.net/2013/07/17/deed-elli-ai-ci-systemic-school-learning Evidence Hub An alternative graphical network rendering can be generated to show the current Argument Map of supporting and challenging evidence around an Issue
  35. 35. Impact Map http://chaos.open.ac.uk/hypothesis-list/ Impact Maps were inspired by the Evidence Hub, and are organised around core hypotheses that the NIC is investigating.
  36. 36. Impact Map http://oermap.org/hypothesis/578/hypothesis-a-performance/
  37. 37. Impact Map http://oermap.org/hypothesis/578/hypothesis-a-performance/ Impact Maps use Sankey flow diagrams to show how findings from different contexts support or challenge each of the NIC’s core hypotheses
  38. 38. Impact Map http://oermap.org/hypothesis/578/hypothesis-a-performance/
  39. 39. Opportunities to adapt/optimise this system? NIC Data Hub Coordinating Maps (of the system, problem, and strategies) Educational Context Collective Sensemaking Coordinating Maps (of the system, problem, and strategies) Coordinating Maps (of the system, problem, and strategies) Human + Machine Analytics Educational Context Opportunities to collaborate?

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