Learning with the Crowd Haythornthwaite OII Bellwether oct 17 2014.pptx

Bellwether
From Wikipedia, the free encyclopedia
This article is about bellwethers in general. For Connie
Willis's book, see Bellwether (novel).
A bellwether; one that leads or indicates trends.
The term is derived from the Middle English bellewether
and refers to the practice of placing a bell around the neck
of a castrated ram (a wether) leading his flock of sheep.
The movements of the flock could be noted by hearing
the bell before the flock was in sight.
Background image: http://melstampz.blogspot.ca/
Ceramic ram, V&A

INDIVIDUALLY
AND
COLLECTIVELY
by common
media use,
interest,
location
#oiibellwether,
#lak14, #las14,
#SMSociety14,
#hcsmca

Current conditions
around online
practice have
created the ‘Perfect
Storm’ for Learning
with the Crowd
https://socialmediaandsociety.com/wp-content/uploads/
2014/09/net_sep27-210x210.png
Netlytic sw
Online learning +
retrievable online
resources {open access +
participatory culture +
search engines} + net
generation + technology
infrastructures
Social Media & Society Conference
“More than 2,000 tweets on day 1 of #SMSociety14”
Anatoliy Gruzd

! How I got to this topic
◦ Networks & Communities
◦ Studies of e-learners
◦ E-learning
! The turn to crowds
◦ Crowds & Communities
◦ Massive open online learning
(MOOCs)
! Futures
E-learning as a transformation
in how, where, when and with
whom we learn

! How does the ‘lean’ medium of the
Internet support collaboration,
community?
! How do we learn, co-construct
knowledge and work together
online?
! What do people do together
(online) that leads them to say they
belong to a (virtual) community?
! How do the Internet and new media
structure who talks to whom?
! How can we make theoretical
sense of driving forces associated
with the multiple changes and
practices associated with the
Internet?
! What motivates participation in
online crowds and communities?
! Can we ‘see’ learning in an online
transcript? learning analytics

What’s your research question about the Internet –
for learning or other interaction or outcome?
#oiibellwether

Actors – people, groups or
organizations – tied by relations
that form networks, analyzed and
displayed as graphs
! Asking network questions
uncovers relationships and
structures
◦ Who talks to whom about what
and via which media
◦ Actors who are stars, brokers
◦ Structures: dense or sparse
networks, cliques, clusters,
structural holes
! Outcomes
◦ Relational constructs: strong and
weak ties, homophily
◦ Social capital, inclusion, awareness,
information access, resource
availability
SNA: An approach, method and
vocabulary for analyzing social
structures
Collaboration network – who works with whom
in an online learning class

Unscheduled Meetings Scheduled Meetings Email
Co-located Computer Scientists: Guttman scaling for overall communication:
CR=.92. Order: face-to-face, unscheduled, scheduled, email, other
Chat Discussion boards Email
Distance Learners: Guttman scaling, overall communication all term
CR=.99: Chat, Webboard, Email, Phone

Chat
Time 1 Time 2 Time 3
Email
Time 1 Time 2 Time 3
Group projects; Webboard also used for discussion, connected all to all.
Class F97: Collaborative work via Chat and Email by Time

! Wide connectivity,
low frequency
◦ Discussion boards, Chat
◦ Group-mandated media
◦ Group-wide, public
◦ Communicate with the
group as a whole
! Interaction patterns
reflect tasks as set
by authorities
! Selected connectivity,
high frequency
◦ Email, Phone
◦ Optional media
◦ Person-to-person, private
◦ Communicate with
friends and co-workers
! Interaction patterns
reflect needs of
participants

! An authority-organized means of connectivity provides a
latent tie structure on which ties may grow
◦ This lecture, an online forum, office meetings, a MOOC
◦ Where connections are technically made but not yet activated
socially
! A change in that means of connectivity disrupts weak ties
◦ Meetings no longer occur, a virtual community shuts down, a
class ends
◦ Because weak ties only connected because of the group
organized forum
! A change does not disrupt strong ties
◦ Chat doesn’t work, they move to email, to twitter, to online
forums
◦ Because strong ties have other means of communication (media
multiplexity) and more commitment to connect

! Using online means
to start a community
! Here a sample of the
twitter network of
the Health Care
Social Media Canada
! Aim of organizer
Colleen Young was
to encourage a self-sustaining
learning
community
◦ Network shows this
kind of configuration
#hcsmca Twitter Network
(one month, Nov-Dec 2012)
Tie = mentions or replies in messages
Gruzd & Haythornthwaite, 2013

What would you look for in #hcsmca transcripts to
show or discover learning?
#oiibellwether

Distribution of Learning Relations
Interdisciplinary Teams: Science, social science, and education
Data = Number of pairs maintaining each type of relation
Learning relations
can be used as
input for analysis
and design of
collaborative and/
or learning spaces
Haythornthwaite, 2006

Learning can be
! A relation that connects people
◦ teaching, learning, collaborative learning
! The characterization of the tie
◦ learning relationship
! A characterization of the outcome of relations
◦ learning community, community of inquiry, practice
! The network outcome of relations
◦ social capital, knowledge held in the network
! Derived from ambient influence
◦ news, gossip, common knowledge, culture, values

! Who learns from whom?
◦ Who talks to, gives help to,
collaborates with whom?
! What do they learn from each
other?
! Which media support which
kinds of learning?
! What outcomes do
these relations build?
◦ Access to resources
Trust, mobility, equity, etc.
! What benefit accrues to the
network?
◦ social capital, shared
knowledge, resources
! How do resources flow in the
network
xxxxxxxxxx
xxxxxxxxxx
xxxxxxxxxx
abc123@321efg
xxxxx
xxxxxxx xxxxxxxxxx
abc123@321efg
xxxxxx
xxxxxxxxxx
abc123a@bc312213e@fg3 21efg
xxxxxxxxxx
abc123@321efg
xxxxxxxxxx
abc123@321efg
Twitter – node size = accounts that are frequently mentioned,
replied to or whose tweets are frequently retweeted
Work in progress. SSHRC funded.
Learning Analytics for the Social Media Age
Gruzd, Haythornthwaite, Siemens, Paulin, Absar

! Technologies (hw, sw)
◦ Devices
◦ Media
◦ Telecomm networks
◦ Network Infrastructures
◦ Internet
◦ Apps
◦ Digital libraries
◦ Wikis
◦ LMS/VLE
◦ Blogs
◦ Twitter
◦ Crowdsourcing
◦ Data harvesting
◦ Text /data mining
◦ Analytics
! Societal responses
◦ Privacy
◦ Copyright, creative commons
◦ Participatory culture
◦ Open source
◦ Open access
◦ Public knowledge
◦ Online journals
◦ Web sites
◦ Blogging
◦ Institutional repositories
◦ Wiki encyclopedia
◦ Online commerce
◦ Online courses, degrees
◦ Crowdsourcing, human computation
◦ Citizen science
◦ MOOCs
◦ Learning analytics
◦ Crowdsourcing the curriculum

Does anyone know how to get a non-breaking
hyphen in a powerpoint slide?
#oiibellwether

Adopting and becoming fluent in new practices
! Collaborative practices
◦ Learning communities, co-construction
of knowledge
◦ Entrepreneurial and self-directed
learning
! Embracing ‘perpetual
beta’
◦ Co-creation and negotiation
of learning practice
◦ Expansive learning,
Community of Practice
! E-retrieval
◦ Online information literate
◦ Accessing resources and
people
! Participatory practices
◦ Contributory as well as
retrieval
◦ Crowd and community
based
! Sociotechnical fluency
◦ Balancing the social and the
technical
◦ Across multimodalities,
multimedia

! “A bottom-up approach
reflects a community of
practice ... As a result,
questions about when it
begins or ends, and whether it
reaches its goals make less
sense. A revised set of
questions then arises.”
! What does the community
value?
How does it evolve?
How do members facilitate
interaction?
! Bruce, 2010
Boeing Aircraft flying boad ‘Thunderbird’, City
of Vancouver Archives, public domain

! Separate
◦ Programs, units,
universities
◦ Distance or continuing
education units
◦ Single courses
◦ Single degree
programs
◦ Online universities
! Integrated
◦ Learning management
systems (LMS/ VLE)
◦ Blended
◦ On-campus ‘distance’
learning
25
Bringing e-learning in from the cold …

! Familiar
◦ Challenge exams for credit
for degrees
◦ Credit for work experience
◦ Work placements,
internships, co-op programs
◦ Short courses – shorter
than the traditional term
◦ Teaching assistants
◦ Class of 25, 50, 100
◦ Known learners
◦ Known locations
◦ Educational institutions
! Not so familiar
◦ Longer courses – longer
than traditional
◦ Flexible course lengths
◦ Post-graduation courses as
part of university
commitment
◦ Badges
◦ Exams ! portfolios
◦ Online ! multi-site, multi-national,
multi-cultural
◦ Bringing in past learners
◦ Crowds
" Classes of 1000, 5000 +
" Unknown learners
" Unknown locations

! Outside crowd is pushing in
◦ Next generation learners
◦ Crowdsourced information becomes
mainstream – wikipedia, blogs, twitter
◦ Crowd members become resource nodes
" Experience makes teachers
" e.g., Patients Like Me - patients explaining their experience,
researching for others and themselves
◦ Validation of crowd knowledge
" Citizen journalists

Internet users-Adults
• UK, 2013 - 73%
• Australia, 2012 - 89%
• Canada, 2010 - 80%
• US, 2011 - 78%
Social
Networking
Sites:
• Adults
-‐
60%
• Non-‐students
18-‐24
-‐
88%
• Community
College
-‐
72%
• Undergrads
-‐
86%
• Graduate
Students
-‐
82%

! Disseminating expert public knowledge
◦ Open access
◦ Creative commons
◦ MOOCs
! Reclaiming expertise
◦ Peer reviewed open access journals
◦ MOOC-based crowd dissemination from
recognized scholars and institutions

! Crowd sourced
◦ Resources, observations, data
◦ Passive / involuntary – marketing
◦ Active / voluntary – wikipedia, blogging
◦ Citizen science – iSpot, Galaxy Zoo
◦ Remunerated – Mechanical Turk
! Crowd analyzed
◦ Rating, ranking – thumbs up/down
◦ Crowd promoted (trending)
! Crowd computed
◦ Human computation
! Stored, mined, analyzed
◦ Text and data mined
◦ Learning crowds analyzed
◦ Learning processes in and by crowds
can be analyzed
www.seti.org/ -- https://www.naturewatch.ca/ -- www.openstreetmap.org/
http://www.ispotnature.org/communities/uk-and-ireland

• Altruistic view
of knowledge
contributions –
open access
• Dismissive
view – ‘all that
twittering’
• "
• LOL cats
• Commercial
view – ‘all that
twittering’
• ☺
NSA_quantum_cat.jpg
http://cdn4.spiegel.de/images/image-584103-galleryV9-jhol.jpg
From Wikimedia Commons, the free media repository

! The launch that
Creative Commons
has given to
distributed knowledge
! The practices of an
advance guard re peer
production
! A generation brought
up on e-participation
and a participatory
culture
! Critical mass of
resources
! Established practices
! Practice with
emergence
! Change in half-life of
skills
! Trend to
enterpreneurial
practices

• If crowds are the way forward, what leads individuals to
participate in crowdsourced knowledge projects?
• How does what we’ve learned about e-learning and
online organizing so far help us look at crowds?

Crowd-based
! Centralized effort
by anonymous strangers,
contributing to
common goal
! Little expectation of
persistence or continued
commitment
! Lightweight associations
with each other and the collective
enterprise
Community-Based
! Similar others, known and
continuously visible to each
other, contributing to the
community
! Expectation of persistence over
time and continued
commitment
! Heavyweight associations
with each other and the collective
enterprise

Lightweight
association
between
contributors
and to collective
enterprise
‘Weight’
refers
to
the
commitment
and
engagement
with
the
producHon,
not
to
the
significance
of
the
product
itself.
Heavyweight
association
between
contributors and
to collective
enterprise

Crowd-‐sourced,
Lightweight
1. ContribuHons
-‐-‐
Many,
simple,
discrete,
unconnected;
Anonymous,
impersonal
2. Learning
-‐-‐
LiPle
pre-‐learning
or
commitment
3. Contributors
-‐-‐
Many,
lightly-‐Hed
non-‐networked
individuals
4. Control
-‐-‐
External
to
contributors
5. ReputaHon
-‐-‐
QuanHtaHve,
evaluator
status
not
important
6. MoHvaHon
-‐-‐
Coorienta)on
to
common
purpose
Community-‐sourced,
Heavyweight
1. ContribuHons
-‐-‐
Fewer,
diverse,
connected;
Named,
visible
aPribuHon
2. Learning
-‐-‐
ApprenHceship,
commitment
3. Contributors
-‐-‐
Fewer,
heavily-‐Hed,
networked
individuals
4. Control
-‐-‐
Internal
to
community
5. ReputaHon
-‐-‐
QualitaHve,
evaluator
status
maPers
6. MoHvaHon
-‐-‐
Overall
purpose
and
group
interacHon

Crowd model
Lightweight participation
Community model
Heavyweight participation
Any particular individual may participate in any venture in a lightweight manner
or a heavyweight manner, e.g., lightly correcting minor aspects of Wiki entries or
heavily engaging in discussion.

Crowd model
Lightweight participation
Community model
Heavyweight participation
Academia
Wikipedia
Social Networking Sites
Distributed
Computing
Any particular initiative may show both lightweight and heavyweight aspects.

Casual mappers* more co-oriented
to overall goals of open
source projects
! free, anti-corporate
sentiment
! ‘It is important to help
others by providing digital
maps that are available for
free.’
! ‘Digital map data should be
available for free only for
non-commercial
applications
* participating in a lightweight
manner
Serious mappers** significantly
more co-oriented to community
and community goals:
◦ ‘OSM community is important to
me’
◦ ‘I want to be recognized as an
active OSM contributor’
◦ Gaining new perspectives, filling
gaps, correcting errors
! Significantly more motivated
by all items loading on factors
relating to:
◦ self-efficacy re local knowledge,
learning, monetary reward
** participating in a heavyweight
manner
Budhathoki & Haythornthwaite, 2013

MOOC (Cormier)
! An emerging e-learning technology, ideally building on e-learning
background
◦ ‘syllabus as promise’ (from Ellison’s ‘profile as promise’ for dating sites)
Distinct types emerging
! cMOOCs
◦ First – connectivism (Siemens; Downes) learning motivated – open,
online, multimedia
◦ Promise of a learning community
! xMOOCs
◦ Attention getter – large numbers, high profile scholars and institutions
◦ Promise of expert knowledge
! unMOOCs … you heard it here first ;)
◦ ‘un’ as in ‘nconference’ – unstructured, emergent syllabus, building
‘airplanes in the air’ (Bruce), ‘crowdsourcing the curriculum’ (Paulin)
◦ Promise of participant relevance

If you crowdsource the curriculum, who owns it?
#bellwether

cMOOC – intentionally community organized
! Participatory, reflective learning network
! Requires contribution and attention within the learning community
! Will succeed where engagement emerges
xMOOC – crowd organized
! A resource node, no prerequisite to join, drop in or out as desired
! Learning as authority led, predicated on reputation of scholar/instituion
! Will succeed where tasks and learning match the incoming learners
! xMOOC perhaps a latent tie structure on which ties can grow
un-MOOC – crowdsourcing the meaning of the community
! Much more for learners to bring to the table; a pioneer mentality
! Requires expert learning processes, a knowledge-building environment
! Will succeed where draws on what we have learned from online
interaction and about knowledge-building (Scardamalia & Bereiter, 2006)

! What do we do with a million learners, a billion
contributions?
◦ Learning Analytics -- for the crowd and about the crowd
◦ Online interaction as crowdsourced data on learning
habits, success, trajectories
" Show participant interaction and progress
" Of all participants and of individuals in comparison to others
" Learning and crowd patterns at start, middle and end of
interaction and of learning
! Human computation, human-machine alliances
◦ Crowdsourcing the curriculum as human
computation resource – syllabus, evaluating
◦ Machine data collection and analysis, human use

! A major transformation in how, where, when and
with whom we learn
! Starting a new disruptive phase with MOOCs
! Happening because of the ‘perfect storm’ of
technical and social conditions
! Expect more
◦ Learning with the crowd and building knowledge with
the community
◦ Crowdsourcing the curriculum
◦ Questions about who owns the curriculum
◦ Analytics and human-machine alliances in learning
about learning with the crowd

! Haythornthwaite, C. (2008). Learning relations and networks in web-based communities.
International Journal of Web Based Communities, 4(2), 140-158. http://www.inderscience.com/
info/inarticle.php?artid=17669
This paper is open access as part of a 10 year anniversary initiative; my letter to the editor re changes in
those 10 years can be found in the 2014 editorial for IJWBC 10(2):
http://www.inderscience.com/browse/getEditorial.php?articleID=3848
! Haythornthwaite, C. & De Laat, M. (2011). Social network informed design for learning with
educational technology. In A.D. Olofsson & J. O. Lindberg, (Eds.). Informed Design of Educational
Technologies in Higher Education: Enhanced Learning and Teaching (pp. 352-374). IGI Global.
! Haythornthwaite, C. (Jan. 2009). Crowds and communities: Light and heavyweight models of
peer production. Proceedings of the 42nd Hawaii International Conference on System Sciences. Los
Alamitos, CA: IEEE Computer Society. http://hdl.handle.net/2142/9457
! Gruzd, A. & Haythornthwaite, C. (2013). Enabling community through social media. Journal of
Medical Internet Research. 2013;15(10):e248. http://www.jmir.org/2013/10/e248/. doi: 10.2196/
jmir.2796 PMID: 24176835.
! Haythornthwaite, C., De Laat, M. & Dawson, S. (Eds.) (2013). Learning analytics. American
Behavioral Scientist, 57(10), whole issue.
! Budhathoki, N. & Haythornthwaite, C. (2013). Motivation for open collaboration: Crowd and
community models and the case of OpenStreetMap. American Behavioral Scientist, 57(5), 548 -
575. DOI: 10.1177/0002764212469364
! Paulin, D. & Haythornthwaite, C. (forthcoming). Crowdsourcing the curriculum: Redefining e-learning
practices through peer-generated approaches. The Information Society.

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