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Towards a Social Learning Space for Open Educational Resources

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OpenEd 2010, Barcelona

Simon Buckingham Shum & Rebecca Ferguson

Knowledge Media Institute & Institute of Educational Technology, The Open University, Milton Keynes, UK

Published in: Education
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Towards a Social Learning Space for Open Educational Resources

  1. 1. 1 OpenEd 2010, Barcelona http://creativecommons.org/licenses/by-nc/2.0/uk Simon Buckingham Shum & Rebecca Ferguson Knowledge Media Institute & Institute of Educational Technology The Open University, Milton Keynes, UK Towards a Social Learning Space for Open Educational Resources www.open.ac.uk/sociallearn
  2. 2. What does it mean to create social media tuned for learning? 2
  3. 3. How do we do what we’re good at as a university, and remain open to innovation? 3
  4. 4. Why social learning now? 4 arguments from… technology / uncertainty / pedagogy / innovation / resilience
  5. 5. 5 Four dimensions of “Open” Open IP Open Communities Open Data Standards Open Economics
  6. 6. Social learning building momentum in workplace The New Social Learning Tony Bingham & Marcia Conner Berrett-Koehler, 2010 www.thenewsociallearning.com 6 Informal Learning Jay Cross Jossey Bass, 2006 http://internettime.pbworks.com/The-Book
  7. 7. 7 Argument Map summarising Hagel et al’s (2010) “The Power of Pull”, and its connection to learning to learn
  8. 8. 8 Argument Map summarising Hagel et al’s (2010) “The Power of Pull”, and its connection to learning to learn
  9. 9. 9 Argument Map summarising Hagel et al’s (2010) “The Power of Pull”, and its connection to learning to learn
  10. 10. 10 Argument Map summarising Hagel et al’s (2010) “The Power of Pull”, and its connection to learning to learn
  11. 11. Learner-centred universe My learning space (richly resourced, rewarding, safe, in control of my own learning) Find a teacher / tutor, or a student, or a co- learner Create, offer and find learning materials Share / publish my learning My learning needs, my aspiration, my curriculum My identity My learning record My privacy settings Learning / Knowledge maps Chat, conferencing, blogging, posting My online learning / teaching reputationMy learning buddies How far and how fast I want My choice of online tools My real-world learning context My learning projects My devices & platforms Share, network, join, participate but a me-centred universe alone is not good for learning…
  12. 12. principles for social learning 12 trust • affirmation • challenge personal passion quality relationships critical thinking
  13. 13. Social learning technology: candidate dimensions of the design space 13 everyday social media “friends” like me 1-many from the start rapid information exchange no reflection required by the UI tag clouds generic web analytics recommendations based on navigation, ratings, purchases… myriad activity traces in the cloud informal personal endorsements social media tuned for learning? + learning peers/mentors who both affirm and challenge + 1-1 mentoring + learning conversations reflection encouraged by the UI + meaningful connections + learning analytics + recommendations based on learning profiles and activities + a secure e-portfolio to evidence learning + verifiable accreditation by trusted platforms
  14. 14. 14 open and interoperable SocialLearn: key features activity-based, user- defined toolkits look+feel of social media platform aggregated user profile
  15. 15. 15 Core social networking
  16. 16. 16 Core social networking
  17. 17. Gadget ideas…   SocialLearn:   PhD Skills Gadget   Path Gadget   I’m Stuck Gadget   Mentor Gadget   Plus other providers…   From KMi: eg. Flashmeeting, Virtual Microscope, ROLE…   From OU: eg. Library Search, OpenLearn Recommender   From other educational institutions, eg. Moodle tools (UOC)   From SocialLearn developer community   From e-science projects, eg. MyExperiment   From Google: eg. Calendar; Gmail, Reader…   From the global Gadget Directory: thousands more… 17
  18. 18. 18 SocialLearn dashboard of Google Gadgets
  19. 19. 19 Configuring Gadget Sets
  20. 20. SocialLearn gadgets dropped into iGoogle 20
  21. 21. SocialLearn: accessing my Gadgets from the browser toolbar on any website 21
  22. 22. SocialLearn: accessing my Gadgets from the browser toolbar on any website 22
  23. 23. SocialLearn: accessing my Gadgets from the browser toolbar on any website 23
  24. 24. A site which has enabled SL Gadgets can have them embedded and contextualised to the page (the OU’s Cloudworks) 24
  25. 25. learning paths as social artifacts 25 Engeström: Wildfire Activities: …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
  26. 26. Learning paths as social artifacts …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… 26
  27. 27. Learning paths as social artifacts …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… 27
  28. 28. Learning paths as social artifacts …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… 28
  29. 29. Learning paths as social artifacts …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… 29
  30. 30. Learning paths as social artifacts …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… 30 Forge new Paths from existing Paths…
  31. 31. Learning paths as social artifacts …inquiry, trails, history, consolidation, argument, landmarks, places, exploration   Learners and educators can make many levels of contribution… 31 Forge meaningful connections between any Question, Step, Path using a web app such as Cohere is inconsistent with refutes is a counterexample of resolves
  32. 32. Building a Learning Path through OERs 32
  33. 33. Building a Learning Path through OERs 33
  34. 34. Building a Learning Path through OERs 34
  35. 35. Building a Learning Path through OERs 35
  36. 36. Building a Learning Path through OERs 36
  37. 37. Following a Learning Path through OERs 37
  38. 38. Following a Learning Path through OERs 38
  39. 39. “Services”: towards a suite of recommendation engines, both from OU and developer network 39
  40. 40. “Services”: towards a suite of recommendation engines, both from OU and developer network 40 Commerce People who bought this, bought this…e.g. (notacurrentpriorityforus)
  41. 41. “Services”: towards a suite of recommendation engines, both from OU and developer network 41 Navigational Social/Reputation Commerce People who bought this, bought this… People who viewed this also viewed this… You have three friends in common… People who rate her also rate him… e.g. fast becoming commodity services (notacurrentpriorityforus)
  42. 42. “Services”: towards a suite of recommendation engines, both from OU and developer network 42 Navigational Social/Reputation Commerce People who bought this, bought this… People who viewed this also viewed this… You have three friends in common… People who rate her also rate him… e.g. fast becoming commodity services Content This resource is similar to this one… (semantic + multimedia search R&D) indexing (notacurrentpriorityforus)
  43. 43. “Services”: towards a suite of recommendation engines, both from OU and developer network 43 Navigational Social/Reputation Connections LearningtoLearn Commerce People who bought this, bought this… People who viewed this also viewed this… You have three friends in common… People who rate her also rate him… This resource shows a counter- example / supporting evidence… This person is also trying to develop her planning… e.g. fast becoming commodity services services tuned for learning Content This resource is similar to this one… (semantic + multimedia search R&D) indexing (notacurrentpriorityforus)
  44. 44. Next steps   For next 6 months SocialLearn is running internal pilot deployments with OU communities   Scalability   User engagement   Evidence of social learning   Multimedia indexing   Collaboration with other learning widget projects   Linked data potential   Analytics/Rec Engines   Walled gardens   Gadgets and Web apps tuned for learning Track us on www.open.ac.uk/sociallearn 44
  45. 45. 45
  46. 46. Quality OERs OpenLearn TESSA iTunesU YouTube
  47. 47. Site 2 47 SocialLearn 1. Profile 2. User Interface 3. Social Graph 4. Services Site 1 Interoperability via Google Gadgets SocialLearn provides the ‘glue’ to connect learning activities, ‘friends’, coaches, and recommendations Site 4Site 3 …other sites…
  48. 48. The industrial-era university (school/college) Knowledge development Teaching A canon of knowledge Repository of knowledge (libraries) Scholars Students subordinated Examination: – pass or fail Builds national industrial strength Benefactors pay Monopoly: – access to knowledge – granting degrees Nation building Elite professional and social class Disciplines and subjects Objective truth, facts Figure: Hardin Tibbs
  49. 49. The emerging learning model Facilitating and guiding the development of the whole person Participatory learning discourse A knowledge saturated environment Lifelong learning Students as customers, learner-centric Flexible delivery and assessment Builds free-market industrial strength Nation/state and market-based funding Branding in a competitive environment, eroded monopoly Globally connected Vocational focus, career-ready accredited, everyone ‘learning or earning’ Modules and competencies Subjective, qualitative, meaning Figure: Hardin Tibbs
  50. 50. Uncertain futures… 50Argument Map built using Open U’s Compendium: http://compendium.open.ac.uk
  51. 51. Challenge for the educational system… 51

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