With apologies for the lack of data in this presenation – problematic project but still worthy of discussing even at a conceptual level.
The rub comes when we fail to secure engagement from students and staff – more focus on ‘promoting connections’ needed.
With such varied levels of (self reported) confidence in the use of basic software, the design goal ‘to make the technology invisible’ (Networked Learning Guidelines page 131) is almost unattainable for many on the course, especially since, computers are not easy.This is from my Final Project Report in 2006.
Irony of non-engagement/virtuous circle of engagement
What’s wrong with wikis? Nina Dohn 2010 ‘practice logics’ of Web2.0 cut across those of education.Free loading in web2 is not a problem, neither is quality. Someone will come along and edit. In education we are still constrained by the needs of individuals to accurately be able to demonstrate their contribution and be assessed/rewarded on that basis.
Screenshot of value administration which allows calculating different values for different activity and includes an information aging algorithm too so there is no point in thinking that a single big effort will ‘tick the box’.
The idea of showing people how they perform compared with their peers is not a new one. Randy Pausch used it powerfully in his Building Virtual Worlds course. And this is the crossover with CEQ and some of the aspirations for learning analytics. But I want to do more than make people reflect, I want their minds and lives to be affected so that they engage with and understand the power of networked learning and realise it for themselves.
Perhaps we only need to incentivise it for a certain initial period of time before everyone ‘gets’ it…
Promoting Connections through Community Equity
promoting connections through Community Equity Mike Johnson Cardiff School of Nursing and Midwifery Studies Ysgol Astudiaethau Nyrsio a Bydwreigiaeth Caerdydd http://about.me/michaelrhysjohnsonCardiff School of Nursing and Midwifery StudiesYsgol Astudiaethau Nyrsio a Bydwreigiaeth Caerdydd
Promoting ConnectionsLearning in which information andcommunications technology (ICT) is used topromote connections: between one learner andother learners, between learners and tutors;between a learning community and its learningresources. Goodyear & NLinHE Team, 2001 p.9
140 120 100 M02Confidence score S03 80 M04 S04 60 M05 S05 40 20 0 1 1 1 1 1 1 1 1 1 1 1 1 11 21 31 41 51 61 71 81 91 1 10 11 12 13 14 15 16 17 18 19 20 21 Num ber of students Computer confidence scores of 6 cohorts of nursing freshers, March 2002-September 2005
Shortcomings and tensions in wikis for collaborative learning: Attribution, aggregation and peer assessmentKlava’s work When a wiki is used for group-based collaborative writing, authorship information is either very basic Jan’s or hard to find and collate. I had observed that students were de-motivated to work participate because their individual contribution is merged and lost within the work of their peers, unless they adopt a deliberate strategy to identify their work. I wanted a system that would make individual contributions apparent with ease within the context of a group presentation.“Contributions” We all worked was Jill’s idea on this
Peter Reiser Peter Reiser: Principal Architect at Oracle Corporation, Zürich, Switzerland shelisrael on Flickr
More than a ‘technology’Value system What’s in it for me?Methodology Adoption Scalable Enterprise ArchitectureArchitecture http://www.slideshare.net/peterreiser
Community Equity• Information Equity (IQ)• Contribution Equity (CQ)• Participation Equity (PQ)• Personal Equity (PEQ)Reiser, P., & Diamond, P. (2011, August 30). US Patent #8,010,902. Method and system for tracking social capital -Patents.com. Redwood City, CA. Retrieved fromhttp://patents.com/us-8010902.html
One other big success about the ETC is teaching people Randy Pausch 2007about feedback [puts up bar chart where students are wil p on Flickr(anonymous) listed on a scale labelled “how easy to workwith” ] -- oh I hear the nervous laughter from the students.I had forgotten the delayed shock therapy effect of thesebar charts. When you’re taking Building Virtual Worlds,every two weeks we get peer feedback. We put that all intoa big spreadsheet and at the end of the semester, you hadthree teammates per project, five projects, that’s 15 datapoints, that’s statistically valid. And you get a bar charttelling you on a ranking of how easy you are to work with,where you stacked up against your peers. Boy that’s hardfeedback to ignore. Some still managed. [laughter] But forthe most part, people looked at that and went, wow, I’vegot to take it up a notch. I better start thinking about whatI’m saying to people in these meetings. And that is the bestgift an educator can give is to get somebody to becomeself reflective. (Pausch, 2007, p. 16)
What is networked learning activity? If we can define it… can we measure it? incentivise it? embed it?