SlideShare a Scribd company logo

Resilience Thinking, Social Learning and Open Innovation Platforms

Open Educational Innovation & Incubation project: www.eadtu.eu/oeii SCORE Workshop on New Models for Education and Training Built on Open Educational Resources: http://bit.ly/ye1lQo

1 of 74
Download to read offline
Open Educational Innovation & Incubation project: www.eadtu.eu/oeii
SCORE Workshop on New Models for Education and Training Built on
Open Educational Resources: http://bit.ly/ye1lQo




Resilience Thinking, Social Learning
and Open Innovation Platforms
Simon Buckingham Shum
Knowledge Media Institute, Open University UK
Assoc. Director (Technology) & Senior Lecturer
http://simon.buckinghamshum.net
http://twitter.com/sbskmi




                                                                      1
what’s the problem?


                      2
Hewlett Foundation focus:
                            Deeper Learning

http://www.hewlett.org/programs/education-program/deeper-learning



 In one survey after another, business leaders complain
   that the majority of U.S. job applicants are ill-equipped
   to solve complex problems, work in teams, or
   communicate effectively.
 Hewlett envisions a new generation of schools and
  community colleges who… harness the deeper learning
  skills of critical thinking, problem solving, effective
  communication, collaboration, and learning to learn to
  help students develop a strong foundation in traditional
  academic subjects.
                                                                    3
It is time to hold up our hands and admit that
our education system just isn’t working well
enough.
Our emphasis needs not to be on proving the
residual value of outdated curricula, tests
and league tables, but on inspiring and
challenging children so that they in turn can
inspire and challenge us.

                                             Lord David Puttnam
                             Chancellor, The Open University UK
       Introduction to the national Learning Futures Programme
                                        www.learningfutures.org


                                                                  4
To put it very crudely, the habits of mind
required, and therefore cultivated, by the 19th
century curriculum of mass schooling were
deference, unquestioning acceptance of
authority, neatness, punctuality, accurate
recapitulation and sequestered problem-
solving


                                          Claxton & Lucas, 2009
        UK National Inquiry into the Future for Lifelong Learning



                                                                    5
…adults and children alike see their worlds
as complex, changing, uncertain and
ambiguous, and are likely to get more, not
less, so.
The obvious question, then, is: what are the
epistemic mentalities and identities that will
enable people to thrive in such a world?
What do good learners do? What do they
enjoy? How do they react when the going
gets tough?

                                          Claxton & Lucas, 2009
        UK National Inquiry into the Future for Lifelong Learning


                                                                    6

Recommended

Trialling the Moodle My feedback report at UCL
Trialling the Moodle My feedback report at UCLTrialling the Moodle My feedback report at UCL
Trialling the Moodle My feedback report at UCLJessica Gramp
 
ALT-C Moodle My feedback report
ALT-C Moodle My feedback reportALT-C Moodle My feedback report
ALT-C Moodle My feedback reportJessica Gramp
 
ARGEC: Resilience in older adulthood
ARGEC: Resilience in older adulthoodARGEC: Resilience in older adulthood
ARGEC: Resilience in older adulthoodkwatkins13
 
LAK '17 Trends and issues in student-facing learning analytics reporting sys...
LAK '17  Trends and issues in student-facing learning analytics reporting sys...LAK '17  Trends and issues in student-facing learning analytics reporting sys...
LAK '17 Trends and issues in student-facing learning analytics reporting sys...Bob Bodily
 
Visual Learning Pulse - Final Thesis presentation
Visual Learning Pulse - Final Thesis presentationVisual Learning Pulse - Final Thesis presentation
Visual Learning Pulse - Final Thesis presentationDaniele Di Mitri
 
Building the learning analytics curriculum: Should we teach (a code of) ethics?
Building the learning analytics curriculum: Should we teach (a code of) ethics?Building the learning analytics curriculum: Should we teach (a code of) ethics?
Building the learning analytics curriculum: Should we teach (a code of) ethics?University of South Africa (Unisa)
 

More Related Content

Similar to Resilience Thinking, Social Learning and Open Innovation Platforms

Collective Intelligence for OER Sustainability
Collective Intelligence for OER SustainabilityCollective Intelligence for OER Sustainability
Collective Intelligence for OER SustainabilitySimon Buckingham Shum
 
On Social Learning, Sensemaking Capacity, and Collective Intelligence
On Social Learning, Sensemaking Capacity, and Collective IntelligenceOn Social Learning, Sensemaking Capacity, and Collective Intelligence
On Social Learning, Sensemaking Capacity, and Collective IntelligenceSimon Buckingham Shum
 
Presentation to the School of Architecture, University of Nottingham, 2010
Presentation to the School of Architecture, University of Nottingham, 2010Presentation to the School of Architecture, University of Nottingham, 2010
Presentation to the School of Architecture, University of Nottingham, 2010Andrea Wheeler
 
ICT4 Emergence
 ICT4 Emergence ICT4 Emergence
ICT4 EmergenceJan Herder
 
Lesson 1: Course Introduction / Sustainability & Systems Thinking
Lesson 1: Course Introduction / Sustainability & Systems ThinkingLesson 1: Course Introduction / Sustainability & Systems Thinking
Lesson 1: Course Introduction / Sustainability & Systems ThinkingJohn W. Eppensteiner III
 
November 2010 SSAT Presentation
November 2010 SSAT PresentationNovember 2010 SSAT Presentation
November 2010 SSAT PresentationGeoBlogs
 
Winter conference 2011
Winter conference 2011Winter conference 2011
Winter conference 2011lberg6
 
Integrated Education for Sustainability - Guide of Fundamentals and Practices...
Integrated Education for Sustainability - Guide of Fundamentals and Practices...Integrated Education for Sustainability - Guide of Fundamentals and Practices...
Integrated Education for Sustainability - Guide of Fundamentals and Practices...FGV Brazil
 
The library as learning commons: Key to graduation and college readiness?
The library as learning commons: Key to graduation and college readiness?The library as learning commons: Key to graduation and college readiness?
The library as learning commons: Key to graduation and college readiness?Johan Koren
 
What is Learning 2007 version
What is Learning 2007 versionWhat is Learning 2007 version
What is Learning 2007 versionJohan Koren
 
Education For Transition Acel Ascd Oct07
Education For Transition Acel Ascd Oct07Education For Transition Acel Ascd Oct07
Education For Transition Acel Ascd Oct07rsiegel
 
Transforming Learning Environments for Anytime, Anywhere Learning for All
Transforming Learning Environments for Anytime, Anywhere Learning for AllTransforming Learning Environments for Anytime, Anywhere Learning for All
Transforming Learning Environments for Anytime, Anywhere Learning for AllDon Olcott
 
Exploring Community Resilience
Exploring Community ResilienceExploring Community Resilience
Exploring Community ResilienceKirsty Tait
 

Similar to Resilience Thinking, Social Learning and Open Innovation Platforms (20)

OpenEd10_SimonBUCKINGHAMSHUM_2
OpenEd10_SimonBUCKINGHAMSHUM_2OpenEd10_SimonBUCKINGHAMSHUM_2
OpenEd10_SimonBUCKINGHAMSHUM_2
 
Collective Intelligence for OER Sustainability
Collective Intelligence for OER SustainabilityCollective Intelligence for OER Sustainability
Collective Intelligence for OER Sustainability
 
On Social Learning, Sensemaking Capacity, and Collective Intelligence
On Social Learning, Sensemaking Capacity, and Collective IntelligenceOn Social Learning, Sensemaking Capacity, and Collective Intelligence
On Social Learning, Sensemaking Capacity, and Collective Intelligence
 
Simin Davoudi - Unpacking Resilience
Simin Davoudi - Unpacking ResilienceSimin Davoudi - Unpacking Resilience
Simin Davoudi - Unpacking Resilience
 
Presentation to the School of Architecture, University of Nottingham, 2010
Presentation to the School of Architecture, University of Nottingham, 2010Presentation to the School of Architecture, University of Nottingham, 2010
Presentation to the School of Architecture, University of Nottingham, 2010
 
Clc lf 2012
Clc lf 2012Clc lf 2012
Clc lf 2012
 
2020 forecast
2020 forecast2020 forecast
2020 forecast
 
Clc erlc
Clc erlcClc erlc
Clc erlc
 
ICT4 Emergence
 ICT4 Emergence ICT4 Emergence
ICT4 Emergence
 
Lesson 1: Course Introduction / Sustainability & Systems Thinking
Lesson 1: Course Introduction / Sustainability & Systems ThinkingLesson 1: Course Introduction / Sustainability & Systems Thinking
Lesson 1: Course Introduction / Sustainability & Systems Thinking
 
Ce nais 13
Ce nais 13Ce nais 13
Ce nais 13
 
November 2010 SSAT Presentation
November 2010 SSAT PresentationNovember 2010 SSAT Presentation
November 2010 SSAT Presentation
 
Winter conference 2011
Winter conference 2011Winter conference 2011
Winter conference 2011
 
Integrated Education for Sustainability - Guide of Fundamentals and Practices...
Integrated Education for Sustainability - Guide of Fundamentals and Practices...Integrated Education for Sustainability - Guide of Fundamentals and Practices...
Integrated Education for Sustainability - Guide of Fundamentals and Practices...
 
The library as learning commons: Key to graduation and college readiness?
The library as learning commons: Key to graduation and college readiness?The library as learning commons: Key to graduation and college readiness?
The library as learning commons: Key to graduation and college readiness?
 
What is Learning 2007 version
What is Learning 2007 versionWhat is Learning 2007 version
What is Learning 2007 version
 
Education For Transition Acel Ascd Oct07
Education For Transition Acel Ascd Oct07Education For Transition Acel Ascd Oct07
Education For Transition Acel Ascd Oct07
 
Transforming Learning Environments for Anytime, Anywhere Learning for All
Transforming Learning Environments for Anytime, Anywhere Learning for AllTransforming Learning Environments for Anytime, Anywhere Learning for All
Transforming Learning Environments for Anytime, Anywhere Learning for All
 
Exploring Community Resilience
Exploring Community ResilienceExploring Community Resilience
Exploring Community Resilience
 
Parentsggs
ParentsggsParentsggs
Parentsggs
 

More from Simon Buckingham Shum

The Generative AI System Shock, and some thoughts on Collective Intelligence ...
The Generative AI System Shock, and some thoughts on Collective Intelligence ...The Generative AI System Shock, and some thoughts on Collective Intelligence ...
The Generative AI System Shock, and some thoughts on Collective Intelligence ...Simon Buckingham Shum
 
Could Generative AI Augment Reflection, Deliberation and Argumentation?
Could Generative AI Augment Reflection, Deliberation and Argumentation?Could Generative AI Augment Reflection, Deliberation and Argumentation?
Could Generative AI Augment Reflection, Deliberation and Argumentation?Simon Buckingham Shum
 
Conversational, generative AI as a cognitive tool for critical thinking
Conversational, generative AI as a cognitive tool for critical thinkingConversational, generative AI as a cognitive tool for critical thinking
Conversational, generative AI as a cognitive tool for critical thinkingSimon Buckingham Shum
 
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...Simon Buckingham Shum
 
Is “The Matter With Things” also what’s the matter with Learning Analytics?
Is “The Matter With Things” also what’s the matter with Learning Analytics?Is “The Matter With Things” also what’s the matter with Learning Analytics?
Is “The Matter With Things” also what’s the matter with Learning Analytics?Simon Buckingham Shum
 
Deliberative Democracy as a strategy for co-designing university ethics aro...
Deliberative Democracy as a strategy for co-designing university ethics aro...Deliberative Democracy as a strategy for co-designing university ethics aro...
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
 
Knowledge Art or… “Participatory Improvisational DVN”
Knowledge Art or… “Participatory Improvisational DVN”Knowledge Art or… “Participatory Improvisational DVN”
Knowledge Art or… “Participatory Improvisational DVN”Simon Buckingham Shum
 
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...Simon Buckingham Shum
 
ICQE20: Quantitative Ethnography Visualizations as Tools for Thinking
ICQE20: Quantitative Ethnography Visualizations as Tools for ThinkingICQE20: Quantitative Ethnography Visualizations as Tools for Thinking
ICQE20: Quantitative Ethnography Visualizations as Tools for ThinkingSimon Buckingham Shum
 
24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching
24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching
24/7 Instant Feedback on Writing: Integrating AcaWriter into your TeachingSimon Buckingham Shum
 
Argumentation 101 for Learning Analytics PhDs!
Argumentation 101 for Learning Analytics PhDs!Argumentation 101 for Learning Analytics PhDs!
Argumentation 101 for Learning Analytics PhDs!Simon Buckingham Shum
 
Learning Informatics: AI • Analytics • Accountability • Agency
Learning Informatics: AI • Analytics • Accountability • AgencyLearning Informatics: AI • Analytics • Accountability • Agency
Learning Informatics: AI • Analytics • Accountability • AgencySimon Buckingham Shum
 
AI/Data Analytics (AIDA): Key concepts, examples & risks
AI/Data Analytics (AIDA): Key concepts, examples & risksAI/Data Analytics (AIDA): Key concepts, examples & risks
AI/Data Analytics (AIDA): Key concepts, examples & risksSimon Buckingham Shum
 
Learning Analytics as Educational Knowledge Infrastructure
Learning Analytics as Educational Knowledge InfrastructureLearning Analytics as Educational Knowledge Infrastructure
Learning Analytics as Educational Knowledge InfrastructureSimon Buckingham Shum
 
Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data
Towards Collaboration Translucence: Giving Meaning to Multimodal Group DataTowards Collaboration Translucence: Giving Meaning to Multimodal Group Data
Towards Collaboration Translucence: Giving Meaning to Multimodal Group DataSimon Buckingham Shum
 
Knowledge Art - MDSI Guest Lecture - 1st May 2019
Knowledge Art - MDSI Guest Lecture - 1st May 2019Knowledge Art - MDSI Guest Lecture - 1st May 2019
Knowledge Art - MDSI Guest Lecture - 1st May 2019Simon Buckingham Shum
 
Educational Data Scientists: A Scarce Breed
Educational Data Scientists: A Scarce BreedEducational Data Scientists: A Scarce Breed
Educational Data Scientists: A Scarce BreedSimon Buckingham Shum
 
Transitioning Education’s Knowledge Infrastructure ICLS 2018
Transitioning Education’s Knowledge Infrastructure ICLS 2018Transitioning Education’s Knowledge Infrastructure ICLS 2018
Transitioning Education’s Knowledge Infrastructure ICLS 2018Simon Buckingham Shum
 

More from Simon Buckingham Shum (20)

The Generative AI System Shock, and some thoughts on Collective Intelligence ...
The Generative AI System Shock, and some thoughts on Collective Intelligence ...The Generative AI System Shock, and some thoughts on Collective Intelligence ...
The Generative AI System Shock, and some thoughts on Collective Intelligence ...
 
Could Generative AI Augment Reflection, Deliberation and Argumentation?
Could Generative AI Augment Reflection, Deliberation and Argumentation?Could Generative AI Augment Reflection, Deliberation and Argumentation?
Could Generative AI Augment Reflection, Deliberation and Argumentation?
 
Conversational, generative AI as a cognitive tool for critical thinking
Conversational, generative AI as a cognitive tool for critical thinkingConversational, generative AI as a cognitive tool for critical thinking
Conversational, generative AI as a cognitive tool for critical thinking
 
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...
On the Design of a Writing App offering 24/7 Formative Feedback on Reflective...
 
SBS_ISLS2022.pdf
SBS_ISLS2022.pdfSBS_ISLS2022.pdf
SBS_ISLS2022.pdf
 
Is “The Matter With Things” also what’s the matter with Learning Analytics?
Is “The Matter With Things” also what’s the matter with Learning Analytics?Is “The Matter With Things” also what’s the matter with Learning Analytics?
Is “The Matter With Things” also what’s the matter with Learning Analytics?
 
Deliberative Democracy as a strategy for co-designing university ethics aro...
Deliberative Democracy as a strategy for co-designing university ethics aro...Deliberative Democracy as a strategy for co-designing university ethics aro...
Deliberative Democracy as a strategy for co-designing university ethics aro...
 
Knowledge Art or… “Participatory Improvisational DVN”
Knowledge Art or… “Participatory Improvisational DVN”Knowledge Art or… “Participatory Improvisational DVN”
Knowledge Art or… “Participatory Improvisational DVN”
 
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...
March 2021 • 24/7 Instant Feedback on Writing: Integrating AcaWriter into yo...
 
ICQE20: Quantitative Ethnography Visualizations as Tools for Thinking
ICQE20: Quantitative Ethnography Visualizations as Tools for ThinkingICQE20: Quantitative Ethnography Visualizations as Tools for Thinking
ICQE20: Quantitative Ethnography Visualizations as Tools for Thinking
 
24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching
24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching
24/7 Instant Feedback on Writing: Integrating AcaWriter into your Teaching
 
Argumentation 101 for Learning Analytics PhDs!
Argumentation 101 for Learning Analytics PhDs!Argumentation 101 for Learning Analytics PhDs!
Argumentation 101 for Learning Analytics PhDs!
 
Learning Informatics: AI • Analytics • Accountability • Agency
Learning Informatics: AI • Analytics • Accountability • AgencyLearning Informatics: AI • Analytics • Accountability • Agency
Learning Informatics: AI • Analytics • Accountability • Agency
 
AI/Data Analytics (AIDA): Key concepts, examples & risks
AI/Data Analytics (AIDA): Key concepts, examples & risksAI/Data Analytics (AIDA): Key concepts, examples & risks
AI/Data Analytics (AIDA): Key concepts, examples & risks
 
Learning Analytics as Educational Knowledge Infrastructure
Learning Analytics as Educational Knowledge InfrastructureLearning Analytics as Educational Knowledge Infrastructure
Learning Analytics as Educational Knowledge Infrastructure
 
Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data
Towards Collaboration Translucence: Giving Meaning to Multimodal Group DataTowards Collaboration Translucence: Giving Meaning to Multimodal Group Data
Towards Collaboration Translucence: Giving Meaning to Multimodal Group Data
 
Knowledge Art - MDSI Guest Lecture - 1st May 2019
Knowledge Art - MDSI Guest Lecture - 1st May 2019Knowledge Art - MDSI Guest Lecture - 1st May 2019
Knowledge Art - MDSI Guest Lecture - 1st May 2019
 
UX/LX for PLSA: Workshop Welcome
UX/LX for PLSA: Workshop WelcomeUX/LX for PLSA: Workshop Welcome
UX/LX for PLSA: Workshop Welcome
 
Educational Data Scientists: A Scarce Breed
Educational Data Scientists: A Scarce BreedEducational Data Scientists: A Scarce Breed
Educational Data Scientists: A Scarce Breed
 
Transitioning Education’s Knowledge Infrastructure ICLS 2018
Transitioning Education’s Knowledge Infrastructure ICLS 2018Transitioning Education’s Knowledge Infrastructure ICLS 2018
Transitioning Education’s Knowledge Infrastructure ICLS 2018
 

Recently uploaded

Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.Florence Dayana
 
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdf
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdfSSC Hindu Religion and Moral Education MCQ Solutions 2024.pdf
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdfMohonDas
 
Genetics, Heredity, Variation, history, its roles, Scope, Importance, and Bra...
Genetics, Heredity, Variation, history, its roles, Scope, Importance, and Bra...Genetics, Heredity, Variation, history, its roles, Scope, Importance, and Bra...
Genetics, Heredity, Variation, history, its roles, Scope, Importance, and Bra...AKSHAYMAGAR17
 
11 CI SINIF SINAQLARI - 10-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 10-2023-Aynura-Hamidova.pdf11 CI SINIF SINAQLARI - 10-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 10-2023-Aynura-Hamidova.pdfAynouraHamidova
 
Plagiarism, Types & Consequences by Dr. Sarita Anand
Plagiarism, Types & Consequences by Dr. Sarita AnandPlagiarism, Types & Consequences by Dr. Sarita Anand
Plagiarism, Types & Consequences by Dr. Sarita AnandDr. Sarita Anand
 
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdf
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdfA Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdf
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdfOH TEIK BIN
 
Brochure-Project-tryve-elementary-dept..docx
Brochure-Project-tryve-elementary-dept..docxBrochure-Project-tryve-elementary-dept..docx
Brochure-Project-tryve-elementary-dept..docxAnnaLizaTadeo1
 
11 CI SINIF SINAQLARI - 9-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 9-2023-Aynura-Hamidova.pdf11 CI SINIF SINAQLARI - 9-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 9-2023-Aynura-Hamidova.pdfAynouraHamidova
 
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...SUMIT TIWARI
 
Odontogenesis and its related anomiles.pptx
Odontogenesis and its related anomiles.pptxOdontogenesis and its related anomiles.pptx
Odontogenesis and its related anomiles.pptxMennat Allah Alkaram
 
Permeation enhancer of Transdermal drug delivery system
Permeation enhancer of Transdermal drug delivery systemPermeation enhancer of Transdermal drug delivery system
Permeation enhancer of Transdermal drug delivery systemchetanpatil2572000
 
Organic Synthesis and Estimation of Functional Groups
Organic Synthesis and Estimation of Functional GroupsOrganic Synthesis and Estimation of Functional Groups
Organic Synthesis and Estimation of Functional GroupsDr.M.Geethavani
 
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS method.pptx
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS  method.pptxADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS  method.pptx
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS method.pptxAKSHAYMAGAR17
 
spring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdfspring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdfKonstantina Koutsodimou
 
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...i3 Health
 
MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...
MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...
MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...SABC News
 
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptxBBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptxProf. Kanchan Kumari
 

Recently uploaded (20)

Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdfDr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
Dr.M.Florence Dayana-Cloud Computing-Unit - 1.pdf
 
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdf
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdfSSC Hindu Religion and Moral Education MCQ Solutions 2024.pdf
SSC Hindu Religion and Moral Education MCQ Solutions 2024.pdf
 
Genetics, Heredity, Variation, history, its roles, Scope, Importance, and Bra...
Genetics, Heredity, Variation, history, its roles, Scope, Importance, and Bra...Genetics, Heredity, Variation, history, its roles, Scope, Importance, and Bra...
Genetics, Heredity, Variation, history, its roles, Scope, Importance, and Bra...
 
11 CI SINIF SINAQLARI - 10-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 10-2023-Aynura-Hamidova.pdf11 CI SINIF SINAQLARI - 10-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 10-2023-Aynura-Hamidova.pdf
 
Plagiarism, Types & Consequences by Dr. Sarita Anand
Plagiarism, Types & Consequences by Dr. Sarita AnandPlagiarism, Types & Consequences by Dr. Sarita Anand
Plagiarism, Types & Consequences by Dr. Sarita Anand
 
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdf
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdfA Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdf
A Free eBook ~ Mental Exercise ...Puzzles to Analyze.pdf
 
Brochure-Project-tryve-elementary-dept..docx
Brochure-Project-tryve-elementary-dept..docxBrochure-Project-tryve-elementary-dept..docx
Brochure-Project-tryve-elementary-dept..docx
 
11 CI SINIF SINAQLARI - 9-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 9-2023-Aynura-Hamidova.pdf11 CI SINIF SINAQLARI - 9-2023-Aynura-Hamidova.pdf
11 CI SINIF SINAQLARI - 9-2023-Aynura-Hamidova.pdf
 
Lipids as Biopolymer
Lipids as Biopolymer Lipids as Biopolymer
Lipids as Biopolymer
 
Risk in the changing world – Opportunity or threat
Risk in the changing world – Opportunity or threatRisk in the changing world – Opportunity or threat
Risk in the changing world – Opportunity or threat
 
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...
Bilingual notes of Pharmacognosy chapter 4Glycosides, Volatile oils,Tannins,R...
 
Odontogenesis and its related anomiles.pptx
Odontogenesis and its related anomiles.pptxOdontogenesis and its related anomiles.pptx
Odontogenesis and its related anomiles.pptx
 
Advance Mobile Application Development class 04
Advance Mobile Application Development class 04Advance Mobile Application Development class 04
Advance Mobile Application Development class 04
 
Permeation enhancer of Transdermal drug delivery system
Permeation enhancer of Transdermal drug delivery systemPermeation enhancer of Transdermal drug delivery system
Permeation enhancer of Transdermal drug delivery system
 
Organic Synthesis and Estimation of Functional Groups
Organic Synthesis and Estimation of Functional GroupsOrganic Synthesis and Estimation of Functional Groups
Organic Synthesis and Estimation of Functional Groups
 
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS method.pptx
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS  method.pptxADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS  method.pptx
ADAPTABILITY, Types of Adaptability AND STABILITY ANALYSIS method.pptx
 
spring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdfspring_bee_bot_creations_erd primary.pdf
spring_bee_bot_creations_erd primary.pdf
 
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...
Enhancing MRD Testing in Hematologic Malignancies: When Negativity is a Posit...
 
MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...
MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...
MEC MAJUBA SADDENED BY THE PASSING AWAY OF THREE TEACHERS FOLLOWING A CAR ACC...
 
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptxBBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
BBA 603 FUNDAMENTAL OF E- COMMERCE UNIT 1.pptx
 

Resilience Thinking, Social Learning and Open Innovation Platforms

  • 1. Open Educational Innovation & Incubation project: www.eadtu.eu/oeii SCORE Workshop on New Models for Education and Training Built on Open Educational Resources: http://bit.ly/ye1lQo Resilience Thinking, Social Learning and Open Innovation Platforms Simon Buckingham Shum Knowledge Media Institute, Open University UK Assoc. Director (Technology) & Senior Lecturer http://simon.buckinghamshum.net http://twitter.com/sbskmi 1
  • 3. Hewlett Foundation focus: Deeper Learning http://www.hewlett.org/programs/education-program/deeper-learning In one survey after another, business leaders complain that the majority of U.S. job applicants are ill-equipped to solve complex problems, work in teams, or communicate effectively. Hewlett envisions a new generation of schools and community colleges who… harness the deeper learning skills of critical thinking, problem solving, effective communication, collaboration, and learning to learn to help students develop a strong foundation in traditional academic subjects. 3
  • 4. It is time to hold up our hands and admit that our education system just isn’t working well enough. Our emphasis needs not to be on proving the residual value of outdated curricula, tests and league tables, but on inspiring and challenging children so that they in turn can inspire and challenge us. Lord David Puttnam Chancellor, The Open University UK Introduction to the national Learning Futures Programme www.learningfutures.org 4
  • 5. To put it very crudely, the habits of mind required, and therefore cultivated, by the 19th century curriculum of mass schooling were deference, unquestioning acceptance of authority, neatness, punctuality, accurate recapitulation and sequestered problem- solving Claxton & Lucas, 2009 UK National Inquiry into the Future for Lifelong Learning 5
  • 6. …adults and children alike see their worlds as complex, changing, uncertain and ambiguous, and are likely to get more, not less, so. The obvious question, then, is: what are the epistemic mentalities and identities that will enable people to thrive in such a world? What do good learners do? What do they enjoy? How do they react when the going gets tough? Claxton & Lucas, 2009 UK National Inquiry into the Future for Lifelong Learning 6
  • 7. “the problem” revolves around… limited human capacity to cope with unprecedented complexity 7
  • 8. Uncertain futures… Argument Map built using Open U s Compendium: http://compendium.open.ac.uk 8
  • 10. Transitional thinkers… Tsunesaburo Rudolf Makiguchi Steiner Maria John Montessori Dewey 10
  • 11. Maria 1870-1952 1871-1944 Makiguchi Montessori Tsunesaburo …are needed for transitional times… John Rudolf Dewey Steiner 1859-1952 1861-1925 Acknowledgements: Roy Leighton: Building a curriculum with soul Keynote Address, Milton Keynes School Governors Conference 2010 11 http://prezi.com/3khu_wi1rn-a/milton-keynes-govs-roy-leighton
  • 13. Your team, institution, city, region, nation, planet... 13
  • 14. Your team, institution, city, region, nation, planet... 14
  • 15. Your team, institution, city, region, nation, planet... 15
  • 16. How do we augment this system’s capacity to sense, respond to, and shape its environment? ? 16
  • 17. approach: change one of elements: learning resources: OER Andrew Law’s talk 17
  • 18. approach: design for the only known future… shock to the system: resilience 18
  • 20. OER Sustainability ~ Sustainability as a property of ecosystems 20
  • 21. Resilience §  Walker, et al. (2004) define resilience as “the capacity of a system to absorb disturbance and reorganize while undergoing change, so as to still retain essentially the same function, structure, identity, and feedbacks” 21
  • 23. Resilience Thinking (explosion of resources on this) §  A resilient world… (Walker, 2008) promotes biological, landscape, social and economic diversity embraces and works with natural ecological cycles consists of modular components possesses tight feedbacks promotes trust, well developed social networks and leadership places an emphasis on learning, experimentation, locally developed rules, and embracing change has institutions with "redundancy" in governance structures mixes common and private property with overlapping access rights considers all nature’s un-priced services 23
  • 24. If we think of the emerging open, social learning ecosystem, then these resilience principles are generative for universities to ponder, both literally and metaphorically… 24
  • 25. Resilience Thinking §  A resilient world (Walker, 2008)… promotes biological, landscape, social and economic diversity Diversity is a major source of future options and of a system's capacity to respond to change. 25
  • 26. Resilience Thinking §  A resilient world (Walker, 2008)… embraces and works with natural ecological cycles A forest that is never allowed to burn loses its fire- resistant species and becomes very vulnerable to fire. 26
  • 27. Resilience Thinking §  A resilient world (Walker, 2008)… consists of modular components When over-connected, shocks are rapidly transmitted through the system - as a forest connected by logging roads can allow a wild fire to spread wider than it would otherwise. 27
  • 28. Resilience Thinking §  A resilient world (Walker, 2008)… possesses tight feedbacks Feedbacks allow us to detect thresholds before we cross them. Globalization is leading to delayed feedbacks that were once tighter. For example, people of the developed world receive weak feedback signals about the consequences of their consumption. 28
  • 29. Resilience Thinking §  A resilient world (Walker, 2008)… promotes trust, well developed social networks and leadership Individually, these attributes contribute to what is generally termed "social capital," but they need to act in concert to effect adaptability - the capacity to respond to change and disturbance. 29
  • 30. Resilience Thinking §  A resilient world (Walker, 2008)… places an emphasis on learning, experimentation, locally developed rules, and embracing change When rigid connections and behaviors are broken, new opportunities open up and new resources are made available for growth. 30
  • 31. Resilience Thinking §  A resilient world (Walker, 2008)… has institutions with "redundancy" in governance structures Redundancy in institutions increases the diversity of responses and the flexibility of a system. 31
  • 32. Resilience Thinking §  A resilient world (Walker, 2008)… mixes common and private property with overlapping access rights Because access and property rights lie at the heart of many resource-use tragedies, overlapping rights and a mix of common and private property rights can enhance the resilience of linked social-ecological systems. 32
  • 33. Resilience Thinking §  A resilient world (Walker, 2008)… considers all nature’s un- priced services – such as carbon storage, water filtration and so on - in development proposals and assessments. These services are often the ones that change in a regime shift – and are often only recognized and appreciated when they are lost. 33
  • 34. Resilience Thinking: SWOT analysis Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu Threat to established educational paradigm? 34
  • 35. Resilience Thinking: SWOT analysis Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu Threat to established educational paradigm? Opportunity for OER/ Open Social Learning 35
  • 36. Resilience Thinking: SWOT analysis Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu Threat to established Threat to OER/ educational paradigm? Open Social Learning? Opportunity for OER/ Refinements or new Open Social Learning models required… 36
  • 37. Resilience Thinking: SWOT analysis Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu 37
  • 38. For more on resilience thinking… http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu 38
  • 39. How do we augment this system’s capacity to sense, respond to, and shape its environment? ? 39
  • 40. Read this: The Power of Pull How Small Moves, Smartly Made, Can Set Big Things in Motion John Hagel III John Seely Brown Lang Davison Summary article in Harvard Business Review blog: http://blogs.hbr.org/bigshift/2010/04/a-brief-history-of-the-power-o.html
  • 41. Argument Map summarising Hagel et al s (2010) The Power of Pull , and its connection to learning to learn 41
  • 42. Argument Map summarising Hagel et al s (2010) The Power of Pull , and its connection to learning to learn 42
  • 43. Argument Map summarising Hagel et al s (2010) The Power of Pull , and its connection to learning to learn 43
  • 44. approach: change what is learnt and how: C21 dispositions and skills 44
  • 45. What kind of learners are we growing? (as students, and as staff) LearningEmergence.net – deep learning, complex systems, transformative leadership, knowledge media 45
  • 46. Argument Map summarising Hagel et al s (2010) The Power of Pull , and its connection to learning to learn 46
  • 47. approach: change what is learnt and how: social learning 47
  • 48. Four dimensions of “Open” Open I.P. Open Economics Open Communities Open Data 48
  • 49. Social learning building momentum in workplace The New Social Learning Tony Bingham & Marcia Conner Berrett-Koehler, 2010 www.thenewsociallearning.com Informal Learning Jay Cross Jossey Bass, 2006 http://internettime.pbworks.com/The-Book 49
  • 50. Social learning building momentum in workplace http://www.thenewsociallearning.com Organizations are learning to harness their employees’ enthusiasm for social media, and their passions within and outside work, and the networks that they bring and build as a result 50
  • 51. From generic social media to social learning everyday social media social media tuned for learning? friends like me + learning peers/mentors who both affirm and challenge 1-many from the start + 1-1 mentoring rapid information exchange + learning conversations no reflection required by the UI + reflection encouraged by the UI tag clouds + meaningful connections generic web analytics + learning analytics (= accreditation?) recommendations based on + recommendations based on learning navigation, ratings, purchases… profiles and activities myriad activity traces in the cloud + a secure e-portfolio to evidence learning 51
  • 52. A working prototype for these ideas… OU platform + movies: sociallearn.open.ac.uk Research blog: www.open.ac.uk/sociallearn 52
  • 53. SocialLearn: key features aggregated activity-based, user- user profile defined toolkits look+feel of social open and media platform interoperable 53
  • 54. A platform a web platform has a well defined interface è porous boundaries enabling myriad other services to read/write data 54
  • 55. The platform platform Social Networking 55
  • 56. Learning + mentoring SocialLearn platform and website 56
  • 57. The platform platform Social Conceptual Networking Networking 57
  • 58. Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration §  Learners and educators can make many levels of contribution… Ask a Question 58
  • 59. Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration §  Learners and educators can make many levels of contribution… Ask a Question Answer a Question 59
  • 60. Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration §  Learners and educators can make many levels of contribution… Build a Learning path to help answer a Question 60
  • 61. Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration §  Learners and educators can make many levels of contribution… Build a Learning path to help answer a Question Add Reflection points to help consolidate learning 61
  • 62. Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration §  Learners and educators can make many levels of contribution… Build a Learning path to help answer a Question Add Reflection points to help consolidate learning Add Resources Add Activities to to enhance any step build/assess learning 62
  • 63. Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration §  Learners and educators can make many levels of contribution… Forge new Paths from existing Paths… 63
  • 64. Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration Questions Activities Answers Connections Assessment Documents Learning Paths Data Reflection Dialogue Argumentation 64
  • 65. The platform platform Social Conceptual Content Networking Networking Commons 65
  • 66. The platform platform Social Conceptual Content Learning Analytics Networking Networking Commons Recommendation Engine 66
  • 67. For more on learning analytics… 67 http://people.kmi.open.ac.uk/sbs/2011/12/learning-analytics-ascilite2011-keynote
  • 68. The platform app app platform Social Conceptual Content Learning Analytics Networking Networking Commons Recommendation Engine 68
  • 69. The platform API enables integration with external web applications, 
 learning platforms and web services X Y Z app app app app app api platform Social Conceptual Content Learning Analytics Networking Networking Commons Recommendation Engine 69
  • 71. The platform co-existing in the cloud 71
  • 72. SocialLearn as an innovation platform for the OU: synergy between OU learning & teaching, and academic research INTERNALLY INTEGRATED BUILD TUNED FOR OU COMMUNITIES RESEARCH BUILDS improved version… mutual experimental version… benefit improved version… experimental version… improved version… experimental version… time 72
  • 73. How do we augment this system’s capacity to sense, respond to, and shape its environment? resilience thinking ? social learning innovation platforms Passing en route: C21 dispositions, and learning analytics 73
  • 74. Key follow-on reading §  Blog post on OpenEd and Drumbeat with seminar replays of these papers: http://www.open.ac.uk/blogs/sociallearn/2010/10/11/opened2010-drumbeat §  Buckingham Shum, S. and De Liddo, A. (2010). Collective intelligence for OER sustainability. OpenEd 2010: Seventh Annual Open Education Conference, 2-4 Nov 2010, Barcelona. Eprint: http://oro.open.ac.uk/23352 §  Buckingham Shum, S. and Ferguson, R. (2010). Towards a social learning space for open educational resources. OpenEd 2010: Seventh Annual Open Education Conference, 2-4 Nov 2010, Barcelona. Eprint: http://oro.open.ac.uk/23351 §  Learning analytics: §  Buckingham Shum, S. and Deakin Crick, R. (2012). Learning Dispositions and Transferable Competencies: Pedagogy, Modelling and Learning Analytics. Proc. 2nd International Conference on Learning Analytics & Knowledge. 29 Apr-2 May, 2012, Vancouver, BC. ACM Press: New York. Eprint: http://projects.kmi.open.ac.uk/hyperdiscourse/docs/SBS-RDC-LAK12-ORO.pdf §  Buckingham Shum, S. and Ferguson, R. (2011). Social Learning Analytics. Technical Report KMI-11-01, Knowledge Media Institute, The Open University, Milton Keynes, UK. http://kmi.open.ac.uk/publications/techreport/kmi-11-01 74