Resilience Thinking, Social Learning and Open Innovation Platforms

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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

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Resilience Thinking, Social Learning and Open Innovation Platforms

  1. 1. Open Educational Innovation & Incubation project: www.eadtu.eu/oeiiSCORE Workshop on New Models for Education and Training Built onOpen Educational Resources: http://bit.ly/ye1lQoResilience Thinking, Social Learningand Open Innovation PlatformsSimon Buckingham ShumKnowledge Media Institute, Open University UKAssoc. Director (Technology) & Senior Lecturerhttp://simon.buckinghamshum.nethttp://twitter.com/sbskmi 1
  2. 2. what’s the problem? 2
  3. 3. Hewlett Foundation focus: Deeper Learninghttp://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. 4. It is time to hold up our hands and admit thatour education system just isn’t working wellenough.Our emphasis needs not to be on proving theresidual value of outdated curricula, testsand league tables, but on inspiring andchallenging children so that they in turn caninspire and challenge us. Lord David Puttnam Chancellor, The Open University UK Introduction to the national Learning Futures Programme www.learningfutures.org 4
  5. 5. To put it very crudely, the habits of mindrequired, and therefore cultivated, by the 19thcentury curriculum of mass schooling weredeference, unquestioning acceptance ofauthority, neatness, punctuality, accuraterecapitulation and sequestered problem-solving Claxton & Lucas, 2009 UK National Inquiry into the Future for Lifelong Learning 5
  6. 6. …adults and children alike see their worldsas complex, changing, uncertain andambiguous, and are likely to get more, notless, so.The obvious question, then, is: what are theepistemic mentalities and identities that willenable people to thrive in such a world?What do good learners do? What do theyenjoy? How do they react when the goinggets tough? Claxton & Lucas, 2009 UK National Inquiry into the Future for Lifelong Learning 6
  7. 7. “the problem” revolves around… limited human capacity to cope with unprecedented complexity 7
  8. 8. Uncertain futures…Argument Map built using Open U s Compendium: http://compendium.open.ac.uk 8
  9. 9. we’re in atransitional period… 9
  10. 10. Transitional thinkers… Tsunesaburo Rudolf Makiguchi Steiner Maria John Montessori Dewey 10
  11. 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 201011 http://prezi.com/3khu_wi1rn-a/milton-keynes-govs-roy-leighton
  12. 12. approach:understand complex adaptive systems 12
  13. 13. Your team, institution, city, region, nation,planet... 13
  14. 14. Your team, institution, city, region, nation,planet... 14
  15. 15. Your team, institution, city, region, nation,planet... 15
  16. 16. How do we augment this system’scapacity to sense, respond to, andshape its environment? ? 16
  17. 17. approach:change one of elements:learning resources: OER Andrew Law’s talk 17
  18. 18. approach: design for the onlyknown future… shock to the system: resilience 18
  19. 19. OER Sustainability 19
  20. 20. OER Sustainability ~ Sustainability as aproperty of ecosystems 20
  21. 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
  22. 22. Resilience Platformshttp://www.futureofed.org/driver/Platforms-for-Resilience.aspx 22
  23. 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. 24. If we think of the emerging open, social learning ecosystem, then these resilience principles aregenerative for universities to ponder, both literally and metaphorically… 24
  25. 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 systems capacity to respond to change. 25
  26. 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. 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. 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. 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. 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. 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. 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. 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. 34. Resilience Thinking: SWOT analysisPublic doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu Threat to established educational paradigm? 34
  35. 35. Resilience Thinking: SWOT analysisPublic 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. 36. Resilience Thinking: SWOT analysisPublic 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. 37. Resilience Thinking: SWOT analysisPublic doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu 37
  38. 38. For more on resilience thinking…http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu 38
  39. 39. How do we augment this system’scapacity to sense, respond to, andshape its environment? ? 39
  40. 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. 41. Argument Mapsummarising Hagelet al s (2010) ThePower of Pull , andits connection tolearning to learn 41
  42. 42. Argument Mapsummarising Hagelet al s (2010) ThePower of Pull , andits connection tolearning to learn 42
  43. 43. Argument Mapsummarising Hagelet al s (2010) ThePower of Pull , andits connection tolearning to learn 43
  44. 44. approach:change what is learnt and how: C21dispositions and skills 44
  45. 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. 46. Argument Mapsummarising Hagelet al s (2010) ThePower of Pull , andits connection tolearning to learn 46
  47. 47. approach: change what is learntand how: social learning 47
  48. 48. Four dimensions of “Open” Open I.P. Open EconomicsOpen Communities Open Data 48
  49. 49. Social learning building momentum inworkplace 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. 50. Social learning building momentum inworkplacehttp://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. 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. 52. A working prototype for these ideas…OU platform + movies: sociallearn.open.ac.ukResearch blog: www.open.ac.uk/sociallearn 52
  53. 53. SocialLearn: key features aggregated activity-based, user- user profile defined toolkits look+feel of social open and media platform interoperable 53
  54. 54. A platform a web platform has a well defined interface è porous boundaries enabling myriad other services to read/write data 54
  55. 55. The platform platform Social Networking 55
  56. 56. Learning + mentoring SocialLearn platform and website 56
  57. 57. The platform platform Social Conceptual Networking Networking 57
  58. 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. 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. 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. 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. 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. 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. 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. 65. The platform platform Social Conceptual Content Networking Networking Commons 65
  66. 66. The platform platform Social Conceptual Content Learning Analytics Networking Networking Commons Recommendation Engine 66
  67. 67. For more on learning analytics… 67http://people.kmi.open.ac.uk/sbs/2011/12/learning-analytics-ascilite2011-keynote
  68. 68. The platform app app platform Social Conceptual Content Learning Analytics Networking Networking Commons Recommendation Engine 68
  69. 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
  70. 70. The platform 70
  71. 71. The platform co-existing in the cloud 71
  72. 72. SocialLearn as an innovation platform for the OU:synergy between OU learning & teaching, andacademic 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. 73. How do we augment this system’scapacity to sense, respond to, andshape its environment?resilience thinking ? social learning innovation platforms Passing en route: C21 dispositions, and learning analytics 73
  74. 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

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