Holley, D., Peffer, G. Santos, P., and Cook, J. (2014). Bridging the ‘missing middle’: a design based approach to scaling. Presented to the ALT-Conference, September 2014
A paper contributing to EU learning layers project,:Scaling up Technologies for Informal Learning in SME Clusters
A 9.9 million EU Framework Project (2012-2016)
Abstract
Taking innovation from concept through to scalable delivery is complex, contested and an under-theorised process. In this paper we outline approaches to scaling that have influenced in our work in the EU Learning Layers Integrating Project, a consortium consisting of 17 institutions from 7 different countries. The two industries identified for the initial work are the Health sector in the UK, and the Construction sector in Germany. The focus of the EU project is scaling informal learning in the workplace through the use of technologies; the focus of our paper, the ‘Help Seeking’ tool, an online tool developed by co-design with GP Practice staff in the North of England. Drawing upon three Scaling taxonomies to underpin our work, we map the complex and interrelated strands influencing scaling of the ‘Help-Seeking’ tool, and go on to suggest that the typical measure of scaling success ‘by number’ needs a more nuanced analysis. Furthermore, we will propose that the emerging framework enables the orchestration of team discourse about theory, the production of artefacts as tools for design discourse, the identification of scalable systemic pain points, and is thus throwing light on the ‘missing middle’ (where key scaling factors reside between top down strategy and bottom up initiatives).
Collaboration between universities and industry NZ and Australialorraine skelton
Knowledge nations are keeping knowledge to themselves.
A report by Deloitte 2018 shows that less than 5% of industry forms collaborations with universities in NZ and only 3% in Australia, which puts us a long way behind other developed countries.
Knowledge sharing innovation_and_firm_performance_evidence_from_turkeyMesut DOĞAN
The aim of this study is to determine relationship between knowledge sharing, innovation and firm performance. In the current study, a survey was conducted on a total of 150 high-tech companies operating in Istanbul, Ankara and Antalya. In the analysis results, it is seen that innovation speed and quality affect both the operational and financial performance of firms. In other words, as innovation speed and quality increase, so does the operational and financial performance of firms. Another important finding obtained in the current study is that explicit knowledge sharing, and tacit knowledge sharing have a positive effect on firm performance. A high level of innovation encompasses new products, processes or applications in most company activities. As a result, innovation can create a competitive advantage by creating synergy in the activities of companies and encourage creativity. Keywords: Innovation Speed and Quality, Explicit and Tacit Knowledge Sharing, Firm Performance
JEL Classification: L25, O31, O33
Presentation by Mr. Tuomo Alasoini (Director, Tekes - Finnish Funding Agency for Technology and Innovation) on "Workplace Innovation and Workplace Development in Finland" during the study visit of the sub-committee on Innovative workplaces to Helsinki on 25 January 2011
Architectural education has evolved to integrate innovative technological tools in alignment with rapidly shifting global market behaviors. The use of innovative technological tools in seminar and studio environments must encourage students to work more collaboratively yet foster autonomy. Though new media technologies may encourage students in architectural education programs to collaborate more effectively, their ability to produce sustainable outcomes depends on how strongly instructors emphasize a goal-directed problem-solving approach to produce sustainable outcomes in seminar and studio environments. Since the effects of technology on architectural education remain profound, students and instructors must work stridently towards closing theoretical and practical knowledge gaps to produce more sustainable outcomes. In sum, the effects of technology on architectural education remain profound insofar as instructors and students may emphasize the utility of ICTs integrated into seminar and studio environments. Regardless of the drive towards integrating technological innovation, the theoretical paradigms adopted by instructors and students must have direct real-world implications for informing decision-making processes, fostering improvements to problem-solving skills, and enhancing professional development. Because the effects of technology on architectural education will maintain their profundity, instructors must continue to reinforce the benefits of communication to enhance collaborative decision-making processes as well as engage in theory-building.
The Diffusion And Implementation of InnovationCSCJournals
In their efforts to try and meet the requirements of the ‘new economy’, corporations would be helped with a conceptual framework in which their innovative business models are combined with new perceptions of knowledge creation, the diffusion and implementation of innovations and change management. To come up with adequate problem analyses and (business) solutions for the complex issues they address, corporations need not only technological knowledge, but also have to gain insight into how technologies relate to the values of people, and how they can be implemented successfully. Action research set up in the form of reciprocal Human Resource Management projects is particularly designed to create solutions and implement strategies that cover this whole spectrum. In a corporate effort of academic researchers and experts in the field, technological and practical knowledge and skills are integrated in a mutual learning and knowledge creation process aimed at the implementation of innovative solutions. With that, it provides an answer to the call for a new knowledge and innovation paradigm that serves to support the ‘new economy’.
Collaboration between universities and industry NZ and Australialorraine skelton
Knowledge nations are keeping knowledge to themselves.
A report by Deloitte 2018 shows that less than 5% of industry forms collaborations with universities in NZ and only 3% in Australia, which puts us a long way behind other developed countries.
Knowledge sharing innovation_and_firm_performance_evidence_from_turkeyMesut DOĞAN
The aim of this study is to determine relationship between knowledge sharing, innovation and firm performance. In the current study, a survey was conducted on a total of 150 high-tech companies operating in Istanbul, Ankara and Antalya. In the analysis results, it is seen that innovation speed and quality affect both the operational and financial performance of firms. In other words, as innovation speed and quality increase, so does the operational and financial performance of firms. Another important finding obtained in the current study is that explicit knowledge sharing, and tacit knowledge sharing have a positive effect on firm performance. A high level of innovation encompasses new products, processes or applications in most company activities. As a result, innovation can create a competitive advantage by creating synergy in the activities of companies and encourage creativity. Keywords: Innovation Speed and Quality, Explicit and Tacit Knowledge Sharing, Firm Performance
JEL Classification: L25, O31, O33
Presentation by Mr. Tuomo Alasoini (Director, Tekes - Finnish Funding Agency for Technology and Innovation) on "Workplace Innovation and Workplace Development in Finland" during the study visit of the sub-committee on Innovative workplaces to Helsinki on 25 January 2011
Architectural education has evolved to integrate innovative technological tools in alignment with rapidly shifting global market behaviors. The use of innovative technological tools in seminar and studio environments must encourage students to work more collaboratively yet foster autonomy. Though new media technologies may encourage students in architectural education programs to collaborate more effectively, their ability to produce sustainable outcomes depends on how strongly instructors emphasize a goal-directed problem-solving approach to produce sustainable outcomes in seminar and studio environments. Since the effects of technology on architectural education remain profound, students and instructors must work stridently towards closing theoretical and practical knowledge gaps to produce more sustainable outcomes. In sum, the effects of technology on architectural education remain profound insofar as instructors and students may emphasize the utility of ICTs integrated into seminar and studio environments. Regardless of the drive towards integrating technological innovation, the theoretical paradigms adopted by instructors and students must have direct real-world implications for informing decision-making processes, fostering improvements to problem-solving skills, and enhancing professional development. Because the effects of technology on architectural education will maintain their profundity, instructors must continue to reinforce the benefits of communication to enhance collaborative decision-making processes as well as engage in theory-building.
The Diffusion And Implementation of InnovationCSCJournals
In their efforts to try and meet the requirements of the ‘new economy’, corporations would be helped with a conceptual framework in which their innovative business models are combined with new perceptions of knowledge creation, the diffusion and implementation of innovations and change management. To come up with adequate problem analyses and (business) solutions for the complex issues they address, corporations need not only technological knowledge, but also have to gain insight into how technologies relate to the values of people, and how they can be implemented successfully. Action research set up in the form of reciprocal Human Resource Management projects is particularly designed to create solutions and implement strategies that cover this whole spectrum. In a corporate effort of academic researchers and experts in the field, technological and practical knowledge and skills are integrated in a mutual learning and knowledge creation process aimed at the implementation of innovative solutions. With that, it provides an answer to the call for a new knowledge and innovation paradigm that serves to support the ‘new economy’.
The philosophy and methodology employed in Human-Computer Interaction research may prove useful in developing software training programs that return a higher level of skill retention and acquisition. Moreover, such training programs could alleviate negative factors caused by poor computer self-efficacy, lack of opportunity, and age.
HICSS 2020 paper: Mind the gap: a collaborative competence e-learning model b...Monika Hattinger
The research focus is on critical factors for inter-organizational collaborative e-learning and co-production between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees’ competences.
The experienced role of ICT in career guidance services
in the Nordic region
by Jaana Kettunen, Finnish Institute for Educational Research, University of Jyväskylä, Finland
Executive summary of knowledge exchange processes in KEEN projects, funded by the European Regional Development Fund and managed by the University of Wolverhampton
How to measure innovation in eLearning. The i-AFIEL methodologyeLearning Papers
Authors: Lucilla Crosta,Víctor Prieto López.
This paper presents and discusses innovation in relation to the European project Innovative Approaches for a Full Inclusion in eLearning (i-AFIEL) and, in particular, the methodology applied to measure innovation in eLearning projects developed by the Spanish OVSI Foundation.
Digitalisierungswahnsinn oder Nebeneffekte des Mainstream?Marco Kalz
Invited keynote during joint conference between DELFI and HDI (https://www.delfi2018.de) "Digitalisierung(wahn)sinn - Wege der Bildungstransformation", 12 September 2018, Frankfurt, Germany
The ARISTOTELE Project for Governing Human Capital Intangible AssetsARISTOTELE
A Service Science and Viable Systems Perspective. ARISTOTELE presentation at the 1st International Conference on Human Side of Service Engineering, July 2012 San Francisco (USA)
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
The philosophy and methodology employed in Human-Computer Interaction research may prove useful in developing software training programs that return a higher level of skill retention and acquisition. Moreover, such training programs could alleviate negative factors caused by poor computer self-efficacy, lack of opportunity, and age.
HICSS 2020 paper: Mind the gap: a collaborative competence e-learning model b...Monika Hattinger
The research focus is on critical factors for inter-organizational collaborative e-learning and co-production between university and industry. We describe the process of a six-year longitudinal collaborative action research project including six cases and three phases, initialization, implementation and dissemination. The analysis is conducted from a multi-stakeholder perspective; managers, teachers, and practitioners. Overall aim is to reach for a sustainable collaborative competence e-learning model (CCeM) that will increase industrial employees’ competences.
The experienced role of ICT in career guidance services
in the Nordic region
by Jaana Kettunen, Finnish Institute for Educational Research, University of Jyväskylä, Finland
Executive summary of knowledge exchange processes in KEEN projects, funded by the European Regional Development Fund and managed by the University of Wolverhampton
How to measure innovation in eLearning. The i-AFIEL methodologyeLearning Papers
Authors: Lucilla Crosta,Víctor Prieto López.
This paper presents and discusses innovation in relation to the European project Innovative Approaches for a Full Inclusion in eLearning (i-AFIEL) and, in particular, the methodology applied to measure innovation in eLearning projects developed by the Spanish OVSI Foundation.
Digitalisierungswahnsinn oder Nebeneffekte des Mainstream?Marco Kalz
Invited keynote during joint conference between DELFI and HDI (https://www.delfi2018.de) "Digitalisierung(wahn)sinn - Wege der Bildungstransformation", 12 September 2018, Frankfurt, Germany
The ARISTOTELE Project for Governing Human Capital Intangible AssetsARISTOTELE
A Service Science and Viable Systems Perspective. ARISTOTELE presentation at the 1st International Conference on Human Side of Service Engineering, July 2012 San Francisco (USA)
A ceLTIc project webinar. The ceLTIc project shows how to enable LTI (Learning Tools Interoperability) connectors to build a flexible infrastructure.This session will discuss how the JISC-funded ceLTIc:sharing project is evaluating the use of LTI to provide a shared service for institutions interested in evaluating WebPA. It will include a demonstration of linking to the tool from Blackboard Learn 9 and Moodle, as well as how the outcomes service along with the unofficial memberships and setting extensions are being used to enhance this integration in a VLE-independent way.
Jisc conference 2012
Invited talk: Using Social Media and Mobile Devices to Mediate Informal, Professional, Work-Based Learning
John Cook
Bristol Centre for Research
in Lifelong Learning and Education (BRILLE)
University of the West of England (UWE)
http://www.uwe.ac.uk/research/brille/
http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook
Invited talk: Centre for Learning, Knowing and Interactive Technologies, Graduate School of Education, University of Bristol
26th February, 12.30 to 13.45
If we open it will they come? Towards a new OER Logic Model (by Ulf-Daniel Eh...Ulf-Daniel Ehlers
The paper presents the result of a multilingual empirical survey on the ‘micro level factors’ of using, creating sharing and reusing open educational resources. It starts from the assumption that current models of OER integration are often lacking factors to support the creation of a sustainable open educational practice culture in organizations. This results into a low absorption capacity: Even if OER then are available and accessible in an organization, they are often not used. Micro level factors for integration of OER into teaching and learning on basis of the results of an empirical survey are presented and interpreted. They are used to enhance the OER logic model(s) into an “enhanced OER logic model” which, in addition to create equalized access, is capable of creating a culture of open educational practices, as well.
Sparks Projects is a new EU-funded project, which through exhibitions all around Europe will spread the word about RRI in a creative, arty and innovative way.
Bridging the missing middle for al_tversionfinal_14_08_2014debbieholley1
Presentation to ALT-C 2014
Taking innovation from concept through to scalable delivery is complex, contested and under-theorised process. This report aims to capture the current major themes underpinning scaling, and apply these to the context of the Learning Layers project. An external review of our early ‘Design Research framework for scaling’ has highlighted that the approach is too linear and may rely too heavily on the diffusion of innovation paradigm originally proposed by Everett Rogers in the 1960s, which is less appropriate for scaling innovations in our project. Rather, we start out from design-based research principles where co-design with the users is producing both theories and practical educational interventions as outcomes of the process. This is a robust and appropriate approach suitable for addressing complex problems in educational practice for which no clear guidelines or solutions are available. We suggest that it is therefore also appropriate for multi-faceted and complex research projects such as Learning Layers.
FROM BRAINSTORMING TO C-SKETCH TO PRINCIPLES OF HISTORICAL INNOVATORS: IDEATI...FaelXC
This Paper is Submitted to Fulfill The English 2 Task Study Program Software Engineering 4th Semester Buddhi Dharma University, Tangerang. Lecturer: Dra. Harisa Mardiana, M.Pd.
How to Guide Innovation in a Changing Education Ecosystem?Andreas Meiszner
As part of the Learning@Work Exploratorium Lab that is run by the European Learning Industry Group (ELIG) within the FP7 funded HoTEL research project we have been running a joint ELIG / Pearson interactive Learnshop that aimed at critically reflecting on how to innovate in a profoundly changing education ecosystem.
A key focus on this Learnshop had been to further advance on the question of how the Pearson efficacy framework might be best scoped, structured and contextualized [e.g. as a part of a larger model] so as to foster its usefulness and applicability as a tool to support TEL for individuals / institutions, through the practical application of the framework with real-life ‘cases’
This document provides an overview on the Learnshop structure and might be of use to those that intend to organize similar activities.
Evidencing Excellence in teaching, learning and assessmentdebbieholley1
The third is a series of keynote talks as adjunct Professor visiting the University of the Sunshine Coast.
With thanks to Anita Jones, General manager, CSALT USC for co-presenting
Evidencing Excellence for Fellowships: AdvanceHE, the awarding body, have recently updated the criteria for fellowships at all levels. This interactive session will highlight the main differences in approach, and offer suggestions and ideas for staff seeking to apply for Fellowships. There will be lots of time for discussion and questions.
Visualisation and Simulation for teaching, learning and assessmentdebbieholley1
Session two of a series of keynotes talks at the University of the Sunshine Coast
Visualisation and Simulation:
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” State of XR and Immersive Learning Outlook Report (2021 p 21)
Debbie contributed to the Delphi study above, , and to the updated with findings due this June. This session will consider the opportunities afforded by Visualisation and Simulation; and discuss ways in which educators can draw upon both lo-tec and hi-tech solutions in a range of disciplinary contexts; and consider what digital futures may offer us as educators, as well as those we educate, our students.
Building digital capability across the university sectordebbieholley1
Session one in a series of keynotes as adjunct Professor visiting the University of the Sunshine Coast
Debbie worked with the team t embedding a new Virtual Learning Environment (D2L:Brightspace) and will share some of the pedagogic strategies that underpinned our digital transformation work. A case study of our recent curriculum development work in Nursing will be shared, this saw the UK JISC Digital Capability Framework mapped across the three-year undergraduate BSc Nursing Sciences, the first Nursing School in the UK to map these. A curriculum development workshop on how this was accomplished drawing upon staff, students and experts is available during her visit.
Spaghetti Symphony to Technology Harmonydebbieholley1
Introducing Prof Ed McFly our personalised Artificial Intelligence Maestro. AI BOTS, underpinned by Machine Learning algorithms are reported as the future in sectors from engineering to health to education. Market analysts predict the global market of $12billion (2023) will grow by 470% within five years to an incredible $72 billion, transforming the way in which we seek and access new ways of working and learning.
However, challenges of trust, confidence, competence, and communication remain.
A Masters Unit, “Global Innovation Management” scaffolded the learning experiences of 157 students from hands-on team building of spaghetti tower to developing their own innovative AI Avatar videos, guided by Prof Ed McFly. Regarding Professor Ed McFly's existence, 46.3% believed and 20.9% were uncertain. Students expressed enthusiasm, describing AI as impactful, innovative, and beneficial for future careers. Positive feedback on the AI seminar emphasised satisfaction, engagement, and educational value. Recommendations include further AI integration into teaching, allocating more exploration time, addressing concerns, enabling more collaboration, exploring diverse AI applications, and continuous improvement.
Despite mixed sentiments, the positive feedback indicates AI's potential to significantly enhance learning experience. As we share our resource bank, participants will follow in the footsteps of our students as they, and we, explore AI.
Student reboot 4.0: the affordances of their Brave New Worlddebbieholley1
Join us for a session which reimagines the student experience through the lens of innovation, technological empowerment and inclusivity. Higher Education has accelerated the move towards Education 4.0, a technologically fueled, student centric model that promotes flexible learning paths and focuses on knowledge/skill requirements of the industry (FICCI and EY Vision 2040). In ‘Brave New World’ Aldous Huxley sets out a dystopian futuristic world state anticipating huge scientific advancements. This draws parallels with the citizens (our learners) being environmentally engineered into an intelligence based social hierarchy through existing tools and approaches; an alternative, we argue is to empower learners, (re)locating and positioned them at centre of educational programs. Opportunities afforded by travel frame the student ability to create a strong impression at interview. Research shows that marginalised /excluded groups can be disadvantaged by this lack when seeking graduate employment. Can technology assist our learners in building resilience, social capital and a pathway to success? We will:
Explore the student journeys of Shahida (a medical student) and Kevin (an art student) as they seek to build their portfolios by travel; participants will help to select their final destinations
Consider the challenges of ‘real’ and ‘virtual’ travels in building confidence and social capital
Co-create of a padlet to share ideas about technologies and the ways in which these may empower or disempower our learner of the future.
Valuing the invisible: metrics and meaningdebbieholley1
There is always a 'But'. With ownership of knowledge is no longer a University prerogative:, how can Universities demonstrate their value and value(s)? This question is explored through the lens of how we support students and their learning. With investment in sophisticated learner analytic packers to track, monitor and identify patterns of usage as students access our VLEs, how are we making meaning from the metrics? This talk sets out to take a student perspective on this hotly contested debate.
Towards a taxonomy of scale: a sustainable approachdebbieholley1
Background:
Taking simulation from concept through to scalable delivery is complex, contested and an under-theorised process. The traditional approaches to scaling innovations, proposed by Everett Rogers in the 1960s is the notion of diffusion of innovation; we argue that this is of limited use in our context of working with NHS health professionals supporting their learning post-covid. Our approach to scaling draws the upon the well-tested seminal works on taxonomies by Coburn (2003) [1] and her dimensional framework, Dede et al (2007) [2], with their educational scaling model, plus the systematic review of Greenhalgh et al (2004) [3] in health services.
Method
By considering the ways in which our eight Health Education England (HEE) simulation projects have been delivered, this work presents an emerging framework, designed to enable the orchestration of team discourse about theory, the production of simulation artefacts as tools for design discourse and the identification of scalable systemic pain points. We pay particular attention to scaling innovations in practice and organisational change, which are in our view enabling factors in the sustainable adoption of learning technologies by end users in the workplace.
Findings
Successful scaling is more than just being about the number of users we can reach. It requires underpinning by an understanding about the changes in practice an innovation can bring about, and how valuable these changes are to stakeholders. Challenges remain as to whether such changes can be sustained over time, and the extent to which users and stakeholders are involved in co-creating the innovation. Individuals within the organisations – and their attitudes, beliefs, and habits – play an equally important role in exploring new technologies and practices with an open mind and perceiving these as an added value in their work environment and daily routines.
Conclusion
This work illustrates the need to strategically involve the ‘missing middle’ and starts to identify the key role these people play in that space between where scaling factors reside between top-down strategy and bottom-up initiatives.
References:
[1] Coburn CE. Rethinking scale: Moving beyond numbers to deep and lasting change. Educational researcher. 2003 Aug;32(6):3-12.
[2] Dede CH, Rockman S, Knox A. Lessons learned from studying how innovations can achieve scale. Threshold. 2007;5(1):4-10.
[3] Greenhalgh T, Robert G, Macfarlane F, Bate P, Kyriakidou O. Diffusion of innovations in service organizations: systematic review and recommendations. The milbank quarterly. 2004 Dec;82(4):581-629.
The Brave New World of the University of Bedfordshire (v4.0) debbieholley1
Education 4.0 is conceptualised as a set of choices through a lifelong pathway whereby learners have ownership and control of their studies, as they weave seamlessly between education and employment. (FICCI and EY Vision 2040). With the learner firmly placed at the centre of educational programs, instructional approaches, learning experiences and academic support strategies that are aligned to the learner’s distinct needs, aspirations and interests, what are the opportunities and challenges for a redefinition of the education ecosystem? Will we launch the ‘Brave New World’ of Aldous Huxley (1932), set out in his dystopian futuristic world state novel which anticipated huge scientific advancements, with citizens being environmentally engineered into an intelligence based social hierarchy? or will we draw upon technologies to enrich the student learning experience by focusing on employability and providing opportunities for research excellence? Responding to the evolving student needs coupled with rapidly changing industry demands, HEIs now have a greater onus to develop an ecosystem that will provide a high-quality educational experience.
Link to BOT:
https://youtu.be/eqFzfa11_aU
Please contact Debbie for full slide deck.
Creating authentic learning environments: An evaluation of Godzilla (II) the...debbieholley1
OMG Godzilla II is the second outing for Godzilla, a film prehistoric reptilian monster awakened and empowered by nuclear radiation. Drawing upon the imaginary scenario of the creature arriving in Dorset, creating panic and havoc and needing the emergency services to deal with the aftermath, this Pecha Kucha presentation will demonstrate the operationalisation of events as we put first and third year Paramedic Science students though a casualty prioritisation and treatment set of scenarios. Godzilla wreaked havoc yet again upon the estates of BU, in facilitating this immersive experience we exploited our student’s sensory boundaries, in the austere learning environment of an underground car park.
Directing staff and volunteers steered the vision and collective response to the multifaceted tasks presented to our students. The resulting exercise enabled a holistic evaluation of risk assessment, whilst in play as students demonstrated their thinking through structured feedback of their clinical treatment and decision making, of scalable multiple patient scenarios, on a platform that allowed our students to demonstrate praxis.
50 students across our UG programme tackled aftermath of the mythical beast’s anti-social and terribly inconvenient behaviour. OMG Godzilla II and our wider simulation programme blend theory through an innovative and disruptive paradigm. The team informed our pedagogic approach from lessons recognised appraised from previous student feedback and our professional networks and experience. This fresh approach structured multiple iterations of timed simulation, as a conduit to enhancing our student’s experience. This succinct review will demonstrate how our design and development process structured achievable solutions, for this complex educational practice, and thus we argue; our pedagogy is an evolving conduit for the advancement of knowledge, addressing a multi-faceted and complex simulation – a hi-fidelity major incident.
Tech Chat: technology mediated learning
In an institution where we place a huge value on our ‘campus premium’ changing our teaching spaces with the investment in the Bournemouth Gateway Building has created buzz and excitement. Enhancing the student experience and building staff confidence to ‘blend’ the best of face-to-face and online delivery is at the heart of the Tech Chat series. Designed as a collaboration between FLIE expert practice and Faculty digital pedagogic expertise, the Tech Chat hosts live discussions; shares good pedagogic design; shows ‘how to’ work with a range of online learning tools; offers immediate demonstrations ‘in situ’; promotes the FLIE digital pedagogy framework and offers staff a ‘safe space’ to practice in and most importantly, to build confidence.
Coming out of Covid, in the Faculty of Health and Social Sciences our technology/pedagogic response has been underpinned by the humansing values of Todres et al (2009); building value-based communities of practice (Holley et al (2021) and Vygotsky’s (1978) conceptualisation of the Zone of Proximal Development. Vygotsky’s ideas support socially constructed learning, especially when mediated by technology. We were influenced by Cook (2010) who proposed an extension of Vygotsky's concepts to explain how learners collaborate, using tools to mediate learning (mobile phones, augmented reality, language). This approach underpinned the technology-mediated problem solving where learners (in this case staff) participated in new contexts for learning.
This presentation will showcase some best practice examples of the new contexts for learning.
References:
Cook, J. (2010) ‘Mobile phones as mediating tools within augmented contexts for development’, International Journal of Mobile and Blended Learning,2(3), pp.1-12.https://doi.org/10.4018/jmbl.2010070101.
Holley, D., Quinney, A. and Moran, J. (2021) “Building a values-based community of practice in Nursing Sciences during the Covid-19 pandemic ”, Journal of Learning Development in Higher Education, (22). doi: 10.47408/jldhe.vi22.745.
Todres, L., Galvin, K.T. and Holloway, I., 2009. The humanization of healthcare: A value framework for qualitative research. International Journal of Qualitative Studies on Health and well-being, 4(2), pp.68-77.
Vygotsky, L. (1978). Mind in Society. In: Cole, M., (Ed.) The development of higher psychological processes. Cambridge MA: Harvard University Press.
Abstract for FLIE Learning Conference 2023
A hotly contested debate in Higher Education remains: where does the responsibility lie for the development of student learning and writing? Wherever our students are learning, they are writing, be it formatively, creatively, or summatively, often with pain and pressure, but seldom for pleasure. The process of academic writing can free up thinking and ideas - and be an initiation into and participation in wider professional and academic discourses, and creativity, drawing, observations and alternative ways of creating visual data (Ridley 2010) as well as more tactile approaches such as Lego Serious Play (James and Nerantzi 2019) can form part of this process. This presentation will share the work of the Department of Nursing Sciences staff, as they took an active participant approach to engaging students with their learning as part of their reflection of teaching practice (PREP) during the past academic year; and the student responses to these different ways of learning.
References
Sandra Abegglen, Tom Burns and Sandra Sinfield (2021) Supporting Student Writing And Other Modes of Learning and Assessment. A Staff Guide. Calgary: PRISM Open Access.
James, A. and Nerantzi, C., 2019. Sketch: our learning journey with LEGO®. The Power of Play in Higher Education: Creativity in Tertiary Learning, pp.239-242.
Ridley, P. and Rogers, A., 2010. Clinical Education, Health & Social Care. University of Brighton.
Why students engage in simulation and how it prepares them for workdebbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
A manifesto for the metaverse: opportunities and challenges for learning deve...debbieholley1
ALDinHe workshop
Drawing upon a section of the co-created Learning Development (LD) Manifesto, in this workshop we invite participants to come and be creative – and imagine beyond what LDs do now into what LDs may do in the future, inspired by the metaverse. The metaverse is a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on LD practices, knowledge and beliefs? The metaverse is highly contentious and we invite LDs to take the challenge, look to possible futures and its potential value to the sector. Will it promote and enhance equality, diversity and inclusion?
We will invite participants (who will work in teams) to co-create a #Take5 blogpost with us from our mapping and debates
No technology needed for the session, and no previous knowledge of the metaverse
===our manifesto===
What does Learning Development do?
It contextualises, embeds and maps knowledge, and contributes to learning gain
It teaches how to learn and scaffolds learning
It widens opportunity, not participation; it can trouble what we mean by participation
It infiltrates throughout the university and operates in a 3rd space, connecting and
collaborating with the wider community
It works with the hidden curriculum
It legitimises the different forms of knowledge our students have
It levels the playing field and widens the academy
Why students engage in simulation and how it prepares them for workdebbieholley1
ALDinHE workshop
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds” (Lee et al 2021).
Employers seek graduates who can demonstrate attributes that organisations require to operate successfully and develop in the future. As students transition out of HE, they should have the ‘abilities and capabilities to maintain employment’ (Asiri et al, 2017 p2). The Jisc Student Experience Report (2022) identified that 43% of students did not perceive their learning materials to be engaging or motivating. Immersive technology and simulation may offer the solution to this disconnect. In health sciences (HEE 2020), simulation is an established signature pedagogy and is being increasingly developed for use in other disciplines such as a business and psychology.
Simulations can be designed for cognitive absorption, the psychological concept of flow and deep absorption in learning, proposed by the Open University (2021). Premised on the innovation of best learning moments the student tasks in these case studies are designed to engender deep involvement, through memorable learning activities. Signature pedagogies (Thompson et at 2012) for professions can provide a means for institutions to achieve the requirements of OfS’s B3 (2022) which values the links between the provider and the employer.
Learning Developers have a pivotal part to play operationalising B3 for their institutions and our workshop invites participants to experience three different types of simulation, a) a business game, b) a mass casualty evacuation and c) embodiment as part of the psychology research unit. Participants will be encouraged to explore the factors that support the successful deployment of these technologies and to share and plan how to deploy these and other technologies in their own contexts.
Simulation theory briefing paper (ALDinHE Conference 2023) debbieholley1
Simulation Theory Briefing paper: ‘best learning moments’, ‘flow’, ‘cognitive absorption’ and the ‘Zone of Professional Development’ to accompany the ALDinHE conference 2023 workshop ‘Why students engage in simulation and how it prepares them for work’, 13 June 2023.
*Dr Ben Goldsmith, (FLIE) Dr David Biggins (BuBS), Professor Debbie Holley (FHSS)
Technostress and the student experiencedebbieholley1
Internal webinar to support new academic writers
Debbie Holley shares her and David Biggins work on learning design and student 'technostress' which challenges our assumptions about the online spaces students choose to learn - especially in regard to Virtual Learning Environments. What do they prefer and how can we help them? This talk will offers insights into accessing and interpreting data in ways that are more useful for academics, learning developers, and learning designers, and suggests ways in which we can effectively frame student support by putting the ‘real’ student experience at the centre of our practice.
Original citation
Biggins, D and Holley, D. (2023). Designing for student wellbeing: Challenging assumptions about where our students learn. Journal of Learning Development in Higher Education. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/938
Harnessing the Blend: Creating authentic learning experiencesdebbieholley1
Keynote IGPP Online Conference
Assessing the benefits of Blended Learning in Higher Education.
Recent research from the Office for Students (OfS) highlighted the positive aspects of blended learning in higher education. In their 2022 report, OfS stated 79% of UK university students were satisfied with blended learning. Furthermore, the combination of in-person and online teaching and learning in higher education enables flexibility in physical attendance and allows greater accessibility for students. This supports students who have caring responsibilities and those in need of reasonable adjustments where exclusive physical or virtual attendance may adversely impact them. Blended learning has been further identified as a new way of bridging the gap in the higher education system by engaging better with underrepresented students.
However, OfS found that 1 in 5 students in 2022 reported dissatisfaction with blended learning. One reason for dissatisfaction is the worry of ‘content overload’ on some courses where some students reported receiving more content online than is manageable within the working week. The overloading risks reduction in course quality and student satisfaction that should be at the heart of students journeys in higher education. This highlights the need for conversations around blended learning to understand the ways it can be improved to better support both staff and students.
Assessing the Benefits of Blended Learning in Higher Education brings together key stakeholders in higher education to learn how to deliver blended learning to maximise the benefit for students and staff and create a more productive, inclusive, and fair environment.
A keynote comprising a discussion of aspects of the metaverse by exploring concepts through metaphor.
Key References:
Ball, M., 2022. The metaverse: and how it will revolutionize everything. Liveright Publishing.
McKinsey and Company. (2021). Defining the skills citizens will need in the future world of work Available at: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/defining-the-skills-citizens-will-need-in-the-future-world-of-work
Metaverse https://mvs.org/
State of XR and Immersive Learning: https://immersivelrn.org/pages/state-of-xr-immersive-learning
Stephenson, N., 2003. Snow crash: A novel. Spectra.
"The future is human, and the future of learning is immersive": discuss debbieholley1
“The future is human, and the future of learning is immersive. In the future, learning will take the shape of a story, a play, a game; involving multiple platforms and players; driven by dialogue and augmented with technology, an interplay of immersive experiences, data, and highly social virtual worlds”
State of XR and Immersive Learning Outlook Report (2021)
What promises can technology offer us and those we educate? In this session we will focus on the ‘ metaverse’ a science fiction hypothetical iteration from the book ‘Snow Crash’ (Stephenson 1992) set in a near future where the global political structure has collapsed (!), a tiny number of super-corporations control most aspects of life, and the rich spend their time in the metaverse.
Today the metaverse is the Facebook owned platform Meta, which Mark Zuckerberg explains as “an embodied internet where you’re in the experience, not just looking at it”. Rather than our current 2D, screen-based internet, the metaverse will be a 3D virtual space, accessed by either a VR headset or AR (augmented reality) glasses, which superimpose a layer of digital information on top of the visible world. What impact might this have on our teaching practices, knowledge and beliefs?
References:
Lee, M.J., Georgieva, M., Alexander, B., Craig, E. and Richter, J., 2021. State of XR & immersive learning outlook report 2021. Walnut, CA: Immersive Learning Research Network.
Metaverse: http://mvs.org [accessed 16.03.2023]
Stephenson, N., 2003. Snow crash: A novel. Spectra.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
Bridging the ‘missing middle’: a design based approach to scaling
1. 1 Bridging the ‘missing middle’: a design
based approach to scaling (005)
Holley, D., Peffer, G. Santos, P., and Cook, J. (2014). Bridging the ‘missing middle’: a
design based approach to scaling. Presented to the ALT-Conference, September 2014
A paper contributing to EU learning layers project,:Scaling up Technologies for Informal
Learning in SME Clusters
A 9.9 million EU Framework Project (2012-2016)
Abstract
Taking innovation from concept through to scalable delivery is complex, contested and an
under-theorised process. In this paper we outline approaches to scaling that have influenced
in our work in the EU Learning Layers Integrating Project, a consortium consisting of 17
institutions from 7 different countries. The two industries identified for the initial work are
the Health sector in the UK, and the Construction sector in Germany. The focus of the EU
project is scaling informal learning in the workplace through the use of technologies; the
focus of our paper, the ‘Help Seeking’ tool, an online tool developed by co-design with GP
Practice staff in the North of England. Drawing upon three Scaling taxonomies to underpin
our work, we map the complex and interrelated strands influencing scaling of the ‘Help-
Seeking’ tool, and go on to suggest that the typical measure of scaling success ‘by number’
needs a more nuanced analysis. Furthermore, we will propose that the emerging framework
enables the orchestration of team discourse about theory, the production of artefacts as tools
for design discourse, the identification of scalable systemic pain points, and is thus throwing
light on the ‘missing middle’ (where key scaling factors reside between top down strategy
and bottom up initiatives).
Keywords: Diffusion of Innovation; Scaling; Design Based Research; Learning Layers;
Agile approaches
1.1 Introduction
Taking an innovation from concept through to implementation with a high potential for
scaling is a complex, contested and under-theorised process. This paper aims to explore some
of the major themes underpinning scaling and applies these to the context of Learning Layers,
a European research and development project on informal learning in Small and Medium
sized Enterprises (SMEs) and regional clusters (Ley et al 2014). The usual approach to
scaling innovations, proposed by Everett Rogers in the 1960s is the notion of diffusion of
innovation; we argue that this is of limited use in our context of SMEs. Thus, we start out
from design-based research principles where co-design with the users and stakeholders are
producing both theories and practical educational interventions as outcomes of the process. It
is widely held that this is a robust approach suitable for addressing complex problems in
2. educational practice for which no clear guidelines or solutions are available (e.g McKenney
& Reeves 2012; Plomp 2009). We suggest that it is therefore also appropriate for a multi-
faceted and complex research project such as Learning Layers.
In this paper we first outline approaches to scaling and, by drawing upon taxonomies of Dede
and Coburn (2007), with their educational scaling model, plus the systematic review of
Greenhalgh et al (2004) in health services. We then propose a revised ‘Layers’ taxonomy. We
discuss the implications of our model for the design and deployment of the Help Seeking tool
in GP practices in Yorkshire; through the mapping of key concepts to the Learning Layers
project timeline (Figure 2). We pay particular attention to scaling innovations in practice and
organisational change, which are in our view enabling factors in the sustainable adoption of
learning technologies by end users in the workplace. Moreover, we clarify the role played by
semantic technologies in scaling informal learning. Finally, the research design process gives
rise to an emergent conceptual theory, ‘Hybrid Social Learning Networks’ (Cook et al., 2014)
that aims to articulate the key design elements identified by co-design.
1.1.1 The nature and importance of scaling in Learning Layers
One of the central themes – and activities – in the Learning Layers project is scaling up
innovations in learning technologies, services, and business models in the project’s pilot
regions and beyond. This requires a focused strategy to engage new stakeholders in project
activities and mobilise additional resources. But what do we understand by scaling in the
context of the project?
Scaling up in Learning Layers is about taking a successful local innovation and making it
work in different locations, settings, and contexts. Successful scaling, then, is more than just
being about the number of users we can reach. It is also about the changes in practice an
innovation can bring about and how valuable these changes are to stakeholders, whether such
changes can be sustained over time, and the extent to which users and stakeholders are
involved in co-creating the innovation. In Learning Layers we support these different facets
of scaling up in several ways. The stakeholder engagement strategy and the scaling
mechanisms that we tap into enable us to reach large numbers of users and change agents.
The intensive co-design work at application partners sites is complemented by increasing our
understanding and working with partners on creating the right organisational conditions for
adoption. The Learning Layers best practice handbooks discuss in more detail how adoption
of learning technologies needs to be supported by effective change management strategies.
The project works with three pilot regions located in Northern Europe, focusing on
healthcare, construction, and a variety of other sectors. While the project researches and
develops new technologies for informal workplace learning, we understand that successful
scaling involves more than a narrow focus on technologies. Scaling also has to support the
organisation in moving through a meaningful and effective change process. We have been
developing structured activities and workshops that support this process in our pilot regions.
Organisational networks are particularly important to us, in particular when they have well-
functioning mechanisms to spread new knowledge, practices, technologies, and so on.
1.1.2 Help Seeking Tool
Holley et al. (2014) take a contested area of UK Governmental Policy, rapid change in the
National Health Service (NHS), and documents the responses to ‘information overload’
reported by group of GP Practices in the North of England. Interviews with health
professionals identified a need for a network to overcome the limitations of increasingly
3. marginalized space for informal learning in their workplaces (Santos et al., 2014). Through
the health professional narratives, we captured insights into their daily life and articulate their
needs for an online ‘Help-Seeking’ tool, underpinned by their desire to consult what
Vygotsky (1930/1978) calls ‘the more capable peer’. Design research drew together
practitioners, technologists and researchers in a series of co-design activities, bridging the
boundaries of industry, education and technology. The application of the design research
methodology allowed us to frame the problem during where one of the main systemic pain
points identified was the need to provide support for improving the organizational networking
possibilities. Health Care (HC) staff do not currently have access to a strong support
networks. In particular, there exists a desire to exchange opinions and solve problems related
to informal learning at work; this has been discussed by Eraut (2004), who argues that in
exploring informal learning in workplaces, the context in which the work takes place is
significant, a group climate for learning needs to be created and sustained.
Design research approaches a problem space by taking into account what we claim are the
neglected areas of design seeking and scaling. As we point out above, design research has
been introduced as a modern approach suitable for addressing complex problems in
educational practice for which no clear guidelines or solutions are available (e.g. McKenney
& Reeves, 2012; Plomp, 2009). Design research produces both theories and practical
educational interventions as its outcomes. The interventions will include such things as
strategies, materials, products, and systems – as solutions to the problems, but which will also
advance our knowledge about the characteristics of these interventions and the processes
involved in designing and developing them. However, as McKenney and Reeves (2012) have
already pointed out, although potentially powerful, “the simultaneous pursuit of theory
building and practical innovation is extremely ambitious”. Indeed, as Tom Reeves asserts in
his keynote at the AERA Design Based Research Conference (http://www.aera.net/,
September, 2012) “in the era of iPhone we want frictionless solutions, but people and
institutions can feel messy, they introduce uncontrolled variability”.
1.1.3 The research design process of the Help Seeking tool
Feeding forward the potential ‘requirements’ from the interviews, ethical approval was
gained from the Leeds School of Medicine Ethical Committee and the National Health
Service (NHS) for a set of research co-design workshops with health professionals.
Participants were invited to attend 2 two hour workshops in the summer of 2014. The goal of
the workshops was to show social media tools (existing ones and our functional prototypes)
and discuss with the participants the potential, benefits and limitations of these systems
(LinkedIn, and Help Seeking tool v1). No patient-identifiable information was included in
the discussions on the Help Seeking tool (or other tools). Each workshop was replicated two
times during the same day (1) Practice Managers and Data Quality members, and (2) Practice
Nurses. This division was done to avoid conflicts of power between members of different
profiles.
Three networks were identified, and involved in the co-design sessions: (1) a Practice
Managers Network, a well stablished network who wants to expand the number of
participants, improve their voice and the communication with other practices. (2) A Practice
Nurses networks, a very small network with members that feel in some occasions ‘isolation’,
need to improve their contacts with similar peers and enhance communication channels with
GPs. And (3) the Data Quality members who currently don’t have any network and have the
need to build one. The goal of these co-design sessions, where staff contributes to the design
of their own Networking tool (i.e. Help Seeking) is to have an impact in the organization,
4. scaling the number of employees as participants in the organizational network, but also to
understand the innovation changes as a consequence of introducing an online network
especially designed to solve their informal learning needs. Currently the Help Seeking tool is
a functional prototype, the implementation of which will be improved and integrated with
more complex services such as the Learning Layers Social Semantic Server (Kowald et al
2013)
1.1.4 Help Seeking Features
The Help Seeking tool main aim is to support people in moving beyond local trusted
networks into wider professional networks so that the exchange of opinions and discussions
has the potential to be shared more widely. In this sense, the Help Seeking tool is based on a
low-barrier approach that collects Questions & Answers (Q/A) typically asked in practice.
Q/A can be discussed peer to peer in public or private groups of discussion. The tool is
designed for seeking support among similar professionals in Personal Learning Networks
(PLN) and ensures that question and answers provided are easily accessible. A PLN is a
network build, maintained and activated by the own user, this network is formed by a group
of local trusted peers. On the contrary, the Help Seeking tool also provides supports to a
wider network (which includes everyone in the organization, even external peers) called the
Shared Learning Network (SLN).
Tagging features will be provided to enrich and personalize the available learning resources
(i.e. discussions) and colleagues’ profiles. Social semantic analysis techniques will be
applied to build patterns connecting people with people, people and data and data with data
(scaling the organizational knowledge data base). The semantic data will be used to
recommend more capable peers, or similar solved questions related to the problem sought by
the user. The connection between different people with similar topics of interest will
potentially allow the user to find new trusted colleagues and groups of discussion, supporting
the building, maintenance and activation of new connections. These recommendations
mechanisms seems to be a key issue to aggregating trust among healthcare professionals (i.e.
Practice Managers, Nurses, GPs…), and scaffold help seeking learning in a networked
workplace context through the exchange of questions and answers.
In particular, nurses and healthcare assistants mainly rely on face to face support and help
seeking, meaning that they are restricted in terms of who they can ask especially as
opportunities for taking time away from the clinic to attend cross-organisational training or
networking events are limited. Ideally the Nurses and HCAs would like the opportunity to
seek and develop opinion and information from and compare practices with a wider set of
people.
1.2 Two models of scaling from education and health
services
Scaling up innovations and reforms in organisations and networks is a complex process that
is only partly understood and where a solid theoretical framework is lacking. Since scaling
new technologies and practices is a key aim of Learning Layers, the complexity of the task
raises question in regard to the motivations, goals, processes, and resources that underpin this
ambitious effort. In this section, we will review two seminal contributions to scaling research
in education and healthcare, because of their comprehensive nature and since the subject
areas are aligned with our concerns.
5. A dimensional model of scaling that has had some influence with educational practitioners
and policy makers was originally proposed by Cynthia Coburn (2003) and later extended by
Dede and Rockman (2007). The idea that scaling is not simply a matter of increasing the
number of people or organisation to adopt a new product or practice, but is in fact an intricate
process of multiple facets draws on prior research on school reform. This has implications not
only for the design of interventions that can be successfully brought to scale, but also for
research designs to evaluate the implementation process and outcomes.
Commissioned by the UK department of health, Greenhalgh and colleagues (2004; 2005)
produced a comprehensive, systematic review of the scaling literature in healthcare and
related fields (Greenhalgh et al., 2004; 2005) that has become an authoritative text (Bibby,
personal communication to authors, October 2014) that is widely used by health service
reformers designing and implementing improvement and change programs in the NHS. The
findings of the review are synthesised in the ‘innovation scaling’ schema (see Figure 1 below
for details). The schema – referred to as a ‘unifying conceptual model’ by the authors – is
meant as a mental scaffold to ask pertinent questions about the innovation that is being
brought to scale, the actors involved in the process, the resources that have to be mobilised,
and the role the environment plays. The schema can also help us find ways in which we can
organise and shape the process of scaling to produce the desired outcomes, although the
authors repeatedly stress that this is not a predictive model.
1.2.1 The diffusion of innovation synthesis
The notion of innovation diffusion offers a potentially useful way to think about how new
ideas, products, and practices are brought to scale in a community, market, or region.
Originally proposed by Rogers (1962), it presents us with a framework to understand how
innovation and change can spread from the local domain to a broader constituency of
adopters. Early work on diffusions of innovations was greatly influenced by rural, industrial,
and medical sociology, but it was subsequently adopted by the research community to
investigate spread and adoption of innovations in the business sector, political science, public
health, communications, history, economics, technology, and education (Sahin, 2006, p. 1).
A systematic and far-reaching review of empirical literature and theory on innovation
diffusion1
was conducted in the UK for the healthcare service field and other service
organizations (Greenhalgh et al., 2004; 2005). Based on the in-depth appraisal of hundreds of
empirical studies and conceptual contributions, the authors proposed a schema – the unifying
conceptual model – that reflects the findings of the systematic review (Figure 1). The
components of this schema, as Greenhalgh and colleagues repeatedly stress, should merely be
seen as mental scaffolds that reflect the authors’ particular selection criteria and the
unavoidable judgment that colours the appraisal of the literature. The relations between these
components, as indicated by the arrows, are highly contingent on the particular case under
investigation and should in no way be understood as having causal significance.
1
The review included a wide range of research traditions so that the term ‘diffusion of innovations’ in the
study’s title can be misleading.
6. Figure 1: ‘innovation scaling’ schema (Greenhalgh et al., 2004)
With this health warning in mind, we briefly summarise the unifying model and exemplify
the key themes. Innovations are created by developers or providers (the resource system in
Figure 1) and consumed by the adopter organisations (user system). In a service setting, you
commonly have intermediaries and support companies that advise and assist organisations in
identifying, evaluating, selecting, and implementing innovations (the ‘knowledge purveyors’
and ‘change agency’ boxes). The innovations diffuse (passive end of the innovation spread
continuum in Figure 1) or are disseminated (active end of the continuum) to the user system
through social, technical, managerial, and other types of mechanisms, a process that is
meditated by some of the actors mentioned previously. The assimilation of the innovation in
the user system, which might be a company, educational institution, or business network,
depends on many factors such as the structural features of the adopter organisation and its
innovation capability. There are a number of organisational aspects (inner context), including
organisational structure, absorptive capacity, innovation-system fit, and advocacy that have a
positive influence on the assimilation process, while others can limit it or make it unviable
(Greenhalgh et al. 2005, pp. 6-15). Individuals within the organisations – and their attitudes,
beliefs, and habits – play an equally important role in exploring new technologies and
practices with an open mind and perceiving these as an added value in their work
environment and daily routines. The decisions by the organisations to adopt an innovation is
(though not always) followed by the implementation and evaluation of the technologies and
practices, and it eventually becomes part of the organisational routines and culture. The
innovation spreading and adoption process and the key actors driving it are embedded in a
wider environment (outer context), where the authors locate inter-organisational linkages and
collaborations, and the social, economic, and political systems.
1.2.2 The five dimensions of scaling
Traditionally scaling was first and foremost about individuals and replication through social
imitation (Fichman, 1992, p. 1). Coburn (2003), however, shows that this view is too narrow
since scaling greatly depends on “consequential change in [the organisation], endurance over
time, and a shift such that knowledge and authority for the reform is transferred from external
organization to [other sites]” (Coburn, 2003, p. 4). Concerning school reform, the author
7. shows that developing capacities at the different levels of the system – classroom, school, and
district in this case – is essential to achieve a meaningful depth of change and sustain it over
time. At the same time, implementing scaling initiatives along all important dimensions of
scaling – depth, sustainability, spread, ownership, and evolution – is often beyond an
innovator’s possibilities and hence trade-offs, for instance between depth and breadth of
scaling, are unavoidable.
In the context of education, several authors have argued that scaling technology-enabled
educational innovations presents unique challenges, citing key issues such as inherent
conservatism, change resistance in educational settings (Dede, 2007), difficulties of
developing a reform culture and aligning it with existing policies (McLaughlin and Mitra,
2001), measuring implementation and impact in relation to shift of knowledge and authority
to adopter organisations for instance (Coburn, 2003, p. 9).
1.2.2.1 Depth
The traditional idea that scaling can be understood in terms of number of individual adopters
and replication via social imitation has been criticised for not taking into account the nature
and quality of change (Coburn, 2003, p. 4). The notion of depth tries to capture this quality,
for instance by asking whether and to what extent the adopted ideas or practices really have
won the minds of the people. Or whether organisations have adapted their work environment
and ‘the way things are done around here’ (Olson, 2013), to embrace the new practices or
technologies introduced into the work routines. Coburn (2003) refers to this as ‘deep change’,
since it involves changing people’s attitudes, beliefs, and workplace-related behaviours and
an organisation’s routines and culture.
1.2.2.2 Sustainability
How can the process of scaling be sustained in the long run, especially after the initial
funding that helped bring an innovation to a new site or organisation has dried up?
Unsurprisingly, sustainability is one of the most challenging aspects of scaling since it
requires ongoing organisation and financial support at a time when the economic
environment and public finances are in a dire state, market conditions are constantly shifting,
and people supporting the change agenda might move on (Coburn, 2003). The situation is
especially problematic if reform implementation is pushed through from top down and by
external teams or consultants. Sustainability depends on the other dimensions of scaling, on
how deep we can reach into an organisation, how far we can change people’s minds, and
whether both have the ability and capacity to drive the change process forward and maintain
its momentum.
1.2.2.3 Spread
As a result of its close relationship to depth, Coburn’s (2003) notion of the spread of an
innovation is multi-faceted. The first facet is the already mentioned numeric interpretation of
scale. A second facet of depth relates to the nature and quality of change. Where the
implementation of an innovation or improvement involves deep changes, it is insufficient that
the strategy of spreading is limited to the replication of ideas, initiatives, or practices. It must
also disseminate the attitudes, beliefs, behaviours, routines, and cultures that are necessary for
deep, consequential adoption. The third facet, which Coburn (2003) calls ‘spread within’,
relates to the normative coherence of reform ideas and beliefs within the system or site in
which reform is implemented. In contrast to spreading attitudes, beliefs, routines, and cultures
to other sites (the second facet of spread), ‘spread within’ tries to reach much deeper and
more comprehensively into the organisational and institutional setup so that practices and
8. strategies at all levels are aligned with the nature and spirit of reform. This alignment in turn
increases the chances that individuals and organisations will in fact help deepen and sustain
the improvements or changes.
1.2.2.4 Shift in knowledge and ownership
According to Coburn (2003), expertise and ownership of the change management process
initially sits with the pilot organisation, but has then to shift to the target SMEs, clusters, or
regions if innovations introduced there are expected to generate substantial impact and also
have to be sustained over time by those actors. What usually starts as an externally sponsored
change agenda has to be internalised over time by people and organisations that have to adopt
the changes. This requires a gradual building up of capacity and expertise in those people and
organisations so they acquire the ability to spread, deepen, and sustain the principles that
underpin the rationale and drive the motivation for adoption of the innovation. The shift in
knowledge and ownership not only of the innovations, but also of the change principles that
are responsible for a deeper and more sustained adoption creates the conditions for the whole
change process to become self-sustaining.
1.2.2.5 Evolution
Dede and Rockman (2007) draws a distinction between the ‘scaling up’ of individual
educational innovations as different from ‘systematic reform’ and add a fifth dimension
‘evolution’ to the Coburns 2003 framework on the dimensions of scale, with
recommendations on sources of leverage at the different stages of scaling up. Thus, in terms
of the stage after depth, sustainability, spread and shift, he advocates the innovation is revised
by its adapters, which in turn is influential in reshaping the thinking of its designers, and the
innovation model itself. Our design research approach, with its iterative and co-created
activities feeding forward into theoretical frameworks, reflects this new dimension. The
leverage task to be undertaken is the ‘unlearning’ of initial beliefs, values and assumptions
about the innovation, by all stakeholders. This is a particularly useful concept for addressing
the spread and ownership concepts of Coburn’s (2003), and the ways in which ‘deep change’
can be facilitated – and cherished values, attitudes and beliefs ‘unlearned’ to enable
ownership over time,
We are now in a position to draw on the knowledge and insights of both models and explore
the scope and implications of scaling for our design research work and the development of
the Help Seeking concept and tool. In particular, we can identify where the original focus on
scaling ‘by number’ fails in our case and search for the seeds of a more nuanced analysis. The
characteristics of a design research approach, involving qualitative and empirical work,
theory construction emerging from a theory check, design artefacts and prototype, scoped by
co-design activities as proposed by Bannan (2003), offers a springboard for this work.
1.3 The case of bringing Help Seeking to scale
Located within the overall ‘Learning Layers’ development of tools to support informal
learning in the workplace, this model sets out some of the key theoretical considerations to
consider for the scaling of technological innovation in different contexts. ‘Layers’ has an
aspirational goals for scaling over its lifetime, and these are represented though the Years of
the Project (Y1, 2 ,3, 4 and 5). Y1 saw health in the UK and construction in Germany being
the focus of the working contexts in which a series of online tools would be located,
evaluated and embedded (see the Layers Open Design Library (ODL) for the full range of
tools http://odl.learning-layers.eu/).
9. Figure 2: Model of theories underpinning the development, rollout and implementation of
the ‘Help-Seeking’ Tool.
The model shown in Figure 2 maps out the progress of, the ‘Help-Seeking’ tool. The planned
process for embedding is represented by the right hand ‘fan’ in Figure 2. ‘Help-Seeking’
starts in Y1 as a scoping exercise collecting information about informal learning in the Health
workplace.
Theories of organisational change are represented, as technological innovation does not
happen in a vacuum, but as the tools become used and shared, the organisation needs to
‘reverse engineer’ processes to enable optimal utilisation. Scaling theories inform both tool
development and organisational change, and help the participants of co-design understand
both educational and process challenges of changing practice. We argue that the ‘tool’ plus
organisational change/reverse engineering and scaling theories will challenge established
ways of implementing change in the workplace, and the ‘backchannel’ is the informal sharing
of practice, and will bypass formal, more traditional models of organisational change to
working practices. Exploring what this different type of learning may encompass (i.e.
weaving together the three strands of the fan on the right) is our emergent conceptual theory,
‘Hybrid Social Learning Networks’ (HSLN) which aims to articulate the key elements
identified by co-design whereby users and recommender systems work together to achieve a
task or solve a problem; and in so doing start to explore the balance/form of partnerships
between humans and recommender (machines). This work is central to framing how we
understand and design for mediation between people and technology, and feeds into Tim
Berners-Lee’s call to rise to the ‘untapped’ challenge of the internet (Berners-Lee and
Fischetti, 1999). The wider context for these networks is informal learning in the workplace,
and thus our work is framed within a socio-technical perspective.
As the Help Seeking tool is developed and embedded, it links with the ‘fan’ to the left in
Figure 2, and informs the empirical research of other tools, and also informs the scaling
strategy for ‘SME ‘Clusters’ hosting other tools developed by Layers partners, as well as a
potential ‘Help-Seeking’ tool for Construction sector.
10. Returning to the ‘base’ of the fan in Figure 2, we can see the starting point of work based
context for informal learning in ‘GP Practices’, empirical work plus the theoretical lens of
Vygotsky underpinned the co-design of the ‘Help-seeking’ Tool. An analysis of informal
learning interviews through a biographic narrative approach (Wengraf, 2001) and drawing
upon the ideas of Vygotsky and the ‘more capable peer’ enabled the informal aspects of
practices in the workplace to become visible (Holley, et al., 2014). This then enabled the
technical requirements of the ‘Help-Seeking’ tool to be categorised for the development
team. Furthermore, it informed the themes of the theoretical design research process in
year 2. During the 2nd
year (2014) the design decisions (part of design research process) plays
an important role and has informed our further work (Santos et al., 2014)
Significantly, our analysis of the Y2 workshops found that the following three design criteria
are relevant for our Hybrid Social Learning Network/Help Seeking tool:
1. Scaffolding will be required when composing
questions (support the creation an exchange of opinion between peers) and searching,
filtering or making new connections (scaling the Network)
2. Support manual and automatic Tagging of resources and people (connect people-
people, people-data, data-data)
3. Recommendations based on Key profile Factors (Aggregated Trust)
Moving to the next stage of the model in Figure 2, labelled the ‘Social Semantic Server’,
there sits a Social Semantic Network that will enable situated and contextualized
learning. This is a powerful set of algorithms to underpin the scaling of tool use, and is
designed generate meta-data to relate people and data, people and people, data and data.
The next set of labels, (centre of model in Figure 2) entitled ‘Intellectual capacity’ ‘sharing
of design process’ and ‘cross platform prototypes’ are instances of wider ‘layers’ features,
which address issues of scaling that have been addressed as the tools develop, and answering
to some extent the questions posed by Preece (2000 p388)
“when large numbers of people want to join an online community, it presents specific
scalability challenges to designers..
What type of features do they need to provide in software to support large
communities?
What kind of features would support the development of trust in such a large group?
Reputation management systems, such as those sued in eBay, are one way to
accomplish this in e-commence..
but what about supporting personal trust among people?
Or the trustworthiness of online advice and professional information of all kinds?”
(Preece op.cit)
The next label ‘Transfer to SME Clusters’ in Year 4 of the project pulls together the theory
and practical tools from across the whole project, and integrates aspects of theory and
practice from Empirical Research, Cluster research, the Work based contexts of health and
construction being leveraged into a powerful framework. This, together Hybrid Social
Learning Networks theory will offer an overarching learning model for SMEs seeking to
scale informal learning in their workplaces.
11. The final label, with full integration and sustainability and the question to ask with respect
to a successful integration is if tools have become ‘invisible’ in the workplace – are workers
using them as a matter of course, as part of their everyday activities?
1.4 Conclusions
We can claim limited success in our work thus far. We have developed a first iteration of a
Learning Layers model mapped onto a single prototype, the HelpSeeking Tool (Figure 2).
This has been significant in helping us with understanding the detail and complexity of both
co-design and scaling, and this will enable the initial transfer of work contexts (health-to-
construction) as required by the EU Learning Layers project. There are some ‘spin-off’
benefits from the work, the tool is available as part of the Open Design Library (ODL);
fulfilling one of conditions suggested by Preece (2000) i.e. ‘repositories develop intellectual
capital’; our co-design work highlighted the importance of access to tools via different
mediums, thus facilitating cross platform prototypes enabling easy access, and building in
‘Scalable features’ identified by Preece (op.cit).
The wider implications of this work can be seen potential of building capacity. The technical
integration with other Layers Tools such as Social Semantic Server offers powerful
algorithms to underpin the ‘Layers’ tools in general, and the HelpSeeking tool, by generating
the meta-data to relate people and data, people and people, data and data. An emergent theory
of Hybrid Social Learning Networks (Cook et al., 2014) central to the socio-technical
perspectives we draw upon, is framing how we understand and design for mediation between
the people and the technologies they increasing draw upon in the workplace.
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