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
What is the potential for the use of social media and mobile devices in informal, professional, work-based learning?
John Cook, LTRI, London Metropolitan University
Norbert Pachler, Institute of Education, University of London
CTLT, University of British Columbia,
Monday 16th April
E-learning: emerging uses,empirical results and future directions. Elizabeth T. Welsh, Connie R. Wanberg, Kenneth G. Brown and Marcia J. SimmeringThe use of network technology to deliver training is the latesttrend in the training and development industry and has beenheralded as the ‘e-learning revolution.’ In an effort to separatehype from reality, this paper reviews practitioner and researchliterature on e-learning, incorporating unpublished informa-tion from interviews with managers and consultants directlyinvolved in e-learning initiatives. Specific attention is given towhy organizations use e-learning, what the potential draw-backs to e-learning are, what we know from research about e-learning and what the future of e-learning may hold.
Taking evidence-based professional learning conversations online: Implicatio...mddhani
Presented in one of the parallel sessions during the 15th International Conference on Education 2010 at Universiti Brunei Darussalam.
Presenter/courtesy of Michael Moroney, Lecturer, Universiti Brunei Darussalam.
What is the potential for the use of social media and mobile devices in informal, professional, work-based learning?
John Cook, LTRI, London Metropolitan University
Norbert Pachler, Institute of Education, University of London
CTLT, University of British Columbia,
Monday 16th April
E-learning: emerging uses,empirical results and future directions. Elizabeth T. Welsh, Connie R. Wanberg, Kenneth G. Brown and Marcia J. SimmeringThe use of network technology to deliver training is the latesttrend in the training and development industry and has beenheralded as the ‘e-learning revolution.’ In an effort to separatehype from reality, this paper reviews practitioner and researchliterature on e-learning, incorporating unpublished informa-tion from interviews with managers and consultants directlyinvolved in e-learning initiatives. Specific attention is given towhy organizations use e-learning, what the potential draw-backs to e-learning are, what we know from research about e-learning and what the future of e-learning may hold.
Taking evidence-based professional learning conversations online: Implicatio...mddhani
Presented in one of the parallel sessions during the 15th International Conference on Education 2010 at Universiti Brunei Darussalam.
Presenter/courtesy of Michael Moroney, Lecturer, Universiti Brunei Darussalam.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
Digital Inclusion: Best practices from eLearningeLearning Papers
Author: David Casacuberta Sevilla.
E-learning 4 E-inclusion (EL4EI) is an EU-funded project seeking to build a community for those with valuable expertise regarding the use of eLearning for digital inclusion. The project seeks to gather and catalogue relevant best practice cases and, ultimately, to compose an eLearning charter which will be a reference tool for professionals working towards social inclusion.
Theorizing data, information and knowledge constructs and their inter-relatio...Cranfield University
Good explanatory constructs for Data, Information and Knowledge are central to the Information Systems (IS) field in general, and in particular to theorising how best to generate insight from Data. The central role of Knowledge within such theory has been highlighted recently, as well as the importance of Learning and Research frames (for Data Analytics). Building on these ideas, this paper briefly reviews several related literatures, for relevant ideas to enrich IS theory building. A consensus is found as to the complex, socially constructed nature of Knowledge or Knowing, and the importance of human sensemaking for theorizing how new insight is generated. The paper argues for an intuitive conceptual and practical distinction between Data (which exists as an independent, reified resource), and Information and Knowledge (both of which are embodied or embrained). It briefly outlines how the ideas identified can contribute to theorizing, highlighting specific areas for further inter-disciplinary research.
This was a paper presented at EDEN 2008 in Lisbon. It reports on the MentorBlog Project conducted to investigate how blogs can be used to support trainee teachers who are separated from their professional mentors by distance.
The mobile phone has received global attention primarily as a personal consumer technology. However, we believe that mobile information technology in general will play a significant role in organisational efforts to innovate current practices and have significant economic impact. Enterprise mobility signals new ways of managing how people work together using mobile information technology and will form an integral part of the efforts to improve the efficiency and effectiveness of information work. This belief is, however, not reflected in the current selection of books and collections exploring the issue of enterprise mobility. The aim of this paper is to highlight some of the key challenges in the application of mobile information technology to improve organisational efficiency. This is accomplished through comparing and contrasting findings from a selection of 11 empirical studies of enterprise mobility with information technology conducted between 2001 and 2007. The paper argues that the debate so far has largely failed to embed glowing accounts for technological potential in a sound discussion of organisational realities. In particular, there has been a lack of balanced accounts of the implicit and explicit trade-offs involved in mobilising the interaction between members of the workforce.
Educational technology and the enclosure of academic labour inside public hig...eraser Juan José Calderón
Educational technology and the enclosure of academic labour inside public higher education
Richard Hall De Montfort University, England
Abstract
Across higher education in the United Kingdom, the procurement and deployment of
educational technology increasingly impacts the practices of academic labour, in
terms of administration, teaching and research. Moreover the relationships between
academic labour and educational technology are increasingly framed inside the
practices of neoliberal, transnational activist networks, which are re-defining UK
higher education as a new model public service. This paper highlights the
mechanisms through which educational technologies are used to control, enclose and
commodify academic labour. At issue is whether academics and academic staff
developers have a critical or ethical lens through which to critique the nature of the
technologies that they use and re-purpose inside the University, and whether such a
critique might enable technologies to be deployed for the production of socially-useful
knowledge, or knowing, beyond monetization in the knowledge economy.
Asld2011 ryberg buus_georgsen_nyvang_davidsenYishay Mor
Thomas Ryberg, Lillian Buus, Marianne Georgsen, Tom Nyvang and Jacob Davidsen: Introducing the Collaborative E-learning Design method (CoED)
http://www.ld-grid.org/workshops/ASLD11
Digital Transformation in Higher Education – New Cohorts, New Requirements?. ...eraser Juan José Calderón
Digital Transformation in Higher Education – New Cohorts, New Requirements?. Konstantin L. Wilms & others
ABstract
Digital transformation refers to changes that digital technologies cause and that influence various aspects of human life. Previous researchers mainly focused on the impact of the digital transformation in the context of commercial organisations and business processes. In this study, we aim to examine how digital transformation affects universities and students. We examine differences and changes in the usage of collaboration and communication platforms between different groups of members at the university and within the university lifecycle. To gain new insights, a qualitative case study with semi-structured interviews was conducted. One of the main results shows that Bachelor and Master students prefer the usage of social network sites for collaboration and communication while Ph.D. students and employees do not. Even though an increasing number of modern platforms for direct communication is offered, the results show that the communication between the groups of students and employees still takes place via email.
How to design (develop & evaluate) sociotechnical-educational learning
successfully? What is "successful" for whom? What elements can be designed? What R&D methods are appropriate?
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Managing Knowledge within Communities of Practice: Analysing Needs and Develo...eLearning Papers
Authors: Amaury Daele, Nathalie Deschryver, Dorel Gorga, Manfred Künzel.
This paper addresses the issue of knowledge management and learning within Communities of Practice (CoPs). This issue is particularly challenging at a time of global elearning and implementation and development of CoPs within public or private organisations.
Digital Inclusion: Best practices from eLearningeLearning Papers
Author: David Casacuberta Sevilla.
E-learning 4 E-inclusion (EL4EI) is an EU-funded project seeking to build a community for those with valuable expertise regarding the use of eLearning for digital inclusion. The project seeks to gather and catalogue relevant best practice cases and, ultimately, to compose an eLearning charter which will be a reference tool for professionals working towards social inclusion.
Theorizing data, information and knowledge constructs and their inter-relatio...Cranfield University
Good explanatory constructs for Data, Information and Knowledge are central to the Information Systems (IS) field in general, and in particular to theorising how best to generate insight from Data. The central role of Knowledge within such theory has been highlighted recently, as well as the importance of Learning and Research frames (for Data Analytics). Building on these ideas, this paper briefly reviews several related literatures, for relevant ideas to enrich IS theory building. A consensus is found as to the complex, socially constructed nature of Knowledge or Knowing, and the importance of human sensemaking for theorizing how new insight is generated. The paper argues for an intuitive conceptual and practical distinction between Data (which exists as an independent, reified resource), and Information and Knowledge (both of which are embodied or embrained). It briefly outlines how the ideas identified can contribute to theorizing, highlighting specific areas for further inter-disciplinary research.
This was a paper presented at EDEN 2008 in Lisbon. It reports on the MentorBlog Project conducted to investigate how blogs can be used to support trainee teachers who are separated from their professional mentors by distance.
The mobile phone has received global attention primarily as a personal consumer technology. However, we believe that mobile information technology in general will play a significant role in organisational efforts to innovate current practices and have significant economic impact. Enterprise mobility signals new ways of managing how people work together using mobile information technology and will form an integral part of the efforts to improve the efficiency and effectiveness of information work. This belief is, however, not reflected in the current selection of books and collections exploring the issue of enterprise mobility. The aim of this paper is to highlight some of the key challenges in the application of mobile information technology to improve organisational efficiency. This is accomplished through comparing and contrasting findings from a selection of 11 empirical studies of enterprise mobility with information technology conducted between 2001 and 2007. The paper argues that the debate so far has largely failed to embed glowing accounts for technological potential in a sound discussion of organisational realities. In particular, there has been a lack of balanced accounts of the implicit and explicit trade-offs involved in mobilising the interaction between members of the workforce.
Educational technology and the enclosure of academic labour inside public hig...eraser Juan José Calderón
Educational technology and the enclosure of academic labour inside public higher education
Richard Hall De Montfort University, England
Abstract
Across higher education in the United Kingdom, the procurement and deployment of
educational technology increasingly impacts the practices of academic labour, in
terms of administration, teaching and research. Moreover the relationships between
academic labour and educational technology are increasingly framed inside the
practices of neoliberal, transnational activist networks, which are re-defining UK
higher education as a new model public service. This paper highlights the
mechanisms through which educational technologies are used to control, enclose and
commodify academic labour. At issue is whether academics and academic staff
developers have a critical or ethical lens through which to critique the nature of the
technologies that they use and re-purpose inside the University, and whether such a
critique might enable technologies to be deployed for the production of socially-useful
knowledge, or knowing, beyond monetization in the knowledge economy.
Asld2011 ryberg buus_georgsen_nyvang_davidsenYishay Mor
Thomas Ryberg, Lillian Buus, Marianne Georgsen, Tom Nyvang and Jacob Davidsen: Introducing the Collaborative E-learning Design method (CoED)
http://www.ld-grid.org/workshops/ASLD11
Digital Transformation in Higher Education – New Cohorts, New Requirements?. ...eraser Juan José Calderón
Digital Transformation in Higher Education – New Cohorts, New Requirements?. Konstantin L. Wilms & others
ABstract
Digital transformation refers to changes that digital technologies cause and that influence various aspects of human life. Previous researchers mainly focused on the impact of the digital transformation in the context of commercial organisations and business processes. In this study, we aim to examine how digital transformation affects universities and students. We examine differences and changes in the usage of collaboration and communication platforms between different groups of members at the university and within the university lifecycle. To gain new insights, a qualitative case study with semi-structured interviews was conducted. One of the main results shows that Bachelor and Master students prefer the usage of social network sites for collaboration and communication while Ph.D. students and employees do not. Even though an increasing number of modern platforms for direct communication is offered, the results show that the communication between the groups of students and employees still takes place via email.
How to design (develop & evaluate) sociotechnical-educational learning
successfully? What is "successful" for whom? What elements can be designed? What R&D methods are appropriate?
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Bridging the ‘missing middle’: a design based approach to scalingdebbieholley1
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).
John Cook: Using Design Research to Explore the Use of Mobile Devices and Social Media to Mediate ‘Informal Learning’
http://www.ld-grid.org/workshops/ASLD11
Understanding and Supporting Intersubjective Meaning Making in Socio-Technica...Sebastian Dennerlein
This dissertation will elaborate on the understanding of intersubjective meaning making by analyzing the traces of collaborative knowledge construction users leave behind in socio-technical systems. Therefore, it will draw upon more theoretical and more formal models of cognitive psychology to describe and explain the underlying process
in detail. This is done with the goal to support intersubjective meaning
making and thus elevate informal collaborative knowledge construction
in nowadays aordances of social media.
Reconceptualising Design Research for Design Seeking and Scaling. Short position paper by Cook and Bannan, June 2013. **Critical comment and pointers to related literature invited** Contact: john2.cook@uwe.ac.uk
Evaluating impact: transliteracy and creative business innovation via social ...Dr Sue Thomas
This article outlines the emergent theoretical framework which informed a series of initiatives developed at De Montfort University, Leicester, UK, between 2005-11 with the aim of stimulating the use of social media for business innovation, and analyses their impact in relation to the Research Excellence Framework (REF) exercise to be held in the UK in 2014 (in so far as it was understood in the first half of 2011). The new concept of transliteracy, developed at the Institute of Creative Technologies at DMU, was a key element in the theory informing the projects, some of which were also underpinned by research on the Amplified Individual undertaken at the Institute for the Future, Palo Alto. Although they differed in style and reach, all shared a focus on the use of social media by small to medium sized creative businesses and non-profit organisations in and around the city of Leicester, UK. In the light of the importance of assessing impact in today’s academic climate, Dr Souvik Mukherjee was appointed in 2011 to look at how that combination of research and practice might be used to demonstrate impact and make recommendations for future research. We understand that many other countries are already, or soon will be, conducting a similar audit of the ways in which higher education effects knowledge exchange and public engagement, so this article should also be of interest outside the United Kingdom.
Collaborative Learning of Organisational KnolwedgeWaqas Tariq
This paper presents recent research into methods used in Australian Indigenous Knowledge sharing and looks at how these can support the creation of suitable collaborative envi- ronments for timely organisational learning. The protocols and practices as used today and in the past by Indigenous communities are presented and discussed in relation to their relevance to a personalised system of knowledge sharing in modern organisational cultures. This research focuses on user models, knowledge acquisition and integration of data for constructivist learning in a networked repository of or- ganisational knowledge. The data collected in the repository is searched to provide collections of up-to-date and relevant material for training in a work environment. The aim is to improve knowledge collection and sharing in a team envi- ronment. This knowledge can then be collated into a story or workflow that represents the present knowledge in the organisation.
Stewart, benjamin english language educators and technology ije v5 n1 20...William Kritsonis
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Using the Participatory Patterns Design (PPD) Methodology to Co-Design Groupware: Confer a Tool for Workplace Informal Learning
Edmedia 2016, June, Vancouver, Canada: https://www.academicexperts.org/conf/edmedia/2016/papers/48568/
John Cook, CMIR, UWE Bristol & Learning Layers team
The Internet-mobile device enabled social networks of today stand accused of being so called 'weapons of mass distraction' or worse. However, we point out that modern fears about the dangers of social networking are overdone. The paper goes on to present three phases of mobile learning state-of-the-art that articulate what is possible now and in the near future for mobile learning. The Learning Layers project is used to provide a case of barriers and possibilities for mobile learning; we report on extensive initial co-design work and significant barriers with respect to the design of a mobile Help Seeking tool for the Healthcare sector (UK). We then provide an account of how the Help Seeking tool is being linked to a Social Semantic Server and report on a follow-up empirical co-design study.
In this paper we define the notion of the Hybrid Social Learning Network. We propose mechanisms for interlinking and enhancing both the practice of professional learning and theories on informal learning. Our approach shows how we employ empirical and design work and a participatory pattern workshop to move from (kernel) theories via Design Principles and prototypes to social machines articulating the notion of a HSLN. We illustrate this approach with the example of Help Seeking for healthcare professionals.
Cook & Santos. Using Hybrid Social Learning Networks in Work Place Learning and Plans to Roll-Out in HE. Institute for Learning Innovation and Development (ILIaD) Inaugural Conference, 3 November 2014, University of Southampton.
Giving talk Wednesday 10th Sept 2014 to visitors to UWE from Shenyang Aerospace University (China). Slides are up and includes ideas UWE-led ideas on Hybrid Social Learning Networks. Why? To meet the challenge of the ‘unfilled’ potential of the Internet. Provide equity of access to cultural resources (broadly defined) as a democratic right. #LearningLayers
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
John Cook Research Profile For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio, Watershed, May 22nd 2013: http://cloudworks.ac.uk/cloud/view/8427
Ethical considerations emerging in the study of mobile learning
Corresponding Author: Jocelyn Wishart (j.m.wishart@bristol.ac.uk)
Wednesday 1 May 2013, 2pm
PDF SubmissionDigital Marketing Institute in NoidaPoojaSaini954651
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Transforming Brand Perception and Boosting Profitabilityaaryangarg12
In today's digital era, the dynamics of brand perception, consumer behavior, and profitability have been profoundly reshaped by the synergy of branding, social media, and website design. This research paper investigates the transformative power of these elements in influencing how individuals perceive brands and products and how this transformation can be harnessed to drive sales and profitability for businesses.
Through an exploration of brand psychology and consumer behavior, this study sheds light on the intricate ways in which effective branding strategies, strategic social media engagement, and user-centric website design contribute to altering consumers' perceptions. We delve into the principles that underlie successful brand transformations, examining how visual identity, messaging, and storytelling can captivate and resonate with target audiences.
Methodologically, this research employs a comprehensive approach, combining qualitative and quantitative analyses. Real-world case studies illustrate the impact of branding, social media campaigns, and website redesigns on consumer perception, sales figures, and profitability. We assess the various metrics, including brand awareness, customer engagement, conversion rates, and revenue growth, to measure the effectiveness of these strategies.
The results underscore the pivotal role of cohesive branding, social media influence, and website usability in shaping positive brand perceptions, influencing consumer decisions, and ultimately bolstering sales and profitability. This paper provides actionable insights and strategic recommendations for businesses seeking to leverage branding, social media, and website design as potent tools to enhance their market position and financial success.
Can AI do good? at 'offtheCanvas' India HCI preludeAlan Dix
Invited talk at 'offtheCanvas' IndiaHCI prelude, 29th June 2024.
https://www.alandix.com/academic/talks/offtheCanvas-IndiaHCI2024/
The world is being changed fundamentally by AI and we are constantly faced with newspaper headlines about its harmful effects. However, there is also the potential to both ameliorate theses harms and use the new abilities of AI to transform society for the good. Can you make the difference?
Hello everyone! I am thrilled to present my latest portfolio on LinkedIn, marking the culmination of my architectural journey thus far. Over the span of five years, I've been fortunate to acquire a wealth of knowledge under the guidance of esteemed professors and industry mentors. From rigorous academic pursuits to practical engagements, each experience has contributed to my growth and refinement as an architecture student. This portfolio not only showcases my projects but also underscores my attention to detail and to innovative architecture as a profession.
Maximize Your Content with Beautiful Assets : Content & Asset for Landing Page pmgdscunsri
Figma is a cloud-based design tool widely used by designers for prototyping, UI/UX design, and real-time collaboration. With features such as precision pen tools, grid system, and reusable components, Figma makes it easy for teams to work together on design projects. Its flexibility and accessibility make Figma a top choice in the digital age.
Technoblade The Legacy of a Minecraft Legend.Techno Merch
Technoblade, born Alex on June 1, 1999, was a legendary Minecraft YouTuber known for his sharp wit and exceptional PvP skills. Starting his channel in 2013, he gained nearly 11 million subscribers. His private battle with metastatic sarcoma ended in June 2022, but his enduring legacy continues to inspire millions.
Storytelling For The Web: Integrate Storytelling in your Design ProcessChiara Aliotta
In this slides I explain how I have used storytelling techniques to elevate websites and brands and create memorable user experiences. You can discover practical tips as I showcase the elements of good storytelling and its applied to some examples of diverse brands/projects..
1. 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=campusjn-cook
Invited talk: Centre for Learning, Knowing and
Interactive Technologies, Graduate School of Education,
University of Bristol
26th February, 12.30 to 13.45
2. Structure
Critical overview of key issues from the literature
on work-based learning, face-to-face and
technology-supported
Initial typology (Cook and Pachler, 2012) of
informal workplace learning in order to provide a
frame for understanding social (mobile)
network(ing) services in work-based learning
EC FP7 funded integrating project called Learning
Layers is briefly described
Design Research: Methodological Reflections
3. Cook & Pachler (2012)
Contains critical review of literature
This paper also outlines the conceptual basis from my perspective
Based on a case study of MATURE People Tagging tool
Personal learning networks (group or distributed self-regulation) to larger
clusters and networks = Scaling,
Cook, J. and Pachler, N. (2012). Online People Tagging: Social (Mobile)
Network(ing) Services and Work-based Learning. British Journal of Education
Technology, 43(5), 711–725. Link to paper http://tinyurl.com/8ktmuau
4. Critical overview
What is already known about this topic?
The importance of social networks and
associated technologies in everyday life and
commerce.
Some conceptualisations of learning through
and at work exist but they tend to be based on
the empirical study of professionals and
graduate employees.
5. Critical overview
What this paper adds?
A consideration of the use of social networks in learning in informal
and work-based context.
An exploration of some of the affordances of social media for work-
located learning.
A topology of factors in social network(ing) services and work-based
learning.
An analysis of a case study of people tagging in relation to the
typology of factors.
6. Critical overview
Social media and mobile devices are under-researched in
work-based learning!
The very notion of learning in the work place is contested.
Work-based practice may be a better phrase?
Similarly ‘learning in informal contexts’ may be better than
‘informal learning’
Kraiger (2008) found that most ‘solutions’ in work-based
learning are targeted towards a learning model based on
the ideas of direct instruction in a formal manner, e.g.
transferring lectures and seminars from face-to-face
interactions to computer-mediated interactions.
7. Critical overview
Work-based and informal learning are discussed at a range of different
levels in the literature.
In Cook & Pachler (2012) paper we focus on literature that is
empirically founded.
One key proponent of an empirical tradition of work-based learning
research is Michael Eraut.
There are, of course, other important scholars in the field, such as for
example Sawchuck (2010), Evans et al. (2009), Illeris (2007) or
Livingstone (2006), to name but a few.
Given the significance and internal coherence of Eraut’s work, as well
as its connectedness to other scholarship and research in the field, we
use it as a basis for our conceptual thinking here.
Eraut’s work (2000, 2004, 2007, 2008) also has been derived mainly
from the study of professionals and graduate employees rather than
workers more widely.
8. Critical overview
Learning in workplace viewed as response to
complex problem or task
Embedded in meaningful and authentic cultural
contexts
Factors affecting learning in the workplace (Eraut, 2004)
10. Critical overview
Eraut (2007, p. 406) posits that these features by-and-large play out in
the following four types of activities:
Assessing clients and/or situations (sometimes briefly, sometimes
involving a long process of investigation) and continuing to monitor
them;
Deciding what, if any, action to take, both immediately and over a longer
period (either individually or as a leader or member of a team);
Pursuing an agreed course of action, modifying, consulting and
reassessing as and when necessary;
Metacognitive monitoring of oneself, people needing attention and the
general progress of the case, problem, project or situation.
11. Critical overview
What is of particular interest for our purposes here is the fact that the
majority of learning activities through and at work seem to involve other
people, e.g. through one-to-one interaction, participation in group
processes, working alongside others etc.
This, for us, underlines the centrality of identifying relevant ‘others’ from
and with whom to learn – and the possible role of social media and
SNSs in it –, particularly given the documented problems in the transfer
of knowledge between people in the workplace (see Eraut, 2008, pp.
15-18)
The art of discourse about practice then becomes one of establishing
affinity with colleagues through work-related discourse and giving the
appearance of being generally cooperative, without giving anything
away that might increase one’s vulnerability (Eraut, 2008, p. 16).
12. Critical overview
One of the early and often cited papers on social network(ing) sites is
that by (boyd & Ellison, 2008). In it the authors, in addition to charting
the history of social network sites (SNSs) and setting out some relevant
research questions, offer a definition of SNSs as
web-based services that allow individuals to (1) construct a publish
or semi-public profile within a bounded system, (2) articulate a list of
other users with whom they share a connection, and (3) view and
traverse their list of connections and those made by others within
the system.
Also, they make the distinction between social networking and social
network sites preferring the latter term as the former, according to
them, emphasises relationship initiation. The term social network, they
argue, reflects the fact that users are primarily communicating with
people “who are already part of their extended social network”, i.e. they
augment pre-existing social relationships and interactions.
13.
14. Initial typology of informal workplace learning
Our typology of factors in Social (Mobile)
Network(ing) Services and Work-based Learning
are represented textually on next slide.
The derivation of the main nodes was made after
going through the literature variously over several
months and coming back to the simple focus
presented by Eraut (2004, p. 269)
‘Factors affecting learning in the workplace’ calling
them Context Factors and Learning Factors.
15. Initial typology of informal workplace learning
Initial typology of informal workplace learning (top 2 levels)
1. Contexts Factors
a. Work process with learning as a by-product
b. Learning activities located within work or learning processes
c. Learning processes at or near the workplace
2. Learning Factors
a. individual self-efficacy (confidence and commitment)
b. acts of self-regulation
c. cognitive load
d. personal learning networks (group or distributed self-regulation)
Table: Factors in work-based Social (Mobile) Network(ing) Services
16. personal learning networks (group or distributed self-regulation)
(Rajagopal, et al., 2012)
i. building connections (adding new people to
the network so that there are resources available
when a learning need arises);
ii. maintaining connections (keeping in touch
with relevant persons); and
iii. activating connections (with selected persons
for the purpose of learning)
iv. aggregated trustworthiness (perceived
credibility) = social validation + authority and trustee
+ profiles (Jessen and Jørgensen, 2012)
17. Key questions
How can we scale up meaningful learning activities
of
individuals and groups so they become linked
together
building confidence, commitment, performance
& progress?
Amplified by SNSs and mobile technologies?
Mediated by scaffolding and bridging activities?
18. Learning Layers
A large-scale research project co-funded by the European
Commission’s 7th Framework Programme.
The consortium consists of 17 institutions from 7 different countries.
Total project budget over 4 years is 12 Million Euros (i.e. over 10.5
million GBP).
The goal of the project is to scale up support for informal workplace
learning in regional clusters of small and medium sized enterprises.
We will trial these innovations in two sectors that have been particularly
hesitant to take up learning technologies:
health care in the North East of England and
building and construction in North Germany.
20. Learning Layers
The Learning Layers project looks at how informal
learning in the workplace can be supported by new
technologies like mobile phone and tablet apps.
I lead a work package called 'Networked
Scaffolding – Interacting with People' that is taking
a Design Research approach to development.
21. Learning Layers
One aim of Design Research (e.g. Bannan-Ritland, 2003&2009) is to identify
and model technology-mediated, social learning and behaviours in order to
design tools that support and promote the practices under investigation.
For example, in Cook (2002) I proposed a Design Research approach
(although I never called it that) which revolves around evolutionary prototyping.
What this means in simple terms is that we need to consider repeated cycles
of: empirical work, theory/model development and tool/artefact refinement.
I have extended this approach of ‘cycles for design’ to the Learning Layers
project so that it now has much in common with participatory design process.
A "key characteristic of the participatory design territory is the use of physical
artefacts as thinking tools throughout the participatory design process, a
practice emanating from the research-led "Scandinavian" tradition" (Sanders
and Chan, 2007, my bold).
22. Learning Layers
Rest of talk will be to give snapshots of the extensive
cycles for design being undertaken in Learning Layers by
several work packages, including my own.
The starting point for my own work package is the initial
typology (Cook and Pachler, 2012) of informal workplace
learning;
this is used to provide a theory/model for understanding
social mobile network(ing) services in work-based
learning.
The talk will then go on to introduce on-going,
overlapping activities from across the project:
23. Learning Layers
State of the Art review of scaffolding and related concepts
Initial textual example to motivate design
Design ideas
Tools to inspire design, e.g. using the network section of the MoLE app from Tribal, a
technical partner
Wire frames & story boards
Analysis of Q&A Forums
Ethnographic study and resulting user stories that describe current practices at the
workplace and personas
Social Semantic Server to underpin interactions
Application Partner Days, with co-design activities
Integrated Model of Scaffolding
Design Conference (a Month 5 milestone) which has a focus on mappings between the
multiple activities & design teams, held at Aalto University, Helsinki, Finland, March 2013.
24.
25. Conceptual model of face-to-face scaffolding (Pol, Volman, & Beishuizen,
2010, p. 274)
26. Initial textual example to motivate design
Scaffolding examples from medical domain (by John Sandars and John
Cook)
A GP called Susan at the Diabetes Clinic has a PC dashboard with NHS
data base icon and Layers icons (including one for a scaffolding informal
learning networks). Susan has just used the NHS data base to diagnose
a patient and wants to see what her trusted colleagues think. Susan
enters the diagnosis through the Layers interface asking her network
"was I right, what do you think?" She goes on her afternoon rounds and
whilst walking to her third visit checks her mobile phone Dashboard. The
Layers icon is flashing, when she clicks she has a 4 line answer to her
question from her network; there is also a prompt from Layers to raise
this at the next team meeting and to enter this into the notes of her
patient (she accepts both). How Susan set up this informal learning
network in the past could be a form of scaffolding based around ideas of
...
29. Ethnographic study and resulting user stories &
personas that describe current practices at the
workplace
Actors
Peter
(GP running the
Diabetic Clinic)
Richard
(Business Manager)
NHS trainer Tina
(Diabetic Nurse Specialist)
Jane
(GP of Diabetic Clinic)
Douglas
(GP, not involved in
Diabetic Clinic)
Patient Staff from
other GP practices
Situation / Trigger · New Pathway Guidelines
The NHS has produced new pathway guidelines on how to manage a certain diabetic condition.
· Training Invitation
The Diabetic Clinic at Rowland Green Medical Centre (GP Practice) receives an invitation to attend local
training on the new guidelines.
Tools / Physical Objects / Locations
Information on new guidelines
NHS, NICE Pathway website
NHS training rooms
USER STORY 1: CASCADING LEARNING
Sequence of Activities
Peter Richard
NHS trainer
Staff from
other GP practices
Attend local training
on new guidelines
Training Session and discussion
on new guidelines
Reflection and urge
to spread the
information
Peter
Richard
Delay due to time
intensive day-to-day work
Peter Richard
Email
Email folder for education material
Private communication facilities
(Coffee room)
Presentation and training tools:
powerpoint, video, written
material
Transportation and facilites
By
University
Innsbruck
32. Design Conference
A Month 5 milestone
which has a focus on mappings between the multiple
activities & design teams,
held at Aalto University, Helsinki, Finland, March 2013
Criteria for Selecting Design Ideas
Learning and Scaffolding
Networking and Peer Production
Meaning Making
Potential to scale and be sustained beyond the
immediate context of interaction
33. Design Research: Methodological Reflections
Bannan-Ritland, B. (2009). The integrative learning design framework: An illustrated example from the domain of instructional technology. In T. Plomp & N. Nieveen (Eds.), An Introduction to Educational Design
Research. Enschede, Netherlands; SLO Netherlands Institute for Curriculum Development.
In Year 1
we are
looking at
these
areas
34. ILDF Phases Informed
Exploration
Enactment-
Detailed Design
Local Impact Broad Impact
Sub-phases · Needs analysis
· Survey Literature
· Theory
development
· Audience
characterization
· Research
Systems design
· Articulated
prototype
· Detailed design
· Formative
evaluation
· Theory systems
refinement
· Implementation
· Evaluation
results
· Publish results
· Diffusion,
adoption &
adaption
· Consequences
In Learning
Layers not as
linear as ILDF.
We are
working in
parallel on
these in year 1
· Needs analysis:
textual
examples, WP7
Application
Partners
generate ideas
· Survey
Literature:
many of the
work package
are developing
their own
perspective
· Theory
development:
Integrated
scaffolding
model
· Audience
characterization
: ethnographic
study, co-
design, new
empirical work
on existing
online fora
We are trying to
understanding the
problem space and
moving forward on
multiple fronts.
· Articulated
prototypes:
wire frames,
story boards,
mock-up,
semantic
server, other
design ideas
· Research
Systems design:
The design
conference will
use ‘design
criteria’ to
evolved distinct
design teams.
·
· Diffusion,
adoption &
adaption: we are
trying to think
about this now,
particularly how
we will scale via
networks and
clusters