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![Sensemaking: the search for plausible,
narrative connections
• In their review of sensemaking, Klein, et al. conclude:
• “By sensemaking, modern researchers seem to
mean something different from creativity,
comprehension, curiosity, mental modeling,
explanation, or situational awareness, although all
these factors or phenomena can be involved in or
related to sensemaking. Sensemaking is a
motivated, continuous effort to understand
connections (which can be among people, places,
and events) in order to anticipate their trajectories
and act effectively. […] A frame functions as a
hypothesis about the connections among data.”
12](https://image.slidesharecdn.com/edufutures-evidencehub-jan2012-120124052108-phpapp02/75/Educational-Futures-Evidence-Hub-12-2048.jpg)
Uploaded bySimon Buckingham Shum
Educational Futures Evidence Hub
The document discusses creating an "Educational Futures Evidence Hub" to engage academics, practitioners, enterprises, and policymakers through a dynamic web presence. It describes the Thematic Research Network and its goal of using collective intelligence and open educational resources to better understand the impact of emerging technologies on education. The document raises questions about how to augment systems' ability to sense, respond to, and shape their environment through the lenses of complex adaptive systems, resilience, sensemaking, and human-computer interaction.
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Educational Futures Evidence Hub
- 1. Educational Futures Thematic Research Network ork 23 January 2012 An Educational Futures Evidence Hub: Dynamic Web Presence for Engaging Academics, Practitioners, Enterprise & Policymakers? Simon Buckingham Shum Knowledge Media Institute 1
- 2. olnet.org IET (OER ImpactResearch) KMi (OER Collective Intelligence Research) Patrick McAndrew (PI) Simon Buckingham Shum Pangiota Alevizou Michelle Bachler Canan Blake Anna De Liddo Doug Clow Gráinne Conole Karen Cropper Rob Farrow Ann Jones Kasia Kozinska Elpida Makriyannis Andreia Inamorato dos Santos Eileen Scanlon Tina Wilson
- 3. Your team, organization,school, professional network, community... 3
- 4. Your team, organization,school, professional network, community... 4
- 5. Your team, organization,school, professional network, community... 5
- 6. How do weaugment this system’s capacity to sense, respond to, and shape its environment? • Through the lens of complex adaptive systems, resilience and network science... • Through the lens of sensemaking and HCI... • Hypermedia Discourse: social- semantic web + models of discourse 6
- 7. How do weaugment this system’s capacity to sense, respond to, and shape its environment? • Through the lens of complex adaptive systems, resilience and network science... • many interacting agents (human and software) • many weak signals that can build up unexpectedly • diversity and redundancy • feedback loops • visual analytics to reveal emergent patterns and network properties • ability to withstand change and shock to the system 7
- 8. Resilience • Walker, etal. (2004) define resilience as “the capacity of a system to absorb disturbance and reorganize while undergoing change, so as to still retain essentially the same function, structure, identity, and feedbacks” 8
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- 10. Resilience Platforms http://www.futureofed.org/driver/Platforms-for-Resilience.aspx Creating flexibilityand innovation amid system failures “Platforms for resilience - enabling responsive flexibility, distributed collaboration, and transparency - will allow institutions to meet such challenges through innovation, adaptation, and openness.” 10
- 11. How do weaugment this system’s capacity to sense, respond to, and shape its environment? • Through the lens of sensemaking and HCI... • many plausible narratives: what was, is, or might be going on?... • cri • many representational artifacts tical t being shared and annotated • arg hinkin ument g • attention to the quality of • ass ation conversation: how well are umpti agents listening to each other • ana ons and what kinds of contributions logica • ca u l thin do they make? sality king • informal interaction mixed with • jux taposi stronger public claims • “ki tions • many connections being made, nda r elated both formal and fuzzy ...” 11
- 12. Sensemaking: the searchfor plausible, narrative connections • In their review of sensemaking, Klein, et al. conclude: • “By sensemaking, modern researchers seem to mean something different from creativity, comprehension, curiosity, mental modeling, explanation, or situational awareness, although all these factors or phenomena can be involved in or related to sensemaking. Sensemaking is a motivated, continuous effort to understand connections (which can be among people, places, and events) in order to anticipate their trajectories and act effectively. […] A frame functions as a hypothesis about the connections among data.” 12
- 13. Contested Collective Intelligence conversations are critical to sensemaking there is no master worldview we need CI infrastructures to pool awareness of how people are reading small signals, and amplify important connections De Liddo, A., Sándor, Á. and Buckingham Shum, S. (2012, In Press). Contested Collective Intelligence: 13 Rationale, Technologies, and a Human-Machine Annotation Study. Computer Supported Cooperative Work.
- 14. Where our toolsfit… Given a wealth of documents… 14
- 15. Where our toolsfit… Given a wealth of documents, and tools to detect and render potentially significant patterns… 15
- 16. Where our toolsfit… Given a wealth of documents, and tools to detect and render potentially significant patterns… 16
- 17. Where our toolsfit: making meaningful connections between information elements… 17
- 18. Where our toolsfit: making meaningful connections between interpretations interpretation interpretation interpretation interpretation 18
- 19. Where our toolsfit: making meaningful connections between interpretations interpretation interpretation interpretation (a hunch – no grounding evidence yet) interpretation interpretation interpretation 19
- 20. Where our toolsfit: making meaningful connections between information elements interpretation Is pre-requisite for interpretation interpretation (a hunch – no grounding evidence yet) causes predicts interpretation interpretation interpretation 20
- 21. Where our toolsfit: making meaningful connections between information elements interpretation Is pre-requisite for prevents interpretation interpretation (a hunch – no grounding Is inconsistent with evidence yet) causes predicts challenges interpretation interpretation interpretation 21
- 22. Where our toolsfit: building the story that makes sense of the evidence… i.e. plausible arguments Question responds to motivates Answer Assumption supports challenges Supporting Challenging Argument… Argument… 22
- 23. Where our toolsfit: building the story that makes sense of the evidence… i.e. plausible arguments Question responds to motivates Answer Hunch supports challenges Supporting Challenging Argument… Argument… 23
- 24. Where our toolsfit: building the story that makes sense of the evidence… i.e. plausible arguments Question responds to motivates Answer Data supports challenges Supporting Challenging Argument… Argument… 24
- 25. OLnet is searching out the http://www.flickr.com/photos/bartelomeus/4184705426/ evidence for effec4ve OER, and building an Evidence Hub — a living map by, of and for the OER movement — and those we need to impact
- 26. We need topool our Collective Intelligence 26
- 27. Evidence Hub 27
- 28. Evidence Hub Speeches Blogs Research Pubs. War St Learner Feedback Press Coverage Data Policies . 28
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- 38. How do theyall join up? And how could they be joined to provide an advanced CI platform, e.g. Which approach has the strongest evidence? Who is making use of this report in policy lobbying? Who is working on this problem? Is there a connection between this technology and this challenge? Are these two organizations related? Which challenge is most contentious? Has this research ever been applied in practice? Has anyone evaluated this product? 38
- 39. Integrating the fragments-> narrative 39
- 40. Integrating the fragments-> narrative 40
- 41. Integrating the fragments-> narrative 41
- 42. Integrating the fragments-> narrative 42
- 43. Integrating the fragments-> narrative 43
- 44. Integrating the fragments-> narrative 44
- 45. Integrating the fragments-> narrative 45
- 46. Integrating the fragments-> narrative 46
- 47. ci.olnet.org 47
- 48. Collective Intelligence: EvidenceHubs • A way for a reflective learning community to share who and where they are, what they are working on, and what they’re learning 48
- 49. Collective Intelligence: EvidenceHubs • A way for a reflective learning community to share who and where they are, what they are working on, and what they’re learning 49
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- 57. An Educational Futures Evidence Hub? 57
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- 63. An Educational FuturesEvidence Hub? e.g. CI for Interactive Whiteboards 63
- 64. An Educational FuturesEvidence Hub? e.g. CI for Interactive Whiteboards <the literature> 64
- 65. An Educational FuturesEvidence Hub? e.g. CI for Interactive Whiteboards <the literature> 65
- 66. An Educational FuturesEvidence Hub? Cities have drastically reduced capacity to connect educators to each other: new role for ICT 66
- 67. EduFutures EvHub ascatalyst for building a virtual and f-f professional network across sectors Enterprise Research Prac4ce EvHub Policy 67
- 68. EduFutures EvHub ascatalyst for building a virtual and f-f professional network across sectors Enterprise Research Prac4ce EvHub Teachers as action researchers with OU. Part of something bigger. Learning how to make Policy claims evidence-based 68
- 69. EduFutures EvHub ascatalyst for building a virtual and f-f professional network across sectors Enterprise Research Prac4ce EvHub Vendors have a neutral space for research discourse. Project sponsors. Learn how to improve products Policy 69
- 70. EduFutures EvHub ascatalyst for building a virtual and f-f professional network across sectors Enterprise Research Prac4ce EvHub Researchers impacting practice, policy and products, and tracking that impact. Multi-way conversations. Research shaped Policy by more than academic drivers. 70
- 71. EduFutures EvHub ascatalyst for building a virtual and f-f professional network across sectors Enterprise Policy analysts and decision- makers have a space to consult, new ways to track the evidence- Research base, ways to find and access lead Prac4ce EvHub researchers and practitioners Policy 71
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- 73. Write your ownstory… Enterprise Research Prac4ce EvHub Policy 73
- 74. Can you sketchyour own version of this? ? ? ? 74