Presented on Tuesday 6 September at NCVO Campaigning Conference 2016.
Peter Bryant, Head of Learning Technology and Innovation, London School of Economics and Political Science
Tim Hughes, Open Government Programme Manager, Involve
Nick Davies, Public Services Manager, NCVO (chair)
If you would like to find out more about our training and events, visit our website at https://www.ncvo.org.uk/training-and-events.
This document discusses social media and its role in journalism. It begins by defining social media and what makes a platform social - things like user-generated content, convergence, collaboration, community, and conversation. It then discusses how social media has shifted journalism practices, with journalists now participating directly in conversations with audiences. The document outlines three principles for social media use in journalism: be human, be honest, and be involved. It also provides examples of how journalists can use social media for content distribution, beat reporting, and crowdsourcing. The key takeaway is that social media allows for more direct engagement and interaction between journalists and their audiences.
Is learning happening (and how) in virtual communities of practice?Louise Worsley
Innovation is occurring through open learning because the requirements of learning are changing, the number and types of solutions available through computer-mediated communication are growing rapidly, and these in turn are leading to a new learning paradigm. These changes impact upon our children’s education, adult learning, and the way we as groups, professional communities and organisations acquire and share knowledge.
This document discusses how arts organizations can build conversational brands on social media by engaging users and communities. It notes that traditional organizational structures are being challenged by Web 2.0, which focuses on users over institutions. Examples are given of museums using tools like Flickr, podcasts, and mobile apps to encourage user participation and global collaboration. The rise of social media is outlined, showing how the average 18 year old now has more conversations than their grandparents. Recommendations are made for arts organizations to build trust, listen, establish networks, engage communities, share content, react to users, target influencers, involve communities, disrupt schemas, and sustain conversations to build word-of-mouth and advocacy.
Presented on Tuesday 6 September at NCVO Campaigning Conference 2016.
Peter Bryant, Head of Learning Technology and Innovation, London School of Economics and Political Science
Tim Hughes, Open Government Programme Manager, Involve
Nick Davies, Public Services Manager, NCVO (chair)
If you would like to find out more about our training and events, visit our website at https://www.ncvo.org.uk/training-and-events.
This document discusses social media and its role in journalism. It begins by defining social media and what makes a platform social - things like user-generated content, convergence, collaboration, community, and conversation. It then discusses how social media has shifted journalism practices, with journalists now participating directly in conversations with audiences. The document outlines three principles for social media use in journalism: be human, be honest, and be involved. It also provides examples of how journalists can use social media for content distribution, beat reporting, and crowdsourcing. The key takeaway is that social media allows for more direct engagement and interaction between journalists and their audiences.
Is learning happening (and how) in virtual communities of practice?Louise Worsley
Innovation is occurring through open learning because the requirements of learning are changing, the number and types of solutions available through computer-mediated communication are growing rapidly, and these in turn are leading to a new learning paradigm. These changes impact upon our children’s education, adult learning, and the way we as groups, professional communities and organisations acquire and share knowledge.
This document discusses how arts organizations can build conversational brands on social media by engaging users and communities. It notes that traditional organizational structures are being challenged by Web 2.0, which focuses on users over institutions. Examples are given of museums using tools like Flickr, podcasts, and mobile apps to encourage user participation and global collaboration. The rise of social media is outlined, showing how the average 18 year old now has more conversations than their grandparents. Recommendations are made for arts organizations to build trust, listen, establish networks, engage communities, share content, react to users, target influencers, involve communities, disrupt schemas, and sustain conversations to build word-of-mouth and advocacy.
1945 - Vannevar Bush conceptualized the idea of hyperlinked pages, which became the foundation of the World Wide Web. Tim Berners-Lee later developed the actual World Wide Web in 1989 at CERN using these ideas.
Online collaboration allows groups to work together in real-time over the Internet using tools like blogs and wikis. Social bookmarking services like del.icio.us allow users to bookmark and share web pages.
Artists and curators now play the role of "cultural context providers", blurring traditional lines and involving users in participatory media projects like agoraxchange. This reflects how artistic production now values collaboration over solitary work.
YouTube: sharing AV content as a collective effortGhent University
Courtois, C., Ostyn, V. & Mechant, P. (2009). YouTube : sharing AV content as a collective effort. In: CMI International conference on Social Networking and Communities : From the big to the small screen, Copenhagen, Denmark, 2009-11-26. Sørensen, L. ed. CMI Aalborg University.
The document discusses how social media and digital technologies impact local democracy and civic participation. It explores early community networks that provided alternative access and content outside of traditional mass media. It also examines how social media platforms like Twitter can both enable discussion and civic engagement, but also divide people into echo chambers that make collective action difficult. While tools like filtering, feeds, and sharing provide opportunities for connection, they also constrain discussion and participation if overused. Effective use of platforms may help overcome some of these challenges.
This presentation is taken form my thesis and was delivered at the ICM presentation in Glasgow 2008. I hope to add the sound recording to this as soon as possible.
The document discusses trends in education including a shift from individual expression to community involvement and collaboration. It highlights how social and intellectual capital are becoming more important and discusses moving from a teaching focus to a learning focus. Web technologies like Web 2.0 enable sharing, cooperation, and collective action among learning networks both in and out of the classroom.
Policy Participation Case Study: NHSCitizenMathew Lowry
Presentation by Michelle Brook at my EuroPCom 2015 workshop "Online Communities: more than just a comms tactic".
More: http://mathew.blogactiv.eu/tag/europcom/
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
This document discusses how social media and broadcasting are evolving from one-to-many models to ones where broadcasters can have conversations with audiences across various platforms like social networks, YouTube, and blogs. While experimenting with these new forms of media is useful for broadcasters to engage with audiences, the document cautions that broadcasters should maintain honesty and avoid sensationalism when interacting with audiences online.
Let's Really Go Online! The Potential of Social Media for Improving Organizat...Simone Staiger-Rivas
Overview of statistics and behavioral trends related to social media. Analysis of the potential of social media for international agricultural research. Examples.
This document discusses media manipulation, amplification, and responsibility. It is divided into eight parts that cover topics like freedom of speech, aiming for an unbiased search, conspiracy theories, digital martyrdom, capitalism, and amplification of content. The document emphasizes that technology companies have significant power and should take responsibility for how their platforms are used to spread and amplify information. It was presented by danah boyd from Microsoft Research and builds on work from Data & Society.
Towards a ThirdSpace: designing an inclusive open online learning ecosystemwitthaus
Presentation by Gabi Witthaus and Marwa Belghazi at MOONLITE workshop: Reaching out - Open Digital Learning for Disadvantaged Communities, University of Wolverhampton, 27 March 2019
Collectiveactionandchallengesofsocialchange revised dec 18Ray Brannon
The document discusses theories of collective action and volunteerism in the United States. According to convergence theory, collective action occurs when people with similar ideas gather in the same place. Emergent norm theory emphasizes the influence of leaders in promoting norms that group members then follow. While Americans have traditionally had high volunteer participation, it seems to have declined somewhat with the rise of the Internet, as people can now join groups and donate online without face-to-face interaction.
Collective action involves collaborative efforts in groups that diverge from social norms. There are two main theories of collective action. Convergence theory holds that collective action occurs when people with similar ideas gather in one place. Emergent norm theory emphasizes the influence of leaders in promoting new norms that group members then follow. The passage also notes that while Americans have traditionally had high levels of volunteerism, it seems to have declined somewhat with the rise of the internet, as people can now join groups and donate online without face-to-face interaction.
The document discusses developing strategic vision and tools for knowledge institutions in a networked society. It proposes using foresight methodologies like futures studies, systems approaches, and soft systems modeling to develop a public knowledge ecosystem model. This model would examine how public policy, digital determinism, knowledge institutions, and individual/community factors interact and identify shared value flows and boundary exchanges between organizations to maximize benefits for all citizens.
Of MOOCs, ARGs, and other Acronyms: how can we engage citizens effectivelyVanessa Camilleri
This document discusses various methods for engaging citizens, including MOOCs (Massive Open Online Courses) and ARGs (Alternate Reality Games). It describes MOOCs as online courses that are open to thousands of participants. ARGs are discussed as games that can engage citizens through creative missions and collaborative planning. The document proposes a CCE (Citizen Co-creation and Engagement) model to provide a framework for citizen involvement through networking, co-creating, and public discourse. It suggests designing ARGs with missions that empower citizens and engage them in creative problem solving.
With Great Power Comes Great Responsibility - Social media and Libraries Cili...Leo Appleton
This document discusses how librarians can use social media to benefit library users. It provides examples of how libraries are using social media platforms like Twitter and blogs to market services, answer inquiries from users, and collaborate with researchers. The document also discusses how alternative metrics (altmetrics) can help measure the broader impact of research by tracking mentions and shares on social media and other online platforms. Altmetrics provide additional context alongside traditional citations and can recognize dissemination of research through different formats and channels.
This document discusses how librarians can use social media to benefit library users. It provides examples of how libraries are using social media platforms like Twitter and blogs to market services, answer inquiries from users, and collaborate with researchers. The document also discusses how altmetrics can help measure the broader impact of research by tracking mentions in social networks, views and shares on platforms like YouTube, Mendeley readership, and mentions on blogs and in the press. Altmetrics provide additional context alongside traditional citations for understanding how research is engaging different audiences.
Social networking allows individuals to build online communities to share interests and activities. Early social networks included SixDegrees.com in the 1990s and connecting "six degrees of separation" between individuals. The rise of the internet allowed for more anonymous interactions and the first recognizable social networks. Today, hundreds of millions of users engage with social networks daily on sites like Facebook and YouTube. While some companies block access due to concerns over productivity, social networks enable new forms of collaboration between employees and with customers. Emerging technologies will further integrate social networks across multiple platforms and devices through mobile access, location-based services, and semantic applications on the "Social Web."
I was invited to speak about Product Management as a career to students at my alma mater BITS-Pilani, Goa Campus.
This is a short snappy introduction to Product Management aimed at students.
I gave the same talk as a webinar on WeBind (webind.in).
A recording of the talk can be found here:
https://www.youtube.com/watch?v=xIsLd2pGo-k
1945 - Vannevar Bush conceptualized the idea of hyperlinked pages, which became the foundation of the World Wide Web. Tim Berners-Lee later developed the actual World Wide Web in 1989 at CERN using these ideas.
Online collaboration allows groups to work together in real-time over the Internet using tools like blogs and wikis. Social bookmarking services like del.icio.us allow users to bookmark and share web pages.
Artists and curators now play the role of "cultural context providers", blurring traditional lines and involving users in participatory media projects like agoraxchange. This reflects how artistic production now values collaboration over solitary work.
YouTube: sharing AV content as a collective effortGhent University
Courtois, C., Ostyn, V. & Mechant, P. (2009). YouTube : sharing AV content as a collective effort. In: CMI International conference on Social Networking and Communities : From the big to the small screen, Copenhagen, Denmark, 2009-11-26. Sørensen, L. ed. CMI Aalborg University.
The document discusses how social media and digital technologies impact local democracy and civic participation. It explores early community networks that provided alternative access and content outside of traditional mass media. It also examines how social media platforms like Twitter can both enable discussion and civic engagement, but also divide people into echo chambers that make collective action difficult. While tools like filtering, feeds, and sharing provide opportunities for connection, they also constrain discussion and participation if overused. Effective use of platforms may help overcome some of these challenges.
This presentation is taken form my thesis and was delivered at the ICM presentation in Glasgow 2008. I hope to add the sound recording to this as soon as possible.
The document discusses trends in education including a shift from individual expression to community involvement and collaboration. It highlights how social and intellectual capital are becoming more important and discusses moving from a teaching focus to a learning focus. Web technologies like Web 2.0 enable sharing, cooperation, and collective action among learning networks both in and out of the classroom.
Policy Participation Case Study: NHSCitizenMathew Lowry
Presentation by Michelle Brook at my EuroPCom 2015 workshop "Online Communities: more than just a comms tactic".
More: http://mathew.blogactiv.eu/tag/europcom/
I want to use our online presence as a way to help us think through one big idea: who we are when we are online as educators. What do professors do online? Is there anything special about faculty members who are online? Does their use of social media differ from the general population? Do they also post pictures of their children food, and cats? In this presentation, I will discuss how/why academics use social media and online networks, and explore aspects of online participation that is unique to scholars. I will discuss the opportunities and tensions that exist in online spaces, and share recent original research that shows how small data, as well as big data, can help us make sense of professors’ (and thereby students’) participation in online spaces.
This document discusses how social media and broadcasting are evolving from one-to-many models to ones where broadcasters can have conversations with audiences across various platforms like social networks, YouTube, and blogs. While experimenting with these new forms of media is useful for broadcasters to engage with audiences, the document cautions that broadcasters should maintain honesty and avoid sensationalism when interacting with audiences online.
Let's Really Go Online! The Potential of Social Media for Improving Organizat...Simone Staiger-Rivas
Overview of statistics and behavioral trends related to social media. Analysis of the potential of social media for international agricultural research. Examples.
This document discusses media manipulation, amplification, and responsibility. It is divided into eight parts that cover topics like freedom of speech, aiming for an unbiased search, conspiracy theories, digital martyrdom, capitalism, and amplification of content. The document emphasizes that technology companies have significant power and should take responsibility for how their platforms are used to spread and amplify information. It was presented by danah boyd from Microsoft Research and builds on work from Data & Society.
Towards a ThirdSpace: designing an inclusive open online learning ecosystemwitthaus
Presentation by Gabi Witthaus and Marwa Belghazi at MOONLITE workshop: Reaching out - Open Digital Learning for Disadvantaged Communities, University of Wolverhampton, 27 March 2019
Collectiveactionandchallengesofsocialchange revised dec 18Ray Brannon
The document discusses theories of collective action and volunteerism in the United States. According to convergence theory, collective action occurs when people with similar ideas gather in the same place. Emergent norm theory emphasizes the influence of leaders in promoting norms that group members then follow. While Americans have traditionally had high volunteer participation, it seems to have declined somewhat with the rise of the Internet, as people can now join groups and donate online without face-to-face interaction.
Collective action involves collaborative efforts in groups that diverge from social norms. There are two main theories of collective action. Convergence theory holds that collective action occurs when people with similar ideas gather in one place. Emergent norm theory emphasizes the influence of leaders in promoting new norms that group members then follow. The passage also notes that while Americans have traditionally had high levels of volunteerism, it seems to have declined somewhat with the rise of the internet, as people can now join groups and donate online without face-to-face interaction.
The document discusses developing strategic vision and tools for knowledge institutions in a networked society. It proposes using foresight methodologies like futures studies, systems approaches, and soft systems modeling to develop a public knowledge ecosystem model. This model would examine how public policy, digital determinism, knowledge institutions, and individual/community factors interact and identify shared value flows and boundary exchanges between organizations to maximize benefits for all citizens.
Of MOOCs, ARGs, and other Acronyms: how can we engage citizens effectivelyVanessa Camilleri
This document discusses various methods for engaging citizens, including MOOCs (Massive Open Online Courses) and ARGs (Alternate Reality Games). It describes MOOCs as online courses that are open to thousands of participants. ARGs are discussed as games that can engage citizens through creative missions and collaborative planning. The document proposes a CCE (Citizen Co-creation and Engagement) model to provide a framework for citizen involvement through networking, co-creating, and public discourse. It suggests designing ARGs with missions that empower citizens and engage them in creative problem solving.
With Great Power Comes Great Responsibility - Social media and Libraries Cili...Leo Appleton
This document discusses how librarians can use social media to benefit library users. It provides examples of how libraries are using social media platforms like Twitter and blogs to market services, answer inquiries from users, and collaborate with researchers. The document also discusses how alternative metrics (altmetrics) can help measure the broader impact of research by tracking mentions and shares on social media and other online platforms. Altmetrics provide additional context alongside traditional citations and can recognize dissemination of research through different formats and channels.
This document discusses how librarians can use social media to benefit library users. It provides examples of how libraries are using social media platforms like Twitter and blogs to market services, answer inquiries from users, and collaborate with researchers. The document also discusses how altmetrics can help measure the broader impact of research by tracking mentions in social networks, views and shares on platforms like YouTube, Mendeley readership, and mentions on blogs and in the press. Altmetrics provide additional context alongside traditional citations for understanding how research is engaging different audiences.
Social networking allows individuals to build online communities to share interests and activities. Early social networks included SixDegrees.com in the 1990s and connecting "six degrees of separation" between individuals. The rise of the internet allowed for more anonymous interactions and the first recognizable social networks. Today, hundreds of millions of users engage with social networks daily on sites like Facebook and YouTube. While some companies block access due to concerns over productivity, social networks enable new forms of collaboration between employees and with customers. Emerging technologies will further integrate social networks across multiple platforms and devices through mobile access, location-based services, and semantic applications on the "Social Web."
I was invited to speak about Product Management as a career to students at my alma mater BITS-Pilani, Goa Campus.
This is a short snappy introduction to Product Management aimed at students.
I gave the same talk as a webinar on WeBind (webind.in).
A recording of the talk can be found here:
https://www.youtube.com/watch?v=xIsLd2pGo-k
#futurehappens - Challenging educational paradigms and the changing role of t...Peter Bryant
This document summarizes Peter Bryant's presentation on the changing role of learning technologists. It notes that the number of internet-connected devices now exceeds the world's population, though internet access is still not universal. It discusses tensions between new technologies and traditional pedagogies. Bryant argues that existing practices and notions of technological innovation are often pitted against each other unnecessarily. He calls for learning technologists to focus on making their institutions better through strategic, collaborative projects that stimulate change and have institutional impact.
This document contains contact information for Abdul Manan Bhayo in drilling operations and awareness from May 9, 2016, including his employee number 01037310 and phone number 281-698-7526. It also lists Ruchir F Shah and identification code DF2A9A22-C7944B regarding a topic on learning to drill.
This document discusses a collaborative initiative to visualize the student experience of assessment through mapping tools. It introduces the context of embedding graduate attributes, feedback from the National Student Survey indicating ongoing assessment issues, and a focus on strategic positioning of feedback and assessment. The initiative aimed to develop a dynamic, light-touch, and scalable process for engaging academics in shifting existing quality assurance processes to represent assessment and feedback design. Course leaders were asked to complete a simple spreadsheet to generate an automatic report graphically displaying the assessment timeline and landscape. This allows staff to interact with and see the consequences of their assessment design decisions in real-time.
Modelo de referencia virtual asincrónica para biblioteca escolar. Presentado en la Asamblea / Conferencia Anual de la Sociedad de Bibliotecarios de Puerto Rico 2009.
How do you live life by design? Being the most ideal way to live, instead of just following the life that others expect of you, let's put some thought on how to actualize this way of living to bring you closer to your dreams.
Workshop a Importância e Funcionamento do Conselho Municipal de Turismo São V...renatocaicara
O COMTUR tem por objetivo principal formular e implementar a Política Municipal de Turismo Responsável, visando criar condições para o aperfeiçoamento e o envolvimento, em base sustentáveis, da atividade turística no Município de forma a garantir o bem estar de seus habitantes e turistas e o resguardo do patrimônio natural, histórico e cultural.
Improving Writing and Critical Thinking Competence in Psychology: A Primer a...James Tobin, Ph.D.
This manual was composed to support psychology students' ability at the undergraduate and graduate levels to write more effectively in a variety of contexts within academic and applied settings. The primer is not meant to be a comprehensive writing guide, but focuses instead on the core components of scholarly writing, critical thinking, and the formulation and execution of original ideas. The relevance of these competencies for clinical psychology training is emphasized throughout the manual. Exercises are provided to help the instructor and/or student with practice experiences to support the refinement of the ideas and skills presented.
Este documento propone un proyecto para cultivar fresas en el Municipio de San Vicente con el objetivo de generar empleo para madres cabeza de hogar y reducir la pobreza. El proyecto implementaría el cultivo hidropónico de fresas para producir y comercializar este cultivo. Se espera que este proyecto mejore la calidad de vida de las madres desempleadas y reduzca problemas sociales en la región como resultado del desempleo.
Generating learning through the crowd: The role of social media practices in ...Peter Bryant
This document summarizes Peter Bryant's work using social media to support student learning at scale. It discusses challenges with traditional education being too structured versus how people naturally learn through social experiences. Social media allows for collaborative, participatory learning but raises issues around regulation and academic integrity. Bryant led a project crowdsourcing a constitution by bringing together over 1500 social media users who generated ideas, debated, voted, and collaboratively wrote an 8500-word constitution. Key challenges were building an inclusive online community and facilitating open-ended, non-linear learning at massive scale through social media. The project showed social media's potential for collective problem-solving and cultivating learning through discontinuous engagement from a diverse group of self-selecting community members
The document discusses knowledge strategy in a networked society and proposes two propositions: 1) That public value will be more effectively achieved through strategic policies that treat user value as flows across institutions rather than actions based on institution classes. 2) Public value will best be achieved by integrating unrelated institutions into a coordinated strategy. It suggests taking an ecosystem approach to create a public knowledge network and explores how knowledge institutions may need to change to remain relevant in the future.
Engaging students through social learningLisa Harris
This document discusses how the University of Southampton is using MOOCs and social learning to innovate curriculum and engage students. It highlights the university's flexible degree programs and involvement in the FutureLearn MOOC platform. MOOCs are seen as catalysts for changing teaching practices by adding social elements and flipping classrooms. Learning analytics from massive student cohorts in MOOCs allow new approaches to feedback, assessment and personalization. MOOCs are also used to showcase research and recruit students to existing programs.
Innovating Pedagogy 2020. Innovation Report 8
Exploring new forms of teaching, learning and assessment, to
guide educators and policy makers. Institute of Educational Technology, The Open University
Social Media, Civic Engagement, and Participation in the Digital AgeJimmy Young
This document discusses how social media and digital technologies can impact civic engagement and participation. It covers key topics like social media definitions, forms of participatory culture online, new media literacies, and digital activism. The document suggests that while social media makes it easier to connect with causes, the impact of online actions like sharing posts is still unclear, and tangible offline actions may be more effective for creating real change. It provides strategies for non-profits to thoughtfully engage audiences and leverage social platforms to accomplish goals and missions.
Crowdsourcing the UK Constitution: Digital Citizenship and Civic Engagement i...Crowdsourcing Week
London School of Economics and Political Science (UK) launched an innovative civic engagement project, which aimed to crowd source the United Kingdom Constitution. One of the key intentions of the project was to leverage and magnify the power of the community and the ‘massive’ in order to empower.
By Peter Bryant, London School of Economics and Political Science. Presented at Crowdsourcing Week Global 2016. Learn more and join the next event: www.crowdsourcingweek.com
The machine in the ghost: a socio-technical perspective...Cliff Lampe
This document discusses sociotechnical systems and the challenges of collaboration between researchers studying these systems and practitioners. It defines sociotechnical systems as the interrelation between technological and human systems. It argues that truly understanding these systems requires combining the theories and techniques of multiple fields including social science, computer science, and engaging with practitioners. However, bringing these different groups together is difficult due to differences in culture, goals, and incentives between academics and practitioners. It provides some strategies for encouraging collaboration, such as phenomena-based research, workshops, funding incentives, and mixed academic/practitioner events and project partnerships.
This document summarizes a talk on policy 2.0 and lessons learned from experiences with these tools and processes. It describes the emergence of policy 2.0 since 2005 based on earlier movements in web 2.0, government 2.0, and e-rulemaking. Key tools of policy 2.0 include open data, social networks, and crowdsourcing. While promising, there are still open questions around whether policy 2.0 truly leads to more participation beyond "usual suspects" or new policy ideas. Ongoing work aims to develop frameworks to better evaluate these initiatives.
Social media and e-Professionalism in Social Work Practice and EducationClaudia Megele
Social Media & e-Professionalism: Impact and Implications for Social Work Practice and Education
Keynote at the First Annual Conference of the Yorkshire and Humber Children Services and Higher Education Network
What are some of the implications of new media and digital and social technologies for health and social care services?
What are the impact and implications of new digital media and social technologies for social work and social care practice and education?
Copyright, E-learning and Digital Literacy: teaching and learning in the digi...Jane Secker
This document discusses the impact of technology on teaching and learning in the digital age. It addresses topics such as e-learning, MOOCs, information literacy, digital literacy, and copyright literacy. The author argues that embedding open practices through education of librarians, teachers, students, and other professionals can help address issues around copyright infringement and promote ethical use of information. Literacies like digital literacy, information literacy, and copyright literacy are important to teach students to be informed citizens and engage fully in today's digital society.
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
Non-profits and social media: the nows and nextsMax St John
A talk I gave to the Social Innovation and Marketing for Change MBA students at Said Business School, University of Oxford.
For a bit more info, check out the supporting blog entry: http://www.nixonmcinnes.co.uk/2011/06/23/social-media-non-profits-and-the-future
This document discusses how social media and new technologies are changing how students learn and access information. It provides statistics showing students are increasingly going online at earlier ages and using mobile devices and social media. This shift requires schools and libraries to guide students in developing digital literacy and citizenship skills. The document reviews various social media and collaboration tools libraries can implement, such as blogs, wikis and video sites. It emphasizes the importance of libraries developing social media policies and using new tools to help students learn effectively in the digital age.
Slides from my talk in the European Citizen Science Conference in Berlin, May 2016. The talk look at issues of participation, citizen science and open science, and a bit about implications. It's about participation inequality and educational attainment of participants
The document discusses the rise of new technologies that enable online social networking and participation. It notes that over half of American youth use social networking sites daily and that these sites allow people to stay connected with friends and make new plans. The document also discusses how these technologies enable open publishing, open educational resources, and a culture of sharing knowledge online. It suggests we are moving towards a model of online learning that is community-centered and allows for more open, participatory structures.
Similar to Harnessing the Power of the 'Massive' - An Innovative Approach to Participation, Digital Citizenship and Open Learning Online (20)
ALT presentation: Design thinking approach to strategic and pedagogical changePeter Bryant
This document discusses the need to change pedagogical approaches and reduce focus on teachers and technology in education. It argues that the focus should not be on learning, the student, or the teacher, but rather on thinking, inspiration, ideation, implementation, and collaboration. Design thinking principles of ambiguity, redesign, and tangibility can help facilitate more effective learning. Students should learn programming and be discouraged from excessive social media use so they can interact more ambitiously with the world. Academics need to help facilitate this by reducing their own social media use and helping students do the same.
ALT-C 2015 presentation - From the Middle OUTPeter Bryant
The document discusses tensions that arise when implementing new technologies in educational institutions. It notes tensions between supporting current systems versus innovating, between technologies and pedagogies, and between the present and future. The author argues that learners often adapt more quickly to new technologies than educational institutions can keep up. The role of the learning technologist is to help break down resistances and lead institutional change from the middle out by addressing these tensions. The author provides an example of a project they led that started small but grew to transform the curriculum by having hundreds of students produce videos for their international politics course.
Little arguments with myself: Modern pedagogy in a post-digital age (Disrupti...Peter Bryant
This document discusses disruptions to traditional models of learning in a post-digital world. It notes that institutions currently approach learning in sequential and structured ways, while modern learners are already accustomed to technology and see the online and real worlds as interconnected. The document advocates for a pedagogy focused on concepts like identity, making, play, discontinuity and authenticity to better suit today's digital learners.
Face to-face lectures are no longer appropriate in the digital age - a debatePeter Bryant
The document argues that face-to-face lectures are no longer appropriate in the digital age for three reasons: 1) The nature of knowledge and learning has changed, 2) Teaching practices have changed, and 3) The way knowledge and media are consumed has changed. It cites sources that claim lectures squander the power of crowdsourcing knowledge and that lectures are a persistent technology that has not adapted to changes in how learning occurs in the digital age.
It is my own messy chaos: New understandings of learning spaces and connectin...Peter Bryant
A keynote at the elearning 2.0 conference at Brunel University, Wednesday 23rd July 2014 by Peter Bryant, Head of Learning Technology and Innovation at the London School of Economics and Political Science, UK#
For the full blog post, please link to; http://peterbryant.smegradio.com/?p=432
The logical impossibility of Status Quo: Six disconnects that demand a digita...Peter Bryant
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Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
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Harnessing the Power of the 'Massive' - An Innovative Approach to Participation, Digital Citizenship and Open Learning Online
1. Harnessing the Power of the ‘Massive’
An Innovative Approach to Participation, Digital Citizenship and Open
Learning Online
Peter Bryant
@peterbryantHE
Head of Learning Technology and Innovation
London School of Economics and Political Science, UK
And my absent colleagues Chris Fryer and Darren Moon
7. "Cuddling with multiple devices" by Jeremy Keith - Flickr: Cuddling with multiple devices. Licensed under
CC BY 2.0 via Commons -
https://commons.wikimedia.org/wiki/File:Cuddling_with_multiple_devices.jpg#/media/File:Cuddling_wit
h_multiple_devices.jpg
Learning digital citizenship
or learning through being a digital citizen?
8. Introducing
Crowdsourcing the UK Constitution
• 3 stage project run by the Institute for Public Affairs
• Not an ‘educational’ project for them
• Very short time frame to ‘go live’
• Took participants through a hacking phase, a refining
phase, a preparing phase and an event (hack)
• Entry/exit to the project were flexible and open
• We applied our on-line learning design thinking to how
to deliver the outcome https://www.flickr.com/photos/notionscapital/16477885072
9. Combination of learning approaches
Integrating participatory practices
Engaged individuals and groups
No readings, no course
No lecturer, no teacher, maybe a guru
No sequence
Learning was an expectation
What we built
https://www.flickr.com/photos/leolondon/451273331
10. Where we finished
over 1500 users;
over 725 idea submissions;
over 125000 idea views;
over 10000 comments;
over 25000 votes cast;
an 8500 word constitution;
from more than 1m words written.
https://www.flickr.com/photos/stephen_downes/1470015134
11. What happened
Our ‘crowd’ produced a written constitution that was agreed upon
and refined from over a million words of debate online
Our community grew over time, rather than declined. At the final
voting stage over 55% of the community participated (over 2 months
into the project)
80% of participants stated that they had ‘gained new knowledge’ and
70% stated that they ‘gained new skills’.
88% of participants were influenced by community discussions and
50% of participants stated that working with others directly
contributed towards their learning experience.
50% of participants changed their mind about civic engagement
through the participation in the community.
Over 70% of participants believed that the project changed their
perceptions of the LSE (in a positive way)
https://www.flickr.com/photos/lseinpictures/13267403613
13. Defining
Massive
Massive was at the core of the design
• Redefine what massive means
• ...in number.
• ...in representation.
• ...in activity.
• ...common experience
How do you leverage the massive as
more than a number? How do realise that
the whole is greater than the sum of its
parts?
14. Community of
Learners
...or a learning community
Extending a community of practice to become a
learning community
Community formation, citizenship, sub-communities,
membership and ownership
Momentum and sustainability
Variable learning trajectories, schema and pathways
15. Contesting
Open
No beginning or ending/opening the structure
Opening knowledge and learning to the community
Digital citizenship as open as the modes of engagement
Opening the academy
Embracing non-linearity
Open/open not open/closed
16. What happens when you empower a community to learn and engage in social change?
Does this build an informed digital citizenry?
Can this be more than civic engagement? Problem solving, capacity development or change?
Editor's Notes
Background
The stars aligned: 800th Magna Carta, General Election, Scottish Referrendum and UK has no formal, written constitution
Prof. Conor Gearty, renowned human rights lawyer and scholar;
LSE Institute of Public Affairs
World leading centre for public policy research
Established history of innovative civic engagement initatives: Guerrilla Lectures, data visualisation et al.
Constraints:
Time (7wks from PID sign-off to project launch, incl. design, develop, recruitment)
Out of comfort zone: not a course, no students, no certificates – completely different set of motivations;
No library access, journal access, paywall access (FT, LexisNexis etc.)
Unlike many other nations, the UK has no singleconstitutional document. This is sometimes expressed by stating that it has an uncodified or "unwritten"constitution. Much of the British constitution is embodied in written documents, within statutes, court judgments, works of authority and treaties.
Magna Carta 800th anniversary
A digital citizen refers to a person utilizing information technology (IT) in order to engage in society, politics, and government participation. K. Mossberger, et al.[1] define digital citizens as "those who use the Internet regularly and effectively".[2][3] In qualifying as a digital citizen, a person generally must have extensive skills and knowledge in using the Internet through computers, mobile phones, and web-ready devices to interact with private and public organizations.
LTI integrated our on-line learning design thinking into the project in order to leverage and magnify the power of the community and the ‘massive’, empower participants to engage in debate, identify solutions, learn and come to a common agreement about the need for and the content of a UK Constitution.
Drew on approaches such as peer learning, incidental learning, digital pedagogies, crowd learning, and ideation. Integrated participatory practices such as hacktivism, making and digital citizenship to help form a community
Learning became incidental, tacit and exploratory.
There were no readings, there was no ‘course’, no lectures, no explicit theories, just a series of challenges, a semi-gamified process of engagement and a framework to create, motivate and empower the community.
There was no teacher or lecturer, although we did have the intellectual clout and leadership of Professor Conor Gearty.
There was no specific sequence of learning or activity, although because the ‘course’ was delivered through the LSE there were very real expectations by participants of learning at a higher level
No pre-requisites, no certificates;
Opportunity rich, demand-light;
Task-based, collaborative model;
Supported learning;
Curatorial approach to content;
Progressive, tiered approach;
Planned, disruptive interventions;
Lots of caveats and learning points:
1500 Users
Conversion rate of 9.35% is impressive – 100/(15991*1497)
Possibly higher, once taken into account single user + multiple devices
Geography
England ~89%
Scotland ~ 7%
Wales ~3%
NI <1%
Gender
70% Male
30% Female
Age
18-24 – 8.6%
25-34 – 23.53%
35-44 – 15.01%
45-54 – 17.19%
55-64 – 13.02%
+65 – 22.65%
700 Ideas - duplicate ideas, conflicting ideas, irrelevant ideas:
Voting resulted in ~50% sift of ideas
Engagement stats are good:
20% of total sessions >10mins
9% of total sessions >30mins
45% of sessions >5page views,
28% >10
20% >15
16% >20
Our intention was to encourage participants to bring to the project (and not be bound or prejudiced by) a wide variety of schema, learning trajectories and experiences. Participants were involved in developing and structuring their own learning (or lack thereof). They chose when to engage and when to withdraw, and most interestingly, when to return. Participation was not a linear process within the platform. Participants chose to ‘dip in and out’ of the project at a variety of different stages, with some returning for voting or for refining to defend or promote their ideas and other orphaning their own ideas to engage with others. The project experienced a significant boost in participation when voting was introduced as a priority task in the final weeks. These humps of participation run counter to the statistical experiences of most MOOCs that have a large drop off between registration and commencement of the course, then a progressive decline in engagement as each week progresses (Kizilcec, Piech, & Schneider, 2013; Ross, Sinclair, Knox, Bayne, & Macleod, 2014). This project experienced the exact opposite with numbers progressively increasing over the course of the platform being open, including a huge bump in the last two weeks (over 30% of participants joined the
project in this time). There was no penalty for joining late, although there was a task attached (the sheer volume of contributions and the breadth of the debates) which for some was simply too big (around 15% dropped out for this reason). The discontinuity allowed participants the opportunity to enter assuming that the answers or solutions had not already been found and if they had been already offered, they were presented with an opportunity to challenge, support or edit them.
Learning elements of project not obvious, but visible to user & essential to success:
76% had expectations of learning elements
75-85% learned at least a little about topic areas, 51% some or a lot
88% were influenced by community discussion in their contributions / responses (22% often, 66% sometimes)
50% changed their mind on how citizens can engage in / collaboratively create change in politics
60-80% gained at least some skills, 40-60% somewhat or a lot
strong association between being influenced by community responses and gaining skills → the model at work?
further tests needed, but data points towards learning as crucial to engagement strategy & success of project
Many MOOCs are massive only in terms of numbers
How do you leverage skills and experience, along with collective intelligence and debate?
Using the massive to engage in ‘Open Social Research’ and informed learning
Learning elements of project not obvious, but visible to user & essential to success:
76% had expectations of learning elements
75-85% learned at least a little about topic areas, 51% some or a lot
88% were influenced by community discussion in their contributions / responses (22% often, 66% sometimes)
50% changed their mind on how citizens can engage in / collaboratively create change in politics
60-80% gained at least some skills, 40-60% somewhat or a lot
strong association between being influenced by community responses and gaining skills → the model at work?
further tests needed, but data points towards learning as crucial to engagement strategy & success of project
Encouraging and supporting non-linear engagement
Low barriers to entry and exit
Scaffolding (ideas to refinement) but not privileging structure
Learning elements of project not obvious, but visible to user & essential to success:
76% had expectations of learning elements
75-85% learned at least a little about topic areas, 51% some or a lot
88% were influenced by community discussion in their contributions / responses (22% often, 66% sometimes)
50% changed their mind on how citizens can engage in / collaboratively create change in politics
60-80% gained at least some skills, 40-60% somewhat or a lot
strong association between being influenced by community responses and gaining skills → the model at work?
further tests needed, but data points towards learning as crucial to engagement strategy & success of project
What are the educational affordances that arise from empowering a community to engage in social change or betterment?
Can an informed digital citizenry be developed from the interaction of individuals and communities coming together from a variety of backgrounds, skill levels, knowledge bases and expertise?
Does this new form of digital civic engagement create an environment where participation is not simply encouraged but facilitated and where the crowd becomes the instrument by which society can be improved through the actions and the learning being undertaken by individuals?
How do we enhance the effectiveness of the pedagogical design to harness the power of the massive, a large community of engaged participants working together in order to solve a problem, effect change or develop capacity?