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.
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.
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.
Os dejo una presentación muy reciente de Stephen Downes, como referencia hacia lo que debemos tender como formadores en el contexto del Proyecto Guadalinfo.
The conventional use of technology at an administrative level constitutes much more than its usage as
an engineered object. Factual evidence of this was established through a study conducted at LSE, to
analyze how the ultimate outcome of technology in practice is largely determined by the interactions
that technology has with its users coming from different institutionalized environments. To do so, the
popular technical deterministic approach is extended, by adopting a socio-political lens aimed at
understanding “technology in practice”. The social constructivist and the structurational stance, put
together, highlight the delicate intricacies that take place during the recursive interaction between the
user and technology, which shapes technology into a socially politicized object.
This paper extends the notion that the profile of knowledge is
dynamic and oscillates continuously. It is derived/interpreted
ceaselessly from information, experience, social interactions,
Internet, etc. On an individual basis, the contours of
knowledge thus derived are altered in numerous dimensions
(as the user learns from the events in the society) thus altering
its geometry. The dynamically updated knowledge blends
onto concepts. The main theme of the paper includes time as
a dimension in the knowledge space wherein nature, humans,
and machines influence noun „objects‟. Further, in this paper,
we also introduce a virtual object „knowbula‟. This word is
derived as a merge of two words knowledge and Nebula.
Mathematically, knowbula is a 3-D envelope of the all
activities in any field of human endeavor, whatsoever. Such
an assertion has three prerequisites: (a) that human activity
deals with objects (real, abstract, virtual, or just about
anything(s)), that bear coordinates in an more encompassing
universal knowledge space, (b) objects relates to what they
do, how they do what they do, or how they are affected by the
actions of other objects, and (c) that there is time constraint
(i.e., begin, middle and end identifiers) associated with such
actions. Knowledge is thus contained in the knowbula and the
change in the contour/image of this knowbula during/after the
interval of activity: activity thus produces the incremental
change of knowledge. Thus knowbula starts to become a three
dimensional virtual object, with the (noun) objects (objective,
subjective, or virtual) along the X-first, axis, the correlated
(verb) functions or activity, (active, passive, or hypothetical)
along the Y-second, axis and time along the Z-third, axis.
Chaps29 the entirebookks2017 - The Mind MahineSyedVAhamed
In this chapter, we take bold step and propose the unthinkable: The genesis of a Customizable Mind Machine.
Thought that stems from the mind is deeply seated in a biological framework of neurons. The biological origin lies
in the marvel of evolution over the eons and refined ever so fast, faster than in the prior centuries. Three (a, b and
c), triadic objects are ceaselessly at work. At a personal level (a) Mind, knowledge and machines have been
intertwined like inspiration, words and language since the dawn of the human evolution and more recently (b)
technology, manufacturing and economics have formed a web for (c) wealth, global marketing and insatiable needs
of humans and civilization. These triadic cycles of nine essential objects of human existence are spinning quicker
and quicker every year. The Internet offers the mind no choice but to leap and soar over history and over the globe.
Alternatively, human mind can sink deeper and deeper into ignorance and oblivion. More recently, the Artificial
Intelligence at work in the Internet had challenged the natural intelligence at the cognizance level in the mind to find
its way to breakthroughs and innovations.
We integrate functions of the mind with the processing of knowledge in the hardware of machines by freely
traversing the neural, mental, physical, psychological, social, knowledge, and computational spaces. The laws of
neural biology and mind, laws of knowledge and social sciences and finally the laws of physics and mechanics, in
each of the spaces are unique and executed by distinctive processors for each space. Much as mind rules over
matter, the triad of mind, space and time creates a human-space that rules over the Relativistic-space of matter,
space and time.
Keywords—Mind, Knowledge, Machines, Technology, Human Needs, Knowledge Windows, Perceptual Spaces
Understanding interaction context for development interactive modelspaperpublications3
Abstract: We present ongoing research concerning to understand interaction context, its elements and factors emerging during HCI. This paper describes the components during HCI; we analyzed a case study an interactive exhibition in a museum where children are immersed on interaction context. Therefore, in this paper we studied the process of users’ interaction based on user-exhibition interactivity. It gives a general idea, in order to understand how immersed elements can change people’s way interaction negatively or positively.
A Framework for Multi-Level Analysis of Distributed Interactionsuthers
Interaction, Mediation, and Ties: A Framework for Multi-Level Analysis of Distributed Interaction (presented at the workshop on Connecting Levels and Methods of Analysis in Networked Communities at the Learning Analytics and Knowledge Conference 2012, Vancouver)
Smart Cities - The IntelCities Project - The Community of Practice as a virtu...Smart Cities Project
This report outlines the IntelCities Community of Practice (CoP) in terms of the capacity-building, co-design, monitoring and evaluation exercises underpinning the (virtual) organization’s eGovernment (eGov) service developments. It describes the CoP in terms of both the defining features and characteristics of the e-learning platform and knowledge management system developed under the IntelCities project.
Good practice exchange from a Web 2.0 point of viewePractice.eu
Authors: Ramon Sangüesa and Roc Fages
In this paper we summarize our findings, explore three significant initiatives and try to identify future trends in the interconnection of good practice exchange and 2.0 potentialities.
Using these slides, I presented my paper titled "Institutional works in scholarly networks: A rapprochement between agency and structure" at the 2014 Academy of Management annual meeting. In the paper, I attempt to find an answer to the question: how noble ideas emerge in academia?
Innovations in mobile technology shape how mobile workers share knowledge and collaborate on the go. We introduce mobile communities of practice (MCOPs) as a lens for under- standing how these workers self-organize, and present three MCOP case studies. Working from contextual ambidexterity, we develop a typology of bureaucratic, anarchic, idiosyncratic and adhocratic MCOPs. We discuss how variations in the degree of organizational alignment and individual discretion shape the extent to which these types explore and exploit mobile work practices and approach organizational ambidexterity. This article concludes with important strategic implications for managing mobile work and practical considerations for identifying, creating, and supporting MCOPs.
This is the presentation of the Juan Cruz-Benito’s PhD “On data-driven systems analyzing, supporting and enhancing users’ interaction and experience” that was defended on September 3rd, 2018 in the Faculty of Sciences at University of Salamanca Spain. This PhD was graded with the maximum qualification “Sobresaliente Cum Laude”.
This workshop asks how we can use methods drawn from design, art, and craft, informed by
interdisciplinary and systems thinking, to materialize not just envisioned ‘things’, but abstract or
invisible ideas and relationships. There is an emerging set of research practices using tangible or
material models, or constructive making and embodying to visualize how people think about concepts
ranging from invisible systems and infrastructures to mental models, personal data which would
otherwise be invisible, or even the phenomenological dimensions of experiences themselves. Examples
include explorations of the design of public services, healthcare processes, mental health experiences,
career paths, crafters’ movements, and experiences of social networks (Aguirre Ulloa and Paulsen,
2017; Rygh and Clatworthy, 2019; Luria et al, 2019; Ricketts and Lockton, 2019; Nissen and Bowers,
2015; Fass, 2016).
Knowledge Management Cultures: A Comparison of Engineering and Cultural Scien...Ralf Klamma
This work in progress presents an approach to compare patterns of communication and knowledge organization in cultural and engineering science projects under the leading point of media use. The goal of the underlying project is to gain a better understanding on similarities and dierences in both areas and to develop more appropriate information system support for both areas. Central to the comparative analysis approach is a process knowledge repository which was successfully used in two case studies about real world information systems.
Os dejo una presentación muy reciente de Stephen Downes, como referencia hacia lo que debemos tender como formadores en el contexto del Proyecto Guadalinfo.
The conventional use of technology at an administrative level constitutes much more than its usage as
an engineered object. Factual evidence of this was established through a study conducted at LSE, to
analyze how the ultimate outcome of technology in practice is largely determined by the interactions
that technology has with its users coming from different institutionalized environments. To do so, the
popular technical deterministic approach is extended, by adopting a socio-political lens aimed at
understanding “technology in practice”. The social constructivist and the structurational stance, put
together, highlight the delicate intricacies that take place during the recursive interaction between the
user and technology, which shapes technology into a socially politicized object.
This paper extends the notion that the profile of knowledge is
dynamic and oscillates continuously. It is derived/interpreted
ceaselessly from information, experience, social interactions,
Internet, etc. On an individual basis, the contours of
knowledge thus derived are altered in numerous dimensions
(as the user learns from the events in the society) thus altering
its geometry. The dynamically updated knowledge blends
onto concepts. The main theme of the paper includes time as
a dimension in the knowledge space wherein nature, humans,
and machines influence noun „objects‟. Further, in this paper,
we also introduce a virtual object „knowbula‟. This word is
derived as a merge of two words knowledge and Nebula.
Mathematically, knowbula is a 3-D envelope of the all
activities in any field of human endeavor, whatsoever. Such
an assertion has three prerequisites: (a) that human activity
deals with objects (real, abstract, virtual, or just about
anything(s)), that bear coordinates in an more encompassing
universal knowledge space, (b) objects relates to what they
do, how they do what they do, or how they are affected by the
actions of other objects, and (c) that there is time constraint
(i.e., begin, middle and end identifiers) associated with such
actions. Knowledge is thus contained in the knowbula and the
change in the contour/image of this knowbula during/after the
interval of activity: activity thus produces the incremental
change of knowledge. Thus knowbula starts to become a three
dimensional virtual object, with the (noun) objects (objective,
subjective, or virtual) along the X-first, axis, the correlated
(verb) functions or activity, (active, passive, or hypothetical)
along the Y-second, axis and time along the Z-third, axis.
Chaps29 the entirebookks2017 - The Mind MahineSyedVAhamed
In this chapter, we take bold step and propose the unthinkable: The genesis of a Customizable Mind Machine.
Thought that stems from the mind is deeply seated in a biological framework of neurons. The biological origin lies
in the marvel of evolution over the eons and refined ever so fast, faster than in the prior centuries. Three (a, b and
c), triadic objects are ceaselessly at work. At a personal level (a) Mind, knowledge and machines have been
intertwined like inspiration, words and language since the dawn of the human evolution and more recently (b)
technology, manufacturing and economics have formed a web for (c) wealth, global marketing and insatiable needs
of humans and civilization. These triadic cycles of nine essential objects of human existence are spinning quicker
and quicker every year. The Internet offers the mind no choice but to leap and soar over history and over the globe.
Alternatively, human mind can sink deeper and deeper into ignorance and oblivion. More recently, the Artificial
Intelligence at work in the Internet had challenged the natural intelligence at the cognizance level in the mind to find
its way to breakthroughs and innovations.
We integrate functions of the mind with the processing of knowledge in the hardware of machines by freely
traversing the neural, mental, physical, psychological, social, knowledge, and computational spaces. The laws of
neural biology and mind, laws of knowledge and social sciences and finally the laws of physics and mechanics, in
each of the spaces are unique and executed by distinctive processors for each space. Much as mind rules over
matter, the triad of mind, space and time creates a human-space that rules over the Relativistic-space of matter,
space and time.
Keywords—Mind, Knowledge, Machines, Technology, Human Needs, Knowledge Windows, Perceptual Spaces
Understanding interaction context for development interactive modelspaperpublications3
Abstract: We present ongoing research concerning to understand interaction context, its elements and factors emerging during HCI. This paper describes the components during HCI; we analyzed a case study an interactive exhibition in a museum where children are immersed on interaction context. Therefore, in this paper we studied the process of users’ interaction based on user-exhibition interactivity. It gives a general idea, in order to understand how immersed elements can change people’s way interaction negatively or positively.
A Framework for Multi-Level Analysis of Distributed Interactionsuthers
Interaction, Mediation, and Ties: A Framework for Multi-Level Analysis of Distributed Interaction (presented at the workshop on Connecting Levels and Methods of Analysis in Networked Communities at the Learning Analytics and Knowledge Conference 2012, Vancouver)
Smart Cities - The IntelCities Project - The Community of Practice as a virtu...Smart Cities Project
This report outlines the IntelCities Community of Practice (CoP) in terms of the capacity-building, co-design, monitoring and evaluation exercises underpinning the (virtual) organization’s eGovernment (eGov) service developments. It describes the CoP in terms of both the defining features and characteristics of the e-learning platform and knowledge management system developed under the IntelCities project.
Good practice exchange from a Web 2.0 point of viewePractice.eu
Authors: Ramon Sangüesa and Roc Fages
In this paper we summarize our findings, explore three significant initiatives and try to identify future trends in the interconnection of good practice exchange and 2.0 potentialities.
Using these slides, I presented my paper titled "Institutional works in scholarly networks: A rapprochement between agency and structure" at the 2014 Academy of Management annual meeting. In the paper, I attempt to find an answer to the question: how noble ideas emerge in academia?
Innovations in mobile technology shape how mobile workers share knowledge and collaborate on the go. We introduce mobile communities of practice (MCOPs) as a lens for under- standing how these workers self-organize, and present three MCOP case studies. Working from contextual ambidexterity, we develop a typology of bureaucratic, anarchic, idiosyncratic and adhocratic MCOPs. We discuss how variations in the degree of organizational alignment and individual discretion shape the extent to which these types explore and exploit mobile work practices and approach organizational ambidexterity. This article concludes with important strategic implications for managing mobile work and practical considerations for identifying, creating, and supporting MCOPs.
This is the presentation of the Juan Cruz-Benito’s PhD “On data-driven systems analyzing, supporting and enhancing users’ interaction and experience” that was defended on September 3rd, 2018 in the Faculty of Sciences at University of Salamanca Spain. This PhD was graded with the maximum qualification “Sobresaliente Cum Laude”.
This workshop asks how we can use methods drawn from design, art, and craft, informed by
interdisciplinary and systems thinking, to materialize not just envisioned ‘things’, but abstract or
invisible ideas and relationships. There is an emerging set of research practices using tangible or
material models, or constructive making and embodying to visualize how people think about concepts
ranging from invisible systems and infrastructures to mental models, personal data which would
otherwise be invisible, or even the phenomenological dimensions of experiences themselves. Examples
include explorations of the design of public services, healthcare processes, mental health experiences,
career paths, crafters’ movements, and experiences of social networks (Aguirre Ulloa and Paulsen,
2017; Rygh and Clatworthy, 2019; Luria et al, 2019; Ricketts and Lockton, 2019; Nissen and Bowers,
2015; Fass, 2016).
Knowledge Management Cultures: A Comparison of Engineering and Cultural Scien...Ralf Klamma
This work in progress presents an approach to compare patterns of communication and knowledge organization in cultural and engineering science projects under the leading point of media use. The goal of the underlying project is to gain a better understanding on similarities and dierences in both areas and to develop more appropriate information system support for both areas. Central to the comparative analysis approach is a process knowledge repository which was successfully used in two case studies about real world information systems.
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
OntoSOC: S ociocultural K nowledge O ntology IJwest
This paper
present
s
a
sociocultural knowledge ontology (OntoSOC) modeling appro
a
ch. Ont
o-
SOC modeling appro
a
ch is based on Engeström‟s
Human Activity Theory (HAT)
.
That Theory allowed us
to identify fundamental concepts and rel
a
tionshi
ps between them. The top
-
down precess has been used to
d
efine differents sub
-
concepts. The
modeled vocabulary permits us to organise data, to facilitate in
form
a-
tion retrieval
by introducing a semantic layer in social web platform architec
ture,
we project t
o impl
e
ment.
This platform can be considered as a «
collective me
mory
»
and Participative and Distributed Info
r
mation
System
(PDIS) which will allow Cameroonian communities to share an co
-
construct knowledge on perm
a-
nent organi
z
ed activ
i
ties.
APPLYING THE TECHNOLOGY ACCEPTANCE MODEL TO UNDERSTAND SOCIAL NETWORKING ijcsit
This study examines the individuals’ participation intentions and behaviour on Social Networking Sites (SNSs). For this purpose, the Technology Acceptance Model (TAM) is utilized and extended in this study through the addition of “perceived social capital” construct aiming to increase its explanatory power and predictive ability in this context. Data collected from a survey of 1100 participants and distilled to 657 usable sets has been analysed to assess the predictive power of proposed model via structural equation modelling. The model proposed in this study explains 56% of the variance in “Participation Intentions” and 55% of the variance in “Participation Behaviour”. Participation of behavioural intention in the model’
explanatory power was the highest amongst the constructs (able to explain 28% of usage behaviour).While, “Attitude” explain around 11% of SNSs usage behaviour. The study findings also show that “Perceived Social Capital” construct has a notable impact on usage behaviour, this impact came indirectly through its direct effect on “Attitude” and “Perceived Usefulness”. Participation of “Perceived Social Capital” in the models' explanatory power was the third highest amongst the constructs. “Perceived Social Capital”, alone explain around 9% of SNSs usage behaviour.
SEMANTIC ANALYSIS OVER LESSONS LEARNED CONTAINED IN SOCIAL NETWORKS FOR GENER...cscpconf
This paper shows the construction of an organizational memory metamodel focused on R&D centers. The metamodel uses lessons learned extracted from corporative social networks; the metamodel aims to promote learning and management of organizational knowledge at these types of organizations. The analysis is applied initially from lessons learned on topics of R&D in the Spanish language. The metamodel use natural languages processing together with ontologies
for analyze the semantic and lexical the each lesson learned. The final result involves a knowledge base integrated by RDF files interrogated by SPARQL queries.
Semantic Analysis Over Lessons Learned Contained in Social Networks for Gener...csandit
This paper shows the construction of an organizatio
nal memory metamodel focused on R&D
centers. The metamodel uses lessons learned extract
ed from corporative social networks; the
metamodel aims to promote learning and management o
f organizational knowledge at these
types of organizations. The analysis is applied ini
tially from lessons learned on topics of R&D
in Spanish language. The metamodel use natural lang
uages processing together with ontologies
for analyze the semantic and lexical the each lesso
n learned. The final result involves a
knowledge base integrated by RDF files interrogated
by SPARQL queries.
A presentation sharing some of my sabbatical work with the EU LearningLayers project, draws upon Cook (2013)
Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. International Journal of Mobile and Blended Learning, 2(3), 1-12, July-September. Link to paper http://goo.gl/NFWnSZ
Academic Paper Writing Service
http://HelpWriting.net/Affinity-Space-Literature-Review 👈
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Using the Hybrid Social Learning Network to Explore Concepts, Practices, Designs and Smart Services for Networked Professional Learning
1. Cook, J., Ley, T., Maier, R., Mor, Y., Santos, P., Lex, E., Dennerlein, S., Trattner, C., Holley, D. (2015).
Using the Hybrid Social Learning Network to Explore Concepts, Practices, Designs and Smart Services
for Networked Professional Learning. In Yanyan Li, Maiga Chang, Milos Kravcik, Elvira Popescu,
Ronghuai Huang, Kinshuk, Nian-Shing Chen (Eds.), State-of-the-Art and Future Directions of Smart
Learning, Proceedings of International Conference on Smart Learning Environments (ICSLE 2015), 23-
25 Sep'15, Sinaia, Romania. Lecture Notes in Educational Technology, Springer-Verlag, GmbH:
Heidlberg.
Using the Hybrid Social Learning Network to Explore
Concepts, Practices, Designs and Smart Services for
Networked Professional Learning
John Cook1,*
, Tobias Ley2
, Ronald Maier 3
, Yishay Mor4
, Patricia Santos1
,
Elisabeth Lex5
, Sebastian Dennerlein5
, Christoph Trattner5
and Debbie Holley6
1 UWE Bristol, UK
{john2.cook, patricia.santosrodriguez} @uwe.ac.uk
2 Tallinn University, Estonia
tley@tlu.ee
3 University of Innsbruck, Austria
ronald.maier@uibk.ac.at
4 yishaymor.org
yishaym@gmail.com
5 Graz University of Technology, Austria
elisabeth.lex@tugraz.at, {sdennerlein, ctrattner} @know-center.at
6 Anglia Ruskin University, UK
debbie.holley@anglia.ac.uk
Abstract. 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.
Keywords: Smart learning environments; post-Vygotskian theory; work based
group collaboration; social machines; smart services, design principles
1 Introduction
This paper considers the design of technology to support informal learning in
hybrid networks of professionals. This design aims to reflect an innovative
pedagogy, grounded in practice and supported by theory, and enables the fusion of
the technology and the pedagogy to transform professional practice. In this paper,
2. we define the notion of Hybrid Social Learning Network (HSLN), a ‘conceptual
framework for smart (informal) learning environments’, and propose mechanisms
for interlinking and enhancing both the practice of professional learning and
theories on informal learning.
The research reported in this paper has been influenced by Daniels’ argument
[1, p. 1] that “Vygotsky and his followers provide a rich and vivid palette of
theoretical and methodological ideas which can be utilized as we struggle to
understand the process through which the human mind is formed”. In a similar
vein, the conceptual work reported should be viewed as descriptive and
experimental research and is being used here to make conceptual distinctions and
organize ideas about ‘hybridity in networked professional learning’; Vygotsky and
those who have been influenced by him are used as sources to provide us with the
appropriate ideas to assist this undertaking. This paper describes HSLN, a concept
that has emerged from an extensive critical literature review and earlier co-design
work (e.g. see [2]) as part of the Learning Layers Project (http://learning-
layers.eu/). The paper attempts to reconcile post-Vygotskian theory (and
particularly recent cultural-historical work on hybridity) with the core idea of social
machines, the “50-50 partnership” between people and machine in order to design
technology that fits with working and learning practices, in our case of healthcare
professionals.
2 The Hybrid Social Learning Network
Social learning refers to a wide range of cultural-historical processes and practices
where learners make use of social interactions to construct meanings and change
behavior [1]. Networked learning is defined as “learning in which ICT is used to
promote connections: between one learner and other learners; between learners and
tutors; between a learning community and its learning resources” [3]. We extend
the notions of ‘social learning’ and ‘networked learning’ by the concept of
hybridity. For us, hybridity in professional learning has two dimensions: (i) a
hybrid combination of formal and informal social structures in an activity system,
i.e. the professional role we adopt or are positioned into in terms of structural
relations of the power and control in institutional and cross-institutional settings [1,
p. 148-178], and (ii) a hybrid combination of physical and digital tools; how
cultural-historically developed tools (physical and digital) mediate the individual’s
relation to the world where the competence to handle such tools is acquired in
social settings through guidance from other persons or guidance from digital tools
in a “50-50 partnership” [4]. In other words, people connect and interact through a
hybrid network of physical and technology-mediated encounters to co-construct
knowledge and effectively engage in positioning practices necessary for their work.
In our vision, professional learning will be transformed by introducing tools which
are designed for this HSLN mode of mediated learning. We suggest professionals
learn from each other in groups (a Zone) that calls for orchestrating social supports
(navigation and bridging aids) so that learners can benefit from the ideas of others
3. (Possibility). The HSLN can thus be seen as a framework for enabling a “Zone of
Possibility” [1, p. 164].
The concept of Hybrid Social Learning Network is being used here to make
conceptual distinctions and organize ideas so that we can design concepts, tools and
services for professionals, in our case Healthcare sector workers, enabling them to
work collaboratively in groups and ask questions to people, networks and services
that they trust. The Social Semantic Server or SSS [5] is the technological
framework providing tools and associated users with a growing set of services of
different granularity that generate and utilize social and artifact network data
needed in a HSLN. We employ services that recommend relevant conversations,
documents and other resources from a person’s wider hybrid network that allows
them to build, maintain and extend their network to support workplace learning. In
doing so, we face a dual design challenge: (i) the design and technology needs to fit
with working and learning practices of a target group (e.g. healthcare professionals)
and (ii) the technical development fits with our theoretical orientation of cultural-
historical practice.
Shadbolt et al. [4] put forward the notion of the ‘social machine’ as an
ecosystem that blurs the lines between computational processes and input from
humans and describe a polyarchy (defined as hierarchy with multiple entity points)
used to identify “the polyarchical relationship between infrastructure, social
machines, and large-scale social initiatives”. Consequently, we wondered how the
“theory” and “design considerations” components that we are interested in could be
brought into the polyarchy without destroying the original idea of Shadbolt of
“nested models of social machines” and whilst retaining recognition of the fact that
theory is actually also constructed on different levels of abstraction in itself. So for
us there needs to be an unpacking of the theory and design that form the lowest
level of the polyarchy, i.e. what Shadbolt et al. call the ‘initiative’ level.
In conceptualizing a theory-driven design of recommender systems, Arazy et al.
[6] speak of a similar idea in that they separate a “kernel theory” on the highest
level of abstraction which is broken down to an “Applied behavioral Theory”
which is then turned into testable designs. This conceptualization, however,
construes the relationship between theory and design as a one-way street (theory-
driven design). Furthermore, in our understanding, Shadbolt et al.’s description is
analytical while Arazy et al.’s is prescriptive. Shadbolt et al. describe the current
workings of socio-technical systems, Arazy et al. describe a process for
constructing tools. In contrast, we aim to give an equal weight to theory and
practice. For us, design constructs mediate between theory and practice, constantly
(re)shaped and (re)shaping both. Consequently, we have decided to conceptualize
the top three layers of the social machine (infrastructure, frameworks and services,
all grouped on the right of Figure 1) and their relations to theory and models to
inform an ‘initiative’ or the bottom level of the Social Machine polyarchy (grouped
at the top of Figure 1). The design research cycle (grouped on the bottom left of
Figure 1), then, prescribes how to build an ‘initiative’.
Figure 1 shows the HSLN with pathways that we have, or intend to, follow(ed)
illustrating how we use this ‘conceptual framework for smart (informal) learning
environments’ to drive the development of an ‘initiative’, where the focus is on
maintaining a fit with our kernel theories and on the use of recommender systems
4. that can adaptively scaffold learners for supporting informal learning. The sequence
in Figure 1 represents how we investigate which services (in a technical sense) are
needed to enable us to realize tools thus articulating a HSLN; loops are indicated
by arrows going in both directions. Path A from kernel theory and proto-theories
(theories in progress) represents meta-requirements elaborated upon in the
Participatory Pattern Workshops (PPW) that incorporate full theories, e.g., more
capable peer [7], and proto-theories, e.g., “50-50 partnership” [4]. Vygotsky [7]
describes how a range of skills could be performed with the assistance of a ‘more
capable peer’: experienced peers who can assist in developing the person’s skills,
which cannot yet perform independently.
Fig 1. Hybrid Social Learning Network: the paths followed
Earlier project co-design findings are added in to the PPW (path B; e.g., we
work with Practice Nurses based in UK General Practitioner clinics and found they
were setting up a new face-to-face network because most of the nurses work in a
single-handed manner at their practices, thus leading to isolation from similar
colleagues; face to face meetings had the problem of variable attendance, and that
there is little communication by email). We extended the PPW methodology [8] for
the co-construction of design knowledge (path C and box in the bottom left of
Figure 1) by adding an emphasis on meticulous analysis of current practice. We
first specify what the change in practice is that we wish to engender. This will be
the objective of our design, and the measure of its success. Design Scenarios are
proposed solutions to identified problems (path D where scenarios are used in more
co-design; for the Practice Nurses network described above the main scenario was
tools to expand their group, improve their sharing practices and explore the
potential for mentoring within the network). Design Principles (path E) are
imperatives for design, derived from theory and validated empirically that act as
boundary objects to drive designs of our tools and may also influence the choice of
kernel theories that are employed (path F; e.g., participants argued for a stronger
inclusion of Communities of Practice theory in the PPW workshops in February
5. 2015). There are also paths connecting to the applied behavioral model: the links
between kernel and applied behavioral model (path G) and between theory and
Design Principles (path H; testable design principles may also apply some
constraints on the development of the applied behavioral model of help seeking and
recommendations). Path I shows how our planned evaluations will feed back to
theory and model. Scaffolding is where effective answers emerge from the
connection between peers and experts; and ‘System Scaffolding’ is where
contextualized information will be delivered by technology. This combination is
what we call the “50-50 partnership”. Path J is where we match the development of
services and Design Principles. Specifically, we showcase a question/answer
feature for Help Seeking in the KnowBrain tool [9], shown in Figure 2, an open
source knowledge repository with smart social and collaborative learning features
for informal workplace learning. KnowBrain’s multimedia question-answer feature
offers two kinds of realizations of the concept of the more capable peer for
scaffolding a help seeking learner that articulate the concept of a 50-50 partnership:
(i) more experienced human
learners or experts can take the
role of more capable peer in
answering the stated questions in
form of text-based answers or via
the provision of appropriate
documents, media objects or links;
(ii) a recommender can take the
role of more capable peer in
suggesting preexisting questions
about the topic of inquiry: i.e. when a
new question is stated, similar preexisting questions are suggested first so that the
learner can take them as a starting point and extend them with new and up to date
knowledge (Figure 2). If the preexisting answers are not sufficient, the learner can
also discover more capable human peers who previously engaged in the same topic
of interest. Finally, when we test our design products we move them into ‘live’
systems (path J plus the right hand side of Figure 1, e.g., tools to support Help
Seeking comprise bundles of services that use the SSS as backend).
3 Conclusion
This paper has provided details of a rigorous approach within which we investigate
mechanisms for interlinking practice and theory to inform and enhance both. 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. It offers a
powerful explanatory frame and step-by-step guidance of the functioning and scope
for learning in hybrid professional networks. In future work we will test the impact
of our tools on practice towards more effective social learning at the workplace and
we will examine how HSLN supports multiple or extended learning theories. For
Fig. 2: Example of KnowBrain
6. example, Vygotsky focused more upon Culture as providing tools for thinking as a
mechanism for collective problem solving. With this concern in mind, the
following research question is guiding new work aimed at extending the notion of
more capable peer: Is there evidence of the ‘power and authority’ issue and how
does social discourse involve positioning and being positioned?
Acknowledgements
We acknowledge the input of users & work used in this paper: James Griffin
(UWE); Tamsin Treasure-Jones and Micky Kerr (Leeds); Raymond Elferink
(Raycom). Learning Layers is a 7th Framework Large-scale integrating project co-
funded by the European Commission; Grant Agreement Number 318209.
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