Open University Educational Futures: Schools Network Meeting, Jan 18 2012 Briefing for Milton Keynes & Birmingham Headteachers & Local Authority

1. Educational
Futures
Thematic Research Network
ork
Schools Network Meeting, Jan 18 2012
Briefing for Milton Keynes & Birmingham
Headteachers & Local Authority
Learning Technology Research
@ The Knowledge Media Institute
Simon Buckingham Shum
Knowledge Media Institute
Senior Lecturer & Assoc. Director (Technology)
http://simon.buckinghamshum.net
1

2. Educational
Futures
Thematic Research Network
ork
A
new
OU
network
connec-ng
researchers,
prac--oners,
futures
analysts
and
other
stakeholders
to
envision
and
create
be<er
educa-onal
futures

3. My bit of the OU…
Knowledge Media Institute
70-strong R&D lab prototyping the near future
(2-5 yrs) of technology for the OU and our
research partners — next generation internet,
learning, collaboration and search

4. 3 things I do which you might be
interested in
• Collective Intelligence: making
people smarter by connecting who
they know and what they know
• Mapping Dialogue & Debate:
scaffolding individuals and groups
in making sense of messy problems
and complex debates
• C21 transferable learning
dispositions and skills: tools
grounded in “learning power”
4

5. 3 things I do which you might be
interested in
• Collective Intelligence: making
people smarter by connecting who
they know and what they know
Relevance to L.A.s,
Heads,individuals and groups
Staff,
• Mapping Dialogue & Debate:
scaffolding
Students?... and problems
in making sense of messy
and complex debates
how we might work
• C21 transferable learning
with you?
dispositions and skills: tools
grounded in “learning power”
5

6. 3 things I do which you might be
interested in
§ Collective Intelligence: making
people smarter by connecting who
they know and what they know
§ Mapping Dialogue & Debate:
scaffolding individuals and groups
in making sense of messy problems
and complex debates
§ C21 transferable learning
dispositions and skills: tools
grounded in “learning power”
6

7. Collective Intelligence: Evidence Hubs
• A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning
• Demonstrator site for Open Education movement: http://ci.olnet.org
• (Watch the intro movies)
7

8. Collective Intelligence: Evidence Hubs
• A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning
8

9. Collective Intelligence: Evidence Hubs
• A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning
9

10. Collective Intelligence: Evidence Hubs
• A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning
10

11. Collective Intelligence: Evidence Hubs
• A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning
11

12. Collective Intelligence: Evidence Hubs
• A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning
12

13. Collective Intelligence: Evidence Hubs
13

14. 3 things I do which you might be
interested in
§ Collective Intelligence: making
people smarter by connecting who
they know and what they know
§ Mapping Dialogue & Debate:
scaffolding individuals and groups
in making sense of messy problems
and complex debates
§ C21 transferable learning
dispositions and skills: tools
grounded in “learning power”
14

15. Dialogue Mapping the Election TV
debates
http://people.kmi.open.ac.uk/sbs/2010/04/debate-replay-with-map
15

16. Compendium: “concept mapping” for
dialogue and debate: multiple
viewpoints and arguments
16

17. Teaching Yr 8’s evidence-based scientific
deliberation through Dialogue Mapping
Okada, A. and Buckingham Shum, S. (2008). Evidence-Based Dialogue Maps as a Research Tool to Investigate the Quality of School Pupils’
17
Scientific Argumentation, International Journal of Research and Method in Education, 31(3), pp. 291–315 (Special Issue: Coffin, C. and O’Halloran,
K.A, (Eds.) Researching Argumentation in Educational Contexts: New Methods, New Directions). Article PrePrint: http://oro.open.ac.uk/11773

18. 18

19. Once the structure of
the argument is clear
(even if the answer isn’t)
students produce an
argumentative text
19

20. Mapping a scientific argument on
National Front website (“Negro IQ”)
What are the facts? Over almost seventy years, in study after study, conducted by
scientists and educationalists in numerous countries, studies conducted by such bastions of
racial rationalism as the Inner London Education Authority, the US Army, and Harvard and
on every measure of intellectual
Oxford Universities,
ability and educational attainment Blacks
perform significantly worse, on average, than
Whites. In the case of average IQ, for
example, the average Negro figure is only
85% of the White average. In fact the higher the proportion of
White genes the higher the intelligence: a pure-bred Negro fresh
out of Africa scores nearer 70%.
Readers can consult Race by Dr. John R. Baker, former Reader in Cytology at Oxford University, published by the Oxford University
Press, or The Testing of Negro Intelligence, an exhaustive review of hundreds of studies demonstrating racial differences in intellectual
ability by Dr. Audrey M. Shuey, and of course there is The Bell Curve by Herrnstein and Murray. 20

21. Mapping a scientific argument on
National Front website (“Negro IQ”)
http://bit.ly/aP4M0P (View in Safari)

22. Mapping a scientific argument on
National Front website (“Negro IQ”)
Red link=
challenges
Green link=
supports
Hyperlink to evidence on
a website
http://bit.ly/aP4M0P (View in Safari) 22

23. Mapping a scientific argument on
National Front website (“Negro IQ”)
http://bit.ly/aP4M0P (View in Safari)

24. Mapping a scientific argument on
National Front website (“Negro IQ”)
http://bit.ly/aP4M0P (View in Safari)

25. Mapping a scientific argument on
National Front website (“Negro IQ”)
http://bit.ly/aP4M0P (View in Safari)

26. Mapping a scientific argument on
National Front website (“Negro IQ”)
http://bit.ly/aP4M0P (View in Safari)

27. 3 things I do which you might be
interested in
§ Collective Intelligence: making
people smarter by connecting who
they know and what they know
§ Mapping Dialogue & Debate:
scaffolding individuals and groups
in making sense of messy problems
and complex debates
§ C21 transferable learning
dispositions and skills: tools
grounded in “learning power”
27

28. Assessing “Learning Power”
ELLI: Effective Lifelong Learning Inventory
A web questionnaire generates a spider diagram summarising the learner’s self-
perception: the basis for a mentored discussion and interventions
Changing and
learning
Critical Learning
Curiosity relationships
Meaning
Making Strategic
Awareness
Creativity Resilience
28

29. Learning to Learn:
7 Dimensions of Learning Power

30. Learning to Learn:
7 Dimensions of Learning Power

31. Blogging + Learning Power: EnquiryBlogger
National Learning Futures programme: http://learningfutures.org
Wordpress blog plugins adding visual analytics to create a reflective,
social learning journal. Promising initial pilot, rollout Feb/Mar 2012
http://LearningEmergence.net
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32. http://LearningEmergence.net 32

33. EnquiryBlogger: cohort dashboard
(ELLI Spider)
(learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
http://LearningEmergence.net

34. EnquiryBlogger: cohort dashboard
(Enquiry Spiral) (learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
http://LearningEmergence.net

35. LearningEmergence.net
http://
International network of researchers and practitioners working on deep
learning, leadership, complex systems thinking and knowledge media
35

36. Thanks! http://simon.buckinghamshum.net
§ Collective Intelligence: making
people smarter by connecting who
they know and what they know
§ Mapping Dialogue & Debate:
scaffolding individuals and groups
in making sense of messy problems
and complex debates
§ C21 transferable learning
dispositions and skills: tools
grounded in “learning power”
36