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Educator-NICs: Envisaging the Future of ICT–enabled Networked Improvement Communities Learning Emergence Workshop • University of Bristol • 20th May 2014
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ICT’s role in Educational Networked Improvement Communities
Simon Buckingham Shum Professor of Learning Informatics, Knowledge Media Institute, The Open University Visiting Fellow, Graduate School of Education, University of Bristol Co-Founder, LearningEmergence.net simon.buckinghamshum.net twitter @sbskmi
Educator-NICs: Envisaging the Future of ICT–enabled Networked Improvement Communities Learning Emergence Workshop • University of Bristol • 20th May 2014
Emergence Learning
Defining features of an Educational-NIC a sociotechnical infrastructure and modus operandi for coordinated
a5ack on educa7onal challenges an inten7onal community facilitated by a coordina7ng hub using agreed representa7ons of the system and improvement strategies
in order to orchestrate ac7on in pursuit of measurable goals by sharing data, insights and arguments in order to build evidence-‐based claims
A NIC is in essence a “Collaboratory”
“a collaboratory is more than an elaborate collection of ICT; it is
a new networked organizational form that also
includes social processes; collaboration techniques; formal and informal communication; and agreement on norms, principles, values, and rules” (Cogburn, 2003, p. 86).
Cogburn, D. L. (2003). HCI in the so-called developing world: what’s in it for everyone, Interactions, 10(2), 80-87, New York: ACM Press. http://dx.doi.org/10.1145/637848.637866
Building blocks of an Educational-NIC
NIC Data Hub
Collective Sensemaking
Coordinating Maps
(of the system, problem, and
strategies)
Coordinating Maps
(of the system, problem, and
strategies)
Coordinating Maps
(of the system, problem, and
strategies)
Human + Machine Analytics
Educational Context Educational
Context
Building blocks of an Educational-NIC
NIC Data Hub
Collective Sensemaking
Human + Machine Analytics
Educational Context Educational
Context Coordinating
Maps (of the system, problem, and
strategies)
Coordinating Maps
(of the system, problem, and
strategies)
Coordinating Maps
(of the system, problem, and
strategies)
Shared Conceptual Maps: of system / problem / strategies
http://www.carnegiefoundation.org/elibrary/getting-ideas-action-building-networked-improvement-communities-in-education
http://www.carnegiealphalabs.org/persistence/
Shared Conceptual Maps: for knowledge navigation
People / Organizations / Projects / Claims / Evidence
Shared Conceptual Maps: for knowledge navigation
People / Organizations / Projects / Claims / Evidence Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net
Shared Conceptual Maps: for knowledge navigation
People / Organizations / Projects / Claims / Evidence Evidence Hub for Research by Children & Young People: http://rcyp.evidence-hub.net
Building blocks of an Educational-NIC
Collective Sensemaking
Educational Context Educational
Context Coordinating
Maps (of the system, problem, and
strategies)
Coordinating Maps
(of the system, problem, and
strategies)
Coordinating Maps
(of the system, problem, and
strategies)
NIC Data Hub
Human + Machine Analytics
English primary school data Live or die by RAISEonline school sta7s7cs on the ‘core’ subjects (maths, literacy),
a5endance and demographics
Conven7onal student data: current paradigm
Visualising “attainment” and “progress”
Could different analytics reflect Joe’s progress on so many other fronts other than his SATS?
Dispositional Surveys
Assessing dispositions/mindsets: http://learningemergence.net/2014/03/01/assessing-learning-dispositions-academic-mindsets
Ideally these tools will run on scaleable, customisable, interoperable platforms with integrated analytics, reporting, permissions mgmnt, data export. . .
Dispositional analytics through reflective blogging EnquiryBlogger: 9-10 yr olds • Bushfield School, Wolverton, UK
EnquiryBlogger Wordpress Multisite plugins http://learningemergence.net/tools/enquiryblogger
EnquiryBlogger — Teacher’s Dashboard
Ferguson, R., Buckingham Shum, S. and Deakin Crick, R.(2011). EnquiryBlogger: using widgets to support awareness and reflection in a PLE Setting. In: 1st Workshop on Awareness and Reflection in Personal Learning Environments. PLE Conference 2011, 11-13 July 2011, Southampton, UK. Eprint: http://oro.open.ac.uk/30598
Quantifying learning dispositions agency; identity; motivation; responsibility
Buckingham Shum, S. and Deakin Crick, R. (2012). Learning Dispositions and Transferable Competencies: Pedagogy, Modelling and Learning Analytics. Proc. 2nd Int. Conf. Learning Analytics & Knowledge. (29 Apr-2 May, Vancouver). Eprint: http://oro.open.ac.uk/32823 http://learningemergence.net/2012/04/30/learning-powered-learning-analytics
A wholis7c visual, invi7ng stretch, providing a new language, to provoke conversa7ons which build agency and intrinsic mo7va7on
student modelling by an adap7ve tutor
20
https://grockit.com/research
Adaptive platforms generate fine-grained analytics on curriculum mastery
Adaptive platforms generate fine-grained analytics on curriculum master
http://oli.cmu.edu
personal informa7cs quan7fied self life hacking
We are quantifying our lives
http://learningemergence.net/2014/03/01/assessing-learning-dispositions-academic-mindsets
2020: Could my personal data cloud generate my dispositional profile for reflection?
Social network patterns, teamwork effectiveness
and initiation of relationships
Questioning, arguing and search behaviours
reveal intrinsic curiosity and epistemic commitments
Tagging/sharing/blogging/social patterns
reveal how I see connections between
ideas
Perseverance, grit, tenacity; overcoming
panic/stress when challenged — through
behavioural and somatic traces
Learning Analytics in more detail
http://bit.ly/LearningAnalytics http://publications.cetis.ac.uk/c/analytics
Building blocks of an Educational-NIC
NIC Data Hub
Human + Machine Analytics
Educational Context Educational
Context Coordinating
Maps (of the system, problem, and
strategies)
Coordinating Maps
(of the system, problem, and
strategies)
Coordinating Maps
(of the system, problem, and
strategies)
Collective Sensemaking
Comments/Threaded Discussion Forums
Familiar, low entry threshold, good for informal interaction, brief comments. Doesn’t scale well as a resource for finding signal amidst noise
Collective Ideation Intuitive for scaleable brainstorming, but exploration of the problem space is poor, a lot of repetition, and weak knowledge building. Labour-intensive to sort through thousands of ideas. Facilitators play a key role in ensuring that related ideas get connected.
e.g. http://www.spigit.com http://ideascale.com
Structured Deliberation/Argument Maps
http://debategraph.org
Requires more reflection before posting (what kind of contribution is it?) so higher entry threshold. Can maintain a higher signal/noise ratio Moderation adds further value
Generates novel visualizations to summarise community arguments on a given issue
http://consider.it
Structured Deliberation/Argument Maps
Evidence Hub
Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net
A wizard guides the user through the submission of a structured story: • What’s the Issue? • What claim are you making/
addressing? • What kind of evidence
supports/challenges this? • Link it to papers/data • Index it against the NIC’s core
themes
Evidence Hub
Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net
The wizard then generates a structured Knowledge Tree showing evidence-based claims (and disagreements)
Evidence Hub http://learningemergence.net/2013/07/17/deed-elli-ai-ci-systemic-school-learning
Issue
Poten7al Solu7on
Suppor7ng Evidence (prac77oner story)
http://learningemergence.net/2013/07/17/deed-elli-ai-ci-systemic-school-learning
Evidence Hub
An alternative graphical network rendering can be generated to show the current Argument Map of supporting and challenging evidence around an Issue
Impact Map
http://chaos.open.ac.uk/hypothesis-list/
Impact Maps were inspired by the Evidence Hub, and are organised around core hypotheses that the NIC is investigating.
Impact Map
http://oermap.org/hypothesis/578/hypothesis-a-performance/
Impact Map
http://oermap.org/hypothesis/578/hypothesis-a-performance/
Impact Maps use Sankey flow diagrams to show how findings from different contexts support or challenge each of the NIC’s core hypotheses
Impact Map
http://oermap.org/hypothesis/578/hypothesis-a-performance/
Opportunities to adapt/optimise this system?
NIC Data Hub
Coordinating Maps
(of the system, problem, and
strategies)
Educational Context
Collective Sensemaking
Coordinating Maps
(of the system, problem, and
strategies)
Coordinating Maps
(of the system, problem, and
strategies)
Human + Machine Analytics
Educational Context
Opportunities to collaborate?