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Open Educational Innovation & Incubation project: www.eadtu.eu/oeii SCORE Workshop on New Models for Education and Training Built on Open Educational Resources: http://bit.ly/ye1lQo
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Resilience Thinking, Social Learning and Open Innovation Platforms
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Simon Buckingham Shum Knowledge Media Institute, Open University UK Assoc. Director (Technology) & Senior Lecturer http://simon.buckinghamshum.net http://twitter.com/sbskmi
Open Educational Innovation & Incubation project: www.eadtu.eu/oeii SCORE Workshop on New Models for Education and Training Built on Open Educational Resources: http://bit.ly/ye1lQo
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what’s the problem?
Hewlett Foundation focus: “Deeper Learning”
http://www.hewlett.org/programs/education-program/deeper-learning
“In one survey after another, business leaders complain
that the majority of U.S. job applicants are ill-equipped to solve complex problems, work in teams, or communicate effectively.
“Hewlett envisions a new generation of schools and community colleges who… harness the deeper learning skills of critical thinking, problem solving, effective communication, collaboration, and learning to learn to help students develop a strong foundation in traditional academic subjects.”
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“It is time to hold up our hands and admit that our education system just isn’t working well enough. Our emphasis needs not to be on proving the residual value of outdated curricula, tests and league tables, but on inspiring and challenging children so that they in turn can inspire and challenge us.”
Lord David Puttnam
Chancellor, The Open University UK Introduction to the national Learning Futures Programme
www.learningfutures.org
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“To put it very crudely, the habits of mind required, and therefore cultivated, by the 19th century curriculum of mass schooling were deference, unquestioning acceptance of authority, neatness, punctuality, accurate recapitulation and ‘sequestered problem- solving’”
Claxton & Lucas, 2009 UK National Inquiry into the Future for Lifelong Learning
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“…adults and children alike see their worlds as complex, changing, uncertain and ambiguous, and are likely to get more, not less, so. The obvious question, then, is: what are the epistemic mentalities and identities that will enable people to thrive in such a world? What do good learners do? What do they enjoy? How do they react when the going gets tough?”
Claxton & Lucas, 2009
UK National Inquiry into the Future for Lifelong Learning
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“the problem” revolves around…
limited human capacity to cope with unprecedented
complexity
Uncertain futures…
8 Argument Map built using Open U’s Compendium: http://compendium.open.ac.uk
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we’re in a transitional period…
Transitional thinkers…
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Maria Montessori
Tsunesaburo Makiguchi
Rudolf Steiner
John Dewey
…are needed for transitional times…
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Maria Montessori 1870-1952
Tsunesaburo Makiguchi 1871-1944
Rudolf Steiner 1861-1925
John Dewey 1859-1952
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approach:
understand complex adaptive systems
Your team, institution, city, region, nation, planet...
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Your team, institution, city, region, nation, planet...
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Your team, institution, city, region, nation, planet...
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How do we augment this system’s capacity to sense, respond to, and shape its environment?
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?
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approach:
change one of elements: learning resources: OER
Andrew Law’s talk
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approach:
design for the only known future… shock to
the system: resilience
OER Sustainability
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~
Sustainability as a property of ecosystems
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OER Sustainability
Resilience
§ Walker, et al. (2004) define resilience as
“the capacity of a system to absorb disturbance and reorganize while undergoing change, so as to still
retain essentially the same function, structure, identity, and feedbacks”
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Resilience Platforms
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http://www.futureofed.org/driver/Platforms-for-Resilience.aspx
Resilience Thinking (explosion of resources on this) § A resilient world… (Walker, 2008)
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promotes biological, landscape, social and economic diversity
embraces and works with natural ecological cycles
consists of modular components
possesses tight feedbacks
promotes trust, well developed social networks and leadership
places an emphasis on learning, experimentation, locally developed rules, and embracing change
has institutions with "redundancy" in governance structures
mixes common and private property with overlapping access rights
considers all nature’s un-priced services
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If we think of the emerging open, social learning
ecosystem, then these resilience principles are
generative for universities to ponder, both literally and
metaphorically…
Resilience Thinking § A resilient world (Walker, 2008)…
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promotes biological, landscape, social and
economic diversity Diversity is a major source of future options and of a
system's capacity to respond to change.
Resilience Thinking § A resilient world (Walker, 2008)…
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embraces and works with natural ecological cycles
A forest that is never allowed to burn loses its fire-resistant species and becomes very vulnerable to
fire.
Resilience Thinking § A resilient world (Walker, 2008)…
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consists of modular components
When over-connected, shocks are rapidly transmitted through the system - as a forest
connected by logging roads can allow a wild fire to spread wider than it would otherwise.
Resilience Thinking § A resilient world (Walker, 2008)…
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possesses tight feedbacks Feedbacks allow us to detect thresholds before we
cross them. Globalization is leading to delayed feedbacks that were once tighter. For example,
people of the developed world receive weak feedback signals about the consequences of their
consumption.
Resilience Thinking § A resilient world (Walker, 2008)…
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promotes trust, well developed social networks
and leadership Individually, these attributes contribute to what is generally termed "social capital," but they need to
act in concert to effect adaptability - the capacity to respond to change and disturbance.
Resilience Thinking § A resilient world (Walker, 2008)…
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places an emphasis on learning, experimentation,
locally developed rules, and embracing change
When rigid connections and behaviors are broken, new opportunities open up and new resources are
made available for growth.
Resilience Thinking § A resilient world (Walker, 2008)…
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has institutions with "redundancy" in governance
structures Redundancy in institutions increases the diversity of
responses and the flexibility of a system.
Resilience Thinking § A resilient world (Walker, 2008)…
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mixes common and private property with overlapping
access rights Because access and property rights lie at the heart of many resource-use tragedies, overlapping rights
and a mix of common and private property rights can enhance the resilience of linked social-ecological
systems.
Resilience Thinking § A resilient world (Walker, 2008)…
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considers all nature’s un-priced services
– such as carbon storage, water filtration and so on - in development proposals and assessments. These services are often the ones that change in a regime
shift – and are often only recognized and appreciated when they are lost.
Resilience Thinking: SWOT analysis
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Threat to established educational paradigm?
Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu
Resilience Thinking: SWOT analysis
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Threat to established educational paradigm?
Opportunity for OER/ Open Social Learning
Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu
Resilience Thinking: SWOT analysis
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Threat to established educational paradigm?
Opportunity for OER/ Open Social Learning
Threat to OER/ Open Social Learning?
Refinements or new models required…
Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu
Resilience Thinking: SWOT analysis
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Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu
For more on resilience thinking…
38 http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu
How do we augment this system’s capacity to sense, respond to, and shape its environment?
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?
Read this:
The Power of Pull How Small Moves, Smartly Made, Can Set Big Things in Motion John Hagel III John Seely Brown Lang Davison Summary article in Harvard Business Review blog: http://blogs.hbr.org/bigshift/2010/04/a-brief-history-of-the-power-o.html
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Argument Map summarising Hagel et al’s (2010) “The Power of Pull”, and its connection to learning to learn
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Argument Map summarising Hagel et al’s (2010) “The Power of Pull”, and its connection to learning to learn
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Argument Map summarising Hagel et al’s (2010) “The Power of Pull”, and its connection to learning to learn
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approach:
change what is learnt and how: C21
dispositions and skills
What kind of learners are we growing? (as students, and as staff)
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LearningEmergence.net – deep learning, complex systems, transformative leadership, knowledge media
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Argument Map summarising Hagel et al’s (2010) “The Power of Pull”, and its connection to learning to learn
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approach:
change what is learnt and how: social learning
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Four dimensions of “Open”
Open I.P.
Open Communities Open Data
Open Economics
Social learning building momentum in workplace
The New Social Learning Tony Bingham & Marcia Conner Berrett-Koehler, 2010 www.thenewsociallearning.com
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Informal Learning Jay Cross Jossey Bass, 2006 http://internettime.pbworks.com/The-Book
Social learning building momentum in workplace
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http://www.thenewsociallearning.com
Organizations are learning to harness their employees’
enthusiasm for social media, and
their passions within and outside work, and the networks that they bring and build as a
result
From generic social media to social learning
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everyday social media
“friends” like me
1-many from the start
rapid information exchange
no reflection required by the UI
tag clouds
generic web analytics
recommendations based on navigation, ratings, purchases…
myriad activity traces in the cloud
social media tuned for learning?
+ learning peers/mentors who both affirm and challenge
+ 1-1 mentoring
+ learning conversations
+ reflection encouraged by the UI
+ meaningful connections
+ learning analytics (= accreditation?)
+ recommendations based on learning profiles and activities
+ a secure e-portfolio to evidence learning
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OU platform + movies: sociallearn.open.ac.uk Research blog: www.open.ac.uk/sociallearn
A working prototype for these ideas…
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open and interoperable
SocialLearn: key features
activity-based, user-defined toolkits
look+feel of social media platform
aggregated user profile
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A platform
a web platform has a well defined interface è porous boundaries enabling myriad other
services to read/write data
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The platform
platform platform
Social Networking
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SocialLearn platform and website
Learning + mentoring
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The platform
platform platform
Social Networking
Conceptual Networking
Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
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Ask a Question
Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
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Ask a Question
Answer a Question
Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
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Build a Learning path to help answer a Question
Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
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Add Reflection points to help consolidate learning
Build a Learning path to help answer a Question
Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
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Add Resources to enhance any step
Add Reflection points to help consolidate learning
Add Activities to build/assess learning
Build a Learning path to help answer a Question
Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
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Forge new Paths from existing Paths…
Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
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Questions
Answers
Dialogue Argumentation
Data
Activities Assessment
Reflection
Documents Learning Paths
Connections
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The platform
platform platform
Social Networking
Conceptual Networking
Content Commons
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The platform
platform platform
Social Networking
Conceptual Networking
Learning Analytics Recommendation Engine
Content Commons
For more on learning analytics…
67 http://people.kmi.open.ac.uk/sbs/2011/12/learning-analytics-ascilite2011-keynote
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The platform
platform platform
app app
Social Networking
Conceptual Networking
Learning Analytics Recommendation Engine
Content Commons
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The platform
platform platform
API enables integration with external web applications, learning platforms and web services
app app app app app X Y Z
Social Networking
Conceptual Networking
Learning Analytics Recommendation Engine
api
Content Commons
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The platform
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The platform
co-existing in the cloud
SocialLearn as an innovation platform for the OU: synergy between OU learning & teaching, and academic research
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INTERNALLY INTEGRATED BUILD TUNED FOR OU COMMUNITIES
RESEARCH BUILDS
improved version…
improved version…
experimental version…
experimental version…
improved version…
experimental version… mutual benefit
time
How do we augment this system’s capacity to sense, respond to, and shape its environment?
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? resilience thinking
social learning
innovation platforms
Passing en route: C21 dispositions, and learning analytics
Key follow-on reading
§ Blog post on OpenEd and Drumbeat with seminar replays of these papers: http://www.open.ac.uk/blogs/sociallearn/2010/10/11/opened2010-drumbeat
§ Buckingham Shum, S. and De Liddo, A. (2010). Collective intelligence for OER sustainability. OpenEd 2010: Seventh Annual Open Education Conference, 2-4 Nov 2010, Barcelona. Eprint: http://oro.open.ac.uk/23352
§ Buckingham Shum, S. and Ferguson, R. (2010). Towards a social learning space for open educational resources. OpenEd 2010: Seventh Annual Open Education Conference, 2-4 Nov 2010, Barcelona. Eprint: http://oro.open.ac.uk/23351
§ Learning analytics: § Buckingham Shum, S. and Deakin Crick, R. (2012). Learning Dispositions and
Transferable Competencies: Pedagogy, Modelling and Learning Analytics. Proc. 2nd International Conference on Learning Analytics & Knowledge. 29 Apr-2 May, 2012, Vancouver, BC. ACM Press: New York. Eprint: http://projects.kmi.open.ac.uk/hyperdiscourse/docs/SBS-RDC-LAK12-ORO.pdf
§ Buckingham Shum, S. and Ferguson, R. (2011). Social Learning Analytics. Technical Report KMI-11-01, Knowledge Media Institute, The Open University, Milton Keynes, UK. http://kmi.open.ac.uk/publications/techreport/kmi-11-01
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