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OpenEd 2010, BarcelonaSimon Buckingham Shum & Rebecca FergusonKnowledge Media Institute & Institute of Educational Technology, The Open University, Milton Keynes, UK
Citation preview
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OpenEd 2010, Barcelona
http://creativecommons.org/licenses/by-nc/2.0/uk
Simon Buckingham Shum & Rebecca Ferguson
Knowledge Media Institute & Institute of Educational Technology The Open University, Milton Keynes, UK
Towards a Social Learning Space for Open Educational Resources
www.open.ac.uk/sociallearn
What does it mean to create social media tuned for learning?
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How do we do what we’re good at as a
university, and remain open to innovation?
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Why social learning now?
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arguments from… technology / uncertainty / pedagogy /
innovation / resilience
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Four dimensions of “Open”
Open IP
Open Communities Open Data Standards
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
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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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Argument Map summarising Hagel et al’s (2010) “The Power of Pull”, and its connection to learning to learn
Learner-centred universe
My learning space
(richly resourced, rewarding, safe, in control of my own learning)
Find a teacher /tutor, or a student, or a co-learner
Create, offer and find learning materials
Share /publish my
learning
My learning needs, my aspiration, my curriculum
My identity My learning record My privacy settings
Learning /Knowledge maps
Chat, conferencing,
blogging, posting
My online learning /teaching
reputation My learning buddies
How far and how
fast I want
My choice of online tools
My real-world learning context
My learning projects My devices
& platforms
Share, network, join,
participate
but a me-centred universe alone is not good for learning…
principles for social learning
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trust • affirmation • challenge personal passion
quality relationships critical thinking
Social learning technology: candidate dimensions of the design space
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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
informal personal endorsements
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
+ recommendations based on learning profiles and activities
+ a secure e-portfolio to evidence learning
+ verifiable accreditation by trusted platforms
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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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Core social networking
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Core social networking
Gadget ideas…
SocialLearn: PhD Skills Gadget Path Gadget I’m Stuck Gadget Mentor Gadget
Plus other providers… From KMi: eg. Flashmeeting, Virtual Microscope, ROLE… From OU: eg. Library Search, OpenLearn Recommender From other educational institutions, eg. Moodle tools (UOC) From SocialLearn developer community From e-science projects, eg. MyExperiment From Google: eg. Calendar; Gmail, Reader… From the global Gadget Directory: thousands more…
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SocialLearn dashboard of Google Gadgets
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Configuring Gadget Sets
SocialLearn gadgets dropped into iGoogle
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SocialLearn: accessing my Gadgets from the browser toolbar on any website
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SocialLearn: accessing my Gadgets from the browser toolbar on any website
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SocialLearn: accessing my Gadgets from the browser toolbar on any website
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A site which has enabled SL Gadgets can have them embedded and contextualised to the page (the OU’s Cloudworks)
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learning paths as social artifacts
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Engeström: Wildfire Activities: …inquiry, trails, history, consolidation,
argument, landmarks, places, exploration
Learning paths as social artifacts …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Learners and educators can make many levels of contribution…
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Learning paths as social artifacts …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Learners and educators can make many levels of contribution…
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Learning paths as social artifacts …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Learners and educators can make many levels of contribution…
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Learning paths as social artifacts …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Learners and educators can make many levels of contribution…
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Learning paths as social artifacts …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…
Learning paths as social artifacts …inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Learners and educators can make many levels of contribution…
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Forge meaningful connections between any Question, Step, Path using a web app such as Cohere
is inconsistent with
refutes
is a counterexample of resolves
Building a Learning Path through OERs
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Building a Learning Path through OERs
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Building a Learning Path through OERs
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Building a Learning Path through OERs
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Building a Learning Path through OERs
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Following a Learning Path through OERs
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Following a Learning Path through OERs
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“Services”: towards a suite of recommendation engines, both from OU and developer network
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“Services”: towards a suite of recommendation engines, both from OU and developer network
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Com
mer
ce
People who bought this,
bought this… e.g.
(not
a c
urre
nt p
riorit
y fo
r us)
“Services”: towards a suite of recommendation engines, both from OU and developer network
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Nav
igat
iona
l
Soci
al/R
eput
atio
n
Com
mer
ce
People who bought this,
bought this…
People who viewed this also viewed
this…
You have three friends in common… People who rate her also rate him…
e.g.
fast becoming commodity services
(not
a c
urre
nt p
riorit
y fo
r us)
“Services”: towards a suite of recommendation engines, both from OU and developer network
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Nav
igat
iona
l
Soci
al/R
eput
atio
n
Com
mer
ce
People who bought this,
bought this…
People who viewed this also viewed
this…
You have three friends in common… People who rate her also rate him…
e.g.
fast becoming commodity services
Con
tent
This resource is similar to this one…
(semantic + multimedia
search R&D)
indexing
(not
a c
urre
nt p
riorit
y fo
r us)
“Services”: towards a suite of recommendation engines, both from OU and developer network
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Nav
igat
iona
l
Soci
al/R
eput
atio
n
Con
nect
ions
Lear
ning
to L
earn
Com
mer
ce
People who bought this,
bought this…
People who viewed this also viewed
this…
You have three friends in common… People who rate her also rate him…
This resource shows a counter-
example / supporting evidence…
This person is also trying to develop her planning…
e.g.
fast becoming commodity services services tuned for learning
Con
tent
This resource is similar to this one…
(semantic + multimedia
search R&D)
indexing
(not
a c
urre
nt p
riorit
y fo
r us)
Next steps For next 6 months SocialLearn is running internal pilot
deployments with OU communities Scalability User engagement Evidence of social learning Multimedia indexing Collaboration with other learning widget projects Linked data potential Analytics/Rec Engines Walled gardens Gadgets and Web apps tuned for learning
Track us on www.open.ac.uk/sociallearn 44
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Quality OERs OpenLearn
TESSA
iTunesU
YouTube
Site 2
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SocialLearn 1. Profile 2. User Interface 3. Social Graph 4. Services
Site 1
Interoperability via Google Gadgets
SocialLearn provides the ‘glue’ to connect learning activities, ‘friends’, coaches, and recommendations
Site 4 Site 3
…other sites…
The industrial-era university (school/college)
Knowledge development
Teaching
A canon of knowledge
Repository of knowledge (libraries)
Scholars
Students subordinated
Examination: – pass or fail
Builds national industrial strength Benefactors pay
Monopoly: – access to knowledge
– granting degrees
Nation building
Elite professional and social class
Disciplines and subjects
Objective truth, facts
Figure: Hardin Tibbs
The emerging learning model
Facilitating and guiding the
development of the whole person
Participatory learning
discourse
A knowledge saturated
environment Lifelong learning
Students as customers,
learner-centric
Flexible delivery and assessment
Builds free-market industrial strength
Nation/state and market-based
funding
Branding in a competitive environment, eroded
monopoly
Globally connected
Vocational focus, career-ready
accredited, everyone ‘learning or earning’
Modules and competencies
Subjective, qualitative, meaning
Figure: Hardin Tibbs
Uncertain futures…
50 Argument Map built using Open U’s Compendium: http://compendium.open.ac.uk
Challenge for the educational system…
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