OpenEd 2010, Barcelona
Simon Buckingham Shum & Rebecca Ferguson
Knowledge Media Institute & Institute of Educational Technology, The Open University, Milton Keynes, UK
5. 5
Four dimensions of “Open”
Open IP
Open Communities Open Data Standards
Open Economics
6. Social learning building momentum in workplace
The New Social Learning
Tony Bingham & Marcia Conner
Berrett-Koehler, 2010
www.thenewsociallearning.com
6
Informal Learning
Jay Cross
Jossey Bass, 2006
http://internettime.pbworks.com/The-Book
11. 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
reputationMy 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…
13. Social learning technology:
candidate dimensions of the design space
13
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
24. A site which has enabled SL Gadgets can have
them embedded and contextualised to the page
(the OU’s Cloudworks)
24
25. learning paths as
social artifacts
25
Engeström: Wildfire Activities:
…inquiry, trails, history, consolidation,
argument, landmarks, places,
exploration
26. Learning paths as social artifacts
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Learners and educators can make many levels of contribution…
26
27. Learning paths as social artifacts
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Learners and educators can make many levels of contribution…
27
28. Learning paths as social artifacts
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Learners and educators can make many levels of contribution…
28
29. Learning paths as social artifacts
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Learners and educators can make many levels of contribution…
29
30. Learning paths as social artifacts
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Learners and educators can make many levels of contribution…
30
Forge new Paths from existing Paths…
31. Learning paths as social artifacts
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Learners and educators can make many levels of contribution…
31
Forge meaningful connections between any Question, Step, Path
using a web app such as Cohere
is inconsistent with
refutes
is a counterexample of
resolves
39. “Services”: towards a suite of recommendation
engines, both from OU and developer network
39
40. “Services”: towards a suite of recommendation
engines, both from OU and developer network
40
Commerce
People who
bought this,
bought this…e.g.
(notacurrentpriorityforus)
41. “Services”: towards a suite of recommendation
engines, both from OU and developer network
41
Navigational
Social/Reputation
Commerce
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
(notacurrentpriorityforus)
42. “Services”: towards a suite of recommendation
engines, both from OU and developer network
42
Navigational
Social/Reputation
Commerce
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
Content
This resource
is similar to
this one…
(semantic +
multimedia
search R&D)
indexing
(notacurrentpriorityforus)
43. “Services”: towards a suite of recommendation
engines, both from OU and developer network
43
Navigational
Social/Reputation
Connections
LearningtoLearn
Commerce
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
Content
This resource
is similar to
this one…
(semantic +
multimedia
search R&D)
indexing
(notacurrentpriorityforus)
44. 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
47. Site 2
47
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 4Site 3
…other sites…
48. 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
49. 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