1. Educational
Futures
Thematic Research Network
ork
23 January 2012
An Educational Futures Evidence Hub:
Dynamic Web Presence for Engaging Academics,
Practitioners, Enterprise & Policymakers?
Simon Buckingham Shum
Knowledge Media Institute
1
2. olnet.org
IET (OER Impact Research) KMi (OER Collective Intelligence Research)
Patrick McAndrew (PI) Simon Buckingham Shum
Pangiota Alevizou Michelle Bachler
Canan Blake Anna De Liddo
Doug Clow
Gráinne Conole
Karen Cropper
Rob Farrow
Ann Jones
Kasia Kozinska
Elpida Makriyannis
Andreia Inamorato dos Santos
Eileen Scanlon
Tina Wilson
6. How do we augment this system’s
capacity to sense, respond to, and
shape its environment?
• Through the lens of complex
adaptive systems, resilience and
network science...
• Through the lens of
sensemaking and HCI...
• Hypermedia Discourse: social-
semantic web + models of
discourse
6
7. How do we augment this system’s
capacity to sense, respond to, and
shape its environment?
• Through the lens of complex
adaptive systems, resilience and
network science...
• many interacting agents (human
and software)
• many weak signals that can
build up unexpectedly
• diversity and redundancy
• feedback loops
• visual analytics to reveal
emergent patterns and network
properties
• ability to withstand change and
shock to the system
7
8. 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”
8
11. How do we augment this system’s
capacity to sense, respond to, and
shape its environment?
• Through the lens of
sensemaking and HCI...
• many plausible narratives: what
was, is, or might be going on?...
• cri
• many representational artifacts tical t
being shared and annotated • arg hinkin
ument g
• attention to the quality of • ass ation
conversation: how well are umpti
agents listening to each other • ana ons
and what kinds of contributions
logica
• ca u l thin
do they make? sality king
• informal interaction mixed with • jux
taposi
stronger public claims • “ki tions
• many connections being made, nda r
elated
both formal and fuzzy ...”
11
12. Sensemaking: the search for plausible,
narrative connections
• In their review of sensemaking, Klein, et al. conclude:
• “By sensemaking, modern researchers seem to
mean something different from creativity,
comprehension, curiosity, mental modeling,
explanation, or situational awareness, although all
these factors or phenomena can be involved in or
related to sensemaking. Sensemaking is a
motivated, continuous effort to understand
connections (which can be among people, places,
and events) in order to anticipate their trajectories
and act effectively. […] A frame functions as a
hypothesis about the connections among data.”
12
13. Contested Collective Intelligence
conversations are critical to sensemaking
there is no master worldview
we need CI infrastructures to pool awareness of
how people are reading small signals, and
amplify important connections
De Liddo, A., Sándor, Á. and Buckingham Shum, S. (2012, In Press). Contested Collective Intelligence: 13
Rationale, Technologies, and a Human-Machine Annotation Study. Computer Supported Cooperative Work.
15. Where our tools fit… Given a wealth of
documents, and tools to detect and
render potentially significant patterns…
15
16. Where our tools fit… Given a wealth of
documents, and tools to detect and
render potentially significant patterns…
16
17. Where our tools fit: making meaningful
connections between information
elements…
17
18. Where our tools fit: making meaningful
connections between interpretations
interpretation
interpretation
interpretation
interpretation
18
19. Where our tools fit: making meaningful
connections between interpretations
interpretation
interpretation interpretation
(a hunch – no
grounding
evidence yet)
interpretation interpretation
interpretation
19
20. Where our tools fit: making meaningful
connections between information elements
interpretation
Is pre-requisite for
interpretation interpretation
(a hunch – no
grounding
evidence yet)
causes predicts
interpretation interpretation
interpretation
20
21. Where our tools fit: making meaningful
connections between information elements
interpretation
Is pre-requisite for
prevents
interpretation interpretation
(a hunch – no
grounding Is inconsistent with
evidence yet)
causes predicts
challenges
interpretation interpretation
interpretation
21
22. Where our tools fit: building the story
that makes sense of the evidence… i.e.
plausible arguments
Question
responds to
motivates
Answer
Assumption
supports challenges
Supporting Challenging
Argument…
Argument…
22
23. Where our tools fit: building the story
that makes sense of the evidence… i.e.
plausible arguments
Question
responds to
motivates
Answer
Hunch
supports challenges
Supporting Challenging
Argument…
Argument…
23
24. Where our tools fit: building the story
that makes sense of the evidence… i.e.
plausible arguments
Question
responds to
motivates
Answer
Data
supports challenges
Supporting Challenging
Argument…
Argument…
24
25. OLnet
is
searching
out
the
http://www.flickr.com/photos/bartelomeus/4184705426/
evidence
for
effec4ve
OER,
and
building
an
Evidence
Hub
—
a
living
map
by,
of
and
for
the
OER
movement
—
and
those
we
need
to
impact
26. We need to pool our Collective Intelligence
26
38. How do they all join up?
And how could they be joined
to provide an advanced
CI platform, e.g.
Which approach has the strongest evidence?
Who is making use of this report in policy lobbying?
Who is working on this problem?
Is there a connection between this technology and this
challenge?
Are these two organizations related?
Which challenge is most contentious?
Has this research ever been applied in practice?
Has anyone evaluated this product?
38
48. 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
48
49. 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
49
64. An Educational Futures Evidence Hub?
e.g. CI for Interactive Whiteboards
<the literature>
64
65. An Educational Futures Evidence Hub?
e.g. CI for Interactive Whiteboards
<the literature>
65
66. An Educational Futures Evidence Hub?
Cities have drastically reduced capacity to connect
educators to each other: new role for ICT
66
67. EduFutures EvHub as catalyst for building a
virtual and f-f professional network across
sectors
Enterprise
Research
Prac4ce
EvHub
Policy
67
68. EduFutures EvHub as catalyst for building a
virtual and f-f professional network across
sectors
Enterprise
Research
Prac4ce
EvHub
Teachers as action
researchers with OU. Part
of something bigger.
Learning how to make
Policy
claims
evidence-based 68
69. EduFutures EvHub as catalyst for building a
virtual and f-f professional network across
sectors
Enterprise
Research
Prac4ce
EvHub
Vendors have a neutral space for
research discourse. Project
sponsors. Learn how to improve
products
Policy
69
70. EduFutures EvHub as catalyst for building a
virtual and f-f professional network across
sectors
Enterprise
Research
Prac4ce
EvHub
Researchers impacting practice,
policy and products, and tracking
that impact. Multi-way
conversations. Research shaped
Policy
by more than academic drivers.
70
71. EduFutures EvHub as catalyst for building a
virtual and f-f professional network across
sectors
Enterprise
Policy analysts and decision-
makers have a space to consult,
new ways to track the evidence-
Research
base, ways to find and access lead Prac4ce
EvHub
researchers and practitioners
Policy
71