future of ict in educator-nics

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?