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


strategies)

Coordinating Maps


strategies)

Human + Machine Analytics

Educational Context Educational

Context


NIC Data Hub




Context Coordinating

Maps (of the system, problem, and

strategies)

Coordinating Maps


strategies)

Coordinating Maps


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


People / Organizations / Projects / Claims / Evidence Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net


People / Organizations / Projects / Claims / Evidence Evidence Hub for Research by Children & Young People: http://rcyp.evidence-hub.net






strategies)

Coordinating Maps


strategies)

Coordinating Maps


strategies)

NIC Data Hub


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


NIC Data Hub





strategies)

Coordinating Maps


strategies)

Coordinating Maps


strategies)


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


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


Opportunities to adapt/optimise this system?

NIC Data Hub

Coordinating Maps


strategies)

Educational Context


Coordinating Maps


strategies)

Coordinating Maps


strategies)


Educational Context

Opportunities to collaborate?

future of ict in educator-nics

Education

strategies coordinating

system problem strategies

learning analytics knowledge

shared conceptual maps

emergence learning

education http

strategies human

dispositional analytics