Open Educational Innovation & Incubation project: www.eadtu.eu/oeii SCORE Workshop on New Models for Education and Training Built on Open Educational Resources: http://bit.ly/ye1lQo

1. Open Educational Innovation & Incubation project: www.eadtu.eu/oeii
SCORE Workshop on New Models for Education and Training Built on
Open Educational Resources: http://bit.ly/ye1lQo
Resilience Thinking, Social Learning
and Open Innovation Platforms
Simon Buckingham Shum
Knowledge Media Institute, Open University UK
Assoc. Director (Technology) & Senior Lecturer
http://simon.buckinghamshum.net
http://twitter.com/sbskmi
1

2. what’s the problem?
2

3. Hewlett Foundation focus:
Deeper Learning
http://www.hewlett.org/programs/education-program/deeper-learning
In one survey after another, business leaders complain
that the majority of U.S. job applicants are ill-equipped
to solve complex problems, work in teams, or
communicate effectively.
Hewlett envisions a new generation of schools and
community colleges who… harness the deeper learning
skills of critical thinking, problem solving, effective
communication, collaboration, and learning to learn to
help students develop a strong foundation in traditional
academic subjects.
3

4. It is time to hold up our hands and admit that
our education system just isn’t working well
enough.
Our emphasis needs not to be on proving the
residual value of outdated curricula, tests
and league tables, but on inspiring and
challenging children so that they in turn can
inspire and challenge us.
Lord David Puttnam
Chancellor, The Open University UK
Introduction to the national Learning Futures Programme
www.learningfutures.org
4

5. To put it very crudely, the habits of mind
required, and therefore cultivated, by the 19th
century curriculum of mass schooling were
deference, unquestioning acceptance of
authority, neatness, punctuality, accurate
recapitulation and sequestered problem-
solving
Claxton & Lucas, 2009
UK National Inquiry into the Future for Lifelong Learning
5

6. …adults and children alike see their worlds
as complex, changing, uncertain and
ambiguous, and are likely to get more, not
less, so.
The obvious question, then, is: what are the
epistemic mentalities and identities that will
enable people to thrive in such a world?
What do good learners do? What do they
enjoy? How do they react when the going
gets tough?
Claxton & Lucas, 2009
UK National Inquiry into the Future for Lifelong Learning
6

7. “the problem” revolves around…
limited human capacity to
cope with unprecedented
complexity
7

8. Uncertain futures…
Argument Map built using Open U s Compendium: http://compendium.open.ac.uk 8

9. we’re in a
transitional period…
9

10. Transitional thinkers…
Tsunesaburo Rudolf
Makiguchi Steiner
Maria John
Montessori Dewey
10

11. Maria
1870-1952
1871-1944
Makiguchi
Montessori
Tsunesaburo
…are needed for transitional times…
John
Rudolf
Dewey
Steiner
1859-1952
1861-1925
Acknowledgements: Roy Leighton: Building a curriculum with soul
Keynote Address, Milton Keynes School Governors Conference 2010
11
http://prezi.com/3khu_wi1rn-a/milton-keynes-govs-roy-leighton

12. approach:
understand complex
adaptive systems
12

13. Your team, institution, city, region, nation,
planet...
13

14. Your team, institution, city, region, nation,
planet...
14

15. Your team, institution, city, region, nation,
planet...
15

16. How do we augment this system’s
capacity to sense, respond to, and
shape its environment?
?
16

17. approach:
change one of elements:
learning resources: OER
Andrew Law’s talk
17

18. approach:
design for the only
known future… shock to
the system: resilience
18

19. OER Sustainability
19

20. OER Sustainability
~
Sustainability as a
property of ecosystems
20

21. 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”
21

22. Resilience Platforms
http://www.futureofed.org/driver/Platforms-for-Resilience.aspx
22

23. Resilience Thinking (explosion of resources on this)
§ A resilient world… (Walker, 2008)
promotes biological, landscape, social and economic diversity
embraces and works with natural ecological cycles
consists of modular components
possesses tight feedbacks
promotes trust, well developed social networks and leadership
places an emphasis on learning, experimentation, locally developed
rules, and embracing change
has institutions with "redundancy" in governance structures
mixes common and private property with overlapping access rights
considers all nature’s un-priced services
23

24. If we think of the emerging
open, social learning
ecosystem, then these
resilience principles are
generative for universities to
ponder, both literally and
metaphorically…
24

25. Resilience Thinking
§ A resilient world (Walker, 2008)…
promotes biological,
landscape, social and
economic diversity
Diversity is a major source of future options and of a
system's capacity to respond to change.
25

26. Resilience Thinking
§ A resilient world (Walker, 2008)…
embraces and works with
natural ecological cycles
A forest that is never allowed to burn loses its fire-
resistant species and becomes very vulnerable to
fire.
26

27. Resilience Thinking
§ A resilient world (Walker, 2008)…
consists of modular
components
When over-connected, shocks are rapidly
transmitted through the system - as a forest
connected by logging roads can allow a wild fire to
spread wider than it would otherwise.
27

28. Resilience Thinking
§ A resilient world (Walker, 2008)…
possesses tight feedbacks
Feedbacks allow us to detect thresholds before we
cross them. Globalization is leading to delayed
feedbacks that were once tighter. For example,
people of the developed world receive weak
feedback signals about the consequences of their
consumption.
28

29. Resilience Thinking
§ A resilient world (Walker, 2008)…
promotes trust, well
developed social networks
and leadership
Individually, these attributes contribute to what is
generally termed "social capital," but they need to
act in concert to effect adaptability - the capacity to
respond to change and disturbance.
29

30. Resilience Thinking
§ A resilient world (Walker, 2008)…
places an emphasis on
learning, experimentation,
locally developed rules, and
embracing change
When rigid connections and behaviors are broken,
new opportunities open up and new resources are
made available for growth.
30

31. Resilience Thinking
§ A resilient world (Walker, 2008)…
has institutions with
"redundancy" in governance
structures
Redundancy in institutions increases the diversity of
responses and the flexibility of a system.
31

32. Resilience Thinking
§ A resilient world (Walker, 2008)…
mixes common and private
property with overlapping
access rights
Because access and property rights lie at the heart
of many resource-use tragedies, overlapping rights
and a mix of common and private property rights can
enhance the resilience of linked social-ecological
systems.
32

33. Resilience Thinking
§ A resilient world (Walker, 2008)…
considers all nature’s un-
priced services
– such as carbon storage, water filtration and so on -
in development proposals and assessments. These
services are often the ones that change in a regime
shift – and are often only recognized and appreciated
when they are lost.
33

34. Resilience Thinking: SWOT analysis
Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu
Threat to established
educational paradigm?
34

35. Resilience Thinking: SWOT analysis
Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu
Threat to established
educational paradigm?
Opportunity for OER/
Open Social Learning
35

36. Resilience Thinking: SWOT analysis
Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu
Threat to established Threat to OER/
educational paradigm? Open Social Learning?
Opportunity for OER/ Refinements or new
Open Social Learning models required…
36

37. Resilience Thinking: SWOT analysis
Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu
37

38. For more on resilience thinking…
http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu 38

39. How do we augment this system’s
capacity to sense, respond to, and
shape its environment?
? 39

40. Read this:
The Power of Pull
How Small Moves, Smartly Made,
Can Set Big Things in Motion
John Hagel III
John Seely Brown
Lang Davison
Summary article in Harvard Business Review blog:
http://blogs.hbr.org/bigshift/2010/04/a-brief-history-of-the-power-o.html

41. Argument Map
summarising Hagel
et al s (2010) The
Power of Pull , and
its connection to
learning to learn
41

42. Argument Map
summarising Hagel
et al s (2010) The
Power of Pull , and
its connection to
learning to learn
42

43. Argument Map
summarising Hagel
et al s (2010) The
Power of Pull , and
its connection to
learning to learn
43

44. approach:
change what is learnt
and how: C21
dispositions and skills
44

45. What kind of learners are we growing?
(as students, and as staff)
LearningEmergence.net – deep learning, complex systems,
transformative leadership, knowledge media
45

46. Argument Map
summarising Hagel
et al s (2010) The
Power of Pull , and
its connection to
learning to learn
46

47. approach:
change what is learnt
and how: social learning
47

48. Four dimensions of “Open”
Open I.P. Open Economics
Open Communities Open Data
48

49. Social learning building momentum in
workplace
The New Social Learning
Tony Bingham & Marcia Conner
Berrett-Koehler, 2010
www.thenewsociallearning.com
Informal Learning
Jay Cross
Jossey Bass, 2006
http://internettime.pbworks.com/The-Book
49

50. Social learning building momentum in
workplace
http://www.thenewsociallearning.com
Organizations are learning to
harness their employees’
enthusiasm for social media,
and
their passions within and
outside work, and the networks
that they bring and build as a
result
50

51. From generic social media to social learning
everyday social media social media tuned for learning?
friends like me + learning peers/mentors who both
affirm and challenge
1-many from the start + 1-1 mentoring
rapid information exchange + learning conversations
no reflection required by the UI + reflection encouraged by the UI
tag clouds + meaningful connections
generic web analytics + learning analytics (= accreditation?)
recommendations based on + recommendations based on learning
navigation, ratings, purchases… profiles and activities
myriad activity traces in the cloud + a secure e-portfolio to evidence
learning
51

52. A working prototype for these ideas…
OU platform + movies: sociallearn.open.ac.uk
Research blog: www.open.ac.uk/sociallearn 52

53. SocialLearn: key features
aggregated activity-based, user-
user profile defined toolkits
look+feel of social open and
media platform interoperable
53

54. A platform
a web platform has a well defined interface
è porous boundaries enabling myriad other
services to read/write data
54

55. The platform
platform
Social
Networking
55

56. Learning + mentoring
SocialLearn
platform and website
56

57. The platform
platform
Social Conceptual
Networking Networking
57

58. Mediating social artifacts for sensemaking
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
Ask a Question
58

59. Mediating social artifacts for sensemaking
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
Ask a Question
Answer a
Question
59

60. Mediating social artifacts for sensemaking
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
Build a Learning path to help answer a Question
60

61. Mediating social artifacts for sensemaking
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
Build a Learning path to help answer a Question
Add Reflection
points to help
consolidate
learning
61

62. Mediating social artifacts for sensemaking
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
Build a Learning path to help answer a Question
Add Reflection
points to help
consolidate
learning
Add Resources Add Activities to
to enhance any step build/assess learning
62

63. Mediating social artifacts for sensemaking
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
§ Learners and educators can make many levels of contribution…
Forge new Paths from existing Paths…
63

64. Mediating social artifacts for sensemaking
…inquiry, trails, history, consolidation, argument, landmarks, places, exploration
Questions
Activities
Answers Connections Assessment
Documents Learning
Paths
Data Reflection
Dialogue Argumentation
64

65. The platform
platform
Social Conceptual Content
Networking Networking Commons
65

66. The platform
platform
Social Conceptual Content Learning Analytics
Networking Networking Commons Recommendation Engine
66

67. For more on learning analytics…
67
http://people.kmi.open.ac.uk/sbs/2011/12/learning-analytics-ascilite2011-keynote

68. The platform
app
app
platform
Social Conceptual Content Learning Analytics
Networking Networking Commons Recommendation Engine
68

69. The platform
API enables integration with external web applications,
learning platforms and web services
X
Y
Z
app
app
app
app
app
api
platform
Social Conceptual Content Learning Analytics
Networking Networking Commons Recommendation Engine
69

70. The platform
70

71. The platform
co-existing in the cloud
71

72. SocialLearn as an innovation platform for the OU:
synergy between OU learning & teaching, and
academic research
INTERNALLY INTEGRATED BUILD
TUNED FOR OU COMMUNITIES
RESEARCH BUILDS
improved version…
mutual
experimental version…
benefit
improved version…
experimental version…
improved version…
experimental version…
time
72

73. How do we augment this system’s
capacity to sense, respond to, and
shape its environment?
resilience thinking
?
social learning
innovation platforms
Passing en route:
C21 dispositions, and learning analytics 73

74. Key follow-on reading
§ Blog post on OpenEd and Drumbeat with seminar replays of these papers:
http://www.open.ac.uk/blogs/sociallearn/2010/10/11/opened2010-drumbeat
§ Buckingham Shum, S. and De Liddo, A. (2010). Collective intelligence for OER
sustainability. OpenEd 2010: Seventh Annual Open Education Conference, 2-4 Nov
2010, Barcelona. Eprint: http://oro.open.ac.uk/23352
§ Buckingham Shum, S. and Ferguson, R. (2010). Towards a social learning space for
open educational resources. OpenEd 2010: Seventh Annual Open Education
Conference, 2-4 Nov 2010, Barcelona. Eprint: http://oro.open.ac.uk/23351
§ Learning analytics:
§ Buckingham Shum, S. and Deakin Crick, R. (2012). Learning Dispositions and
Transferable Competencies: Pedagogy, Modelling and Learning Analytics. Proc. 2nd
International Conference on Learning Analytics & Knowledge. 29 Apr-2 May, 2012,
Vancouver, BC. ACM Press: New York. Eprint:
http://projects.kmi.open.ac.uk/hyperdiscourse/docs/SBS-RDC-LAK12-ORO.pdf
§ Buckingham Shum, S. and Ferguson, R. (2011). Social Learning Analytics. Technical
Report KMI-11-01, Knowledge Media Institute, The Open University, Milton Keynes,
UK. http://kmi.open.ac.uk/publications/techreport/kmi-11-01
74