Mattingly "AI & Prompt Design: The Basics of Prompt Design"
Littlejohn mooc collective_final
1. A Change11 seminar by Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology Shell Senior Researcher 2008-10 Collaborators: Dr Anoush Margaryan, Dr Colin Milligan, Lou McGill Glasgow Caledonian University, UK Connected knowledge, collective learning:
5. Scenario 4 Our times are characterized by immaterial labour... ...labour that is not restricted to material production but penetrates also the political, the social, the cultural, and ultimately life itself. ‘ Multitude’, Hardt and Negri, 2004 Society
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7. Key challenge: continual learning An adaptable workforce is essential for successful participation in the global economy IBM Global Human Capital Study (2008) Society
8. Scenario 4 Grand Challenge Learning how to solve real world problems faster and more effectively Society
22. You Your goal Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge
23. You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
24. You Your goal Anyone GROUP Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
25. You Your goal Anyone GROUP NETWORK Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
26. You Your goal Anyone GROUP NETWORK COLLECTIVE Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
27. You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team
28. You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT
29. You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE
30. You Your goal Anyone Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE CONNECT CONTRIBUTE
31. Anyone Your goals Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE CONNECT CONTRIBUTE You and Your Peers
32. Anyone You and Your Peers Your goals Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources Collaborative Spaces Smart Information Your Knowledge External contacts You Colleagues with similar skills Peers with similar goals Manager Team CONNECT CREATE CONNECT CONTRIBUTE
33. Scenario 4 The knowledge-creation approach to learning highlights those kinds of activities where people collaboratively develop new artefacts and products while learning (and working) Hakkarainen, Palonen, Paavola, & Lehtinen, 2004. Knowledge
34. Scenario 4 ‘ ... A kind of individual and collective learning that goes beyond information given and advances knowledge and understanding: there is collaborative systematic development of common objects of activity’ Paavola and Hakkarainen, 2005 Knowledge
35. Scenario 4 banksy.com What are the binding forces that draw people/ resources together? Forces
36. Scenario 4 Social learning through knowledge creation: people create knowledge, working in networks, connecting via social objects. Forces
37. Scenario 4 Social learning through knowledge creation (formal): Botanists (people) explore plant growth (knowledge) and connect (networks) by uploading photos (social object) to iSpot UK Open University iSpot http://www.ispot.org.uk/ Forces
38. Scenario 4 Social learning through knowledge creation (workplace): Professionals in the energy sector (people) build a novel solution to an oil spill (knowledge) by working on a designed solution (social object) via a global knowledge network. Forces
39. How do we support the achievement of goals? ME MY GOALS
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46. Scenario 4 What literacies and mindsets do people need for collective learning? People
47. Connections, resources, practices, tools People Open, participatory learning ecosystems seem ideal environments for collective learning. They are not bounded, accommodate a variety of perspectives and allow learners freedom to source, use and reinterpret knowledge in ways that make sense to them. For ideas on learning ecosystems read John Seely Brown, Minds on Fire (2008) http://www.johnseelybrown.com/mindsonfire.pdf
53. A seminar for Change11 Allison Littlejohn Director, Caledonian Academy Chair of Learning Technology Shell Senior Researcher 2008-10 Collaborators: Dr Anoush Margaryan, Dr Colin Milligan, Lou McGill Glasgow Caledonian University, UK Connected knowledge, collective learning:
Editor's Notes
Tension: individual vs collective Learning ecosystem (John Seely Brown) Wisdom of the crowds? when are crowds useful? When is individual better?
Definition of collective learning
Charting allows the learner to make use of people and resources to fine tune her choices at any point. We cannot exactly define charting prior to looking at existing behaviours. With TUG we developed a series of scenarios and use cases on the basis of our empirical study. We have also started developing, in collaboration with colleagues at the Technical University of Graz in Austria, initial mock ups to help use refine our thinking around some of the functionalities of a potential charting system. I will quickly show you some of these mockups, which I admit are rather ugly at the moment, but hopefully will give you the idea of where we are heading with this.
