1.
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

2.
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

3.
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

4.
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
ContextEducational
Context

5.
Building blocks of an Educational-NIC
NIC Data
Hub
Collective
Sensemaking
Human + Machine
Analytics
Educational
ContextEducational
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)

6.
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/

7.
Shared Conceptual Maps:
for knowledge navigation
People / Organizations / Projects / Claims / Evidence

8.
Shared Conceptual Maps:
for knowledge navigation
People / Organizations / Projects / Claims / Evidence
Systems Learning & Leadership Evidence Hub: http://sysll.evidence-hub.net

9.
Shared Conceptual Maps:
for knowledge navigation
People / Organizations / Projects / Claims / Evidence
Evidence Hub for Research by Children & Young People: http://rcyp.evidence-hub.net

10.
Building blocks of an Educational-NIC
Collective
Sensemaking
Educational
ContextEducational
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

11.
English
primary
school
data
Live
or
die
by
RAISEonline
school
sta7s7cs
on
the
‘core’
subjects
(maths,
literacy),
a5endance
and
demographics

12.
Conven7onal
student
data:
current
paradigm

13.
Visualising “attainment” and “progress”

14.
Could different analytics reflect Joe’s progress
on so many other fronts other than his SATS?

15.
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. . .

16.
Dispositional analytics through reflective blogging
EnquiryBlogger: 9-10 yr olds • Bushfield School, Wolverton, UK
EnquiryBlogger Wordpress Multisite plugins
http://learningemergence.net/tools/enquiryblogger

17.
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

18.
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

19.
student
modelling
by
an
adap7ve
tutor

20.
20
https://grockit.com/research
Adaptive platforms generate fine-grained
analytics on curriculum mastery

21.
Adaptive platforms generate fine-
grained analytics on curriculum master
http://oli.cmu.edu

22.
personal
informa7cs
quan7fied
self
life
hacking

23.
We are quantifying our lives

24.
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

25.
Learning Analytics in more detail
http://bit.ly/LearningAnalytics http://publications.cetis.ac.uk/c/analytics

26.
Building blocks of an Educational-NIC
NIC Data
Hub
Human + Machine
Analytics
Educational
ContextEducational
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

27.
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

28.
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

29.
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

30.
Generates novel
visualizations to summarise
community arguments on a
given issue
http://consider.it
Structured Deliberation/Argument Maps

31.
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

32.
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)

33.
Evidence Hub
http://learningemergence.net/2013/07/17/deed-elli-ai-ci-systemic-school-learning
Issue
Poten7al
Solu7on
Suppor7ng
Evidence
(prac77oner
story)

34.
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

35.
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.

36.
Impact Map
http://oermap.org/hypothesis/578/hypothesis-a-performance/

37.
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

38.
Impact Map
http://oermap.org/hypothesis/578/hypothesis-a-performance/

39.
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?