Resilience Thinking, Social Learning and Open Innovation Platforms

Resilience Thinking, Social Learning and Open Innovation Platforms

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Simon Buckingham Shum Knowledge Media Institute, Open University UK Assoc. Director (Technology) & Senior Lecturer http://simon.buckinghamshum.net http://twitter.com/sbskmi

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

http://www.eadtu.eu/oeii

http://bit.ly/ye1lQo

http://simon.buckinghamshum.net

http://twitter.com/sbskmi

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what’s the problem?

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.”

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http://www.hewlett.org/programs/education-program/deeper-learning

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“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 Our emphasis needs not to be on proving the residual value of outdated curricula, tests and league tables, but on inspiring and challenging children so that they in turn can inspire and challenge us.”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

http://www.learningfutures.org

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“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

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“…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

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“the problem” revolves around…

limited human capacity to cope with unprecedented

complexity

Uncertain futures…

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

http://compendium.open.ac.uk

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we’re in a transitional period…

Transitional thinkers…

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Maria Montessori

Tsunesaburo Makiguchi

Rudolf Steiner

John Dewey

…are needed for transitional times…

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Maria Montessori 1870-1952

Tsunesaburo Makiguchi 1871-1944

Rudolf Steiner 1861-1925

John Dewey 1859-1952

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approach:

understand complex adaptive systems

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

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

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?

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approach:

change one of elements: learning resources: OER

Andrew Law’s talk

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approach:

design for the only known future… shock to

the system: resilience

OER Sustainability

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~

Sustainability as a property of ecosystems

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OER Sustainability

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”

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Resilience Platforms

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

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

Resilience Thinking (explosion of resources on this) §  A resilient world… (Walker, 2008)

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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

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If we think of the emerging open, social learning

ecosystem, then these resilience principles are

generative for universities to ponder, both literally and

metaphorically…

Resilience Thinking §  A resilient world (Walker, 2008)…

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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.


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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.


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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.


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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.


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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.


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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.


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has institutions with "redundancy" in governance

structures Redundancy in institutions increases the diversity of

responses and the flexibility of a system.


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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.


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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.

Resilience Thinking: SWOT analysis

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Threat to established educational paradigm?

Public doc: http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu

http://people.kmi.open.ac.uk/sbs/2010/11/resilience-thinking-edu


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Opportunity for OER/ Open Social Learning




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Opportunity for OER/ Open Social Learning

Threat to OER/ Open Social Learning?

Refinements or new models required…




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For more on resilience thinking…

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



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?

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

http://blogs.hbr.org/bigshift/2010/04/a-brief-history-of-the-power-o.html

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

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approach:

change what is learnt and how: C21

dispositions and skills

What kind of learners are we growing? (as students, and as staff)

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LearningEmergence.net – deep learning, complex systems, transformative leadership, knowledge media

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approach:

change what is learnt and how: social learning

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Four dimensions of “Open”

Open I.P.

Open Communities Open Data

Open Economics

Social learning building momentum in workplace

The New Social Learning Tony Bingham & Marcia Conner Berrett-Koehler, 2010 www.thenewsociallearning.com

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Informal Learning Jay Cross Jossey Bass, 2006 http://internettime.pbworks.com/The-Book

http://www.thenewsociallearning.com

http://internettime.pbworks.com/The-Book

Social learning building momentum in workplace

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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


From generic social media to social learning

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everyday social media

“friends” like me

1-many from the start

rapid information exchange

no reflection required by the UI

tag clouds

generic web analytics

recommendations based on navigation, ratings, purchases…

myriad activity traces in the cloud

social media tuned for learning?

+ learning peers/mentors who both affirm and challenge

+ 1-1 mentoring

+ learning conversations

+ reflection encouraged by the UI

+ meaningful connections

+ learning analytics (= accreditation?)

+ recommendations based on learning profiles and activities

+ a secure e-portfolio to evidence learning

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OU platform + movies: sociallearn.open.ac.uk Research blog: www.open.ac.uk/sociallearn

A working prototype for these ideas…

http://www.open.ac.uk/sociallearn

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open and interoperable

SocialLearn: key features

activity-based, user-defined toolkits

look+feel of social media platform

aggregated user profile

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A platform

a web platform has a well defined interface è porous boundaries enabling myriad other

services to read/write data

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The platform

platform platform

Social Networking

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SocialLearn platform and website

Learning + mentoring

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The platform

platform platform

Social Networking

Conceptual Networking

Mediating social artifacts for sensemaking …inquiry, trails, history, consolidation, argument, landmarks, places, exploration

§  Learners and educators can make many levels of contribution…

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Ask a Question



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Ask a Question

Answer a Question



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Build a Learning path to help answer a Question



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Add Reflection points to help consolidate learning




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Add Resources to enhance any step

Add Reflection points to help consolidate learning

Add Activities to build/assess learning




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Forge new Paths from existing Paths…


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Questions

Answers

Dialogue Argumentation

Data

Activities Assessment

Reflection

Documents Learning Paths

Connections

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The platform

platform platform

Social Networking


Content Commons

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The platform

platform platform

Social Networking


Learning Analytics Recommendation Engine

Content Commons

For more on learning analytics…

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

http://people.kmi.open.ac.uk/sbs/2011/12/learning-analytics-ascilite2011-keynote

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The platform

platform platform

app app

Social Networking



Content Commons

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The platform

platform platform

API enables integration with external web applications, learning platforms and web services

app app app app app X Y Z

Social Networking



api

Content Commons

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The platform

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The platform

co-existing in the cloud

SocialLearn as an innovation platform for the OU: synergy between OU learning & teaching, and academic research

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INTERNALLY INTEGRATED BUILD TUNED FOR OU COMMUNITIES

RESEARCH BUILDS

improved version…

improved version…

experimental version…

experimental version…

improved version…

experimental version… mutual benefit

time


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? resilience thinking

social learning

innovation platforms

Passing en route: C21 dispositions, and learning analytics

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

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http://www.open.ac.uk/blogs/sociallearn/2010/10/11/opened2010-drumbeat

http://oro.open.ac.uk/23352

http://oro.open.ac.uk/23351

http://projects.kmi.open.ac.uk/hyperdiscourse/docs/SBS-RDC-LAK12-ORO.pdf

http://kmi.open.ac.uk/publications/techreport/kmi-11-01