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Cook et al

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University of the West of England
University of the West of England

1. The document discusses using a Hybrid Social Learning Network (HSLN) to explore concepts, practices, designs, and smart services for networked professional learning. A HSLN combines formal and informal social structures through a "50-50 partnership" between people and machines. 2. Examples of social machines discussed include a tweet that led to an open source virtual organism project, the Reading the Riots analysis of social media during the 2011 London riots, and the Zooniverse citizen science platform. Smart services like Confer and KnowBrian were co-designed with UK health sector workers to support their professional learning. 3. Future work involves evaluating the impact of tools like Confer on professional learning and generalizing design

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1 Using the Hybrid Social Learning Network to Explore Concepts, Practices, Designs and Smart Services for Networked Professional Learning ICSLE 2015, Sinaia, Romania Cook, J.*, Ley, T., Maier, R., Mor, Y., Santos, P., Lex, E., Dennerlein, S., Trattner, C., Holley, D. john2.cook@uwe.ac.uk * Centre for Moving Images Research, UWE Bristol, UK Learning Layers
Overview 1. Introduction 2. Research approach 3. Brief examples of social machines 4. Smart Services co-designed with UK health sector workers 5. Conclusions & next steps 2
1. Introduction • A big issue has been articulated by the inventor of the World-Wide Web – challenge of the ‘unfilled’ potential of the Internet • Consequently this work aims to – reflect an innovative pedagogy – grounded in practice and supported by theory – enable the fusion of the people, technology and the pedagogy – to transform smart learning environments 3
1. The challenge of the ‘unfilled’ potential of the Internet • Tim Berners-Lee – the challenge of the ‘unfilled’ potential of the Internet • By introducing the concept of a ‘social machine’ Berners- Lee envisages that what is needed for the Internet to evolve – pervasive ecosystems of co-evolving social machines (smart) – people and machines (digital tools) work in partnership • Example today are Facebook, Twitter and Wikipedia • Twitter is software (a machine) but – all the #hashtag process has to be added on top by people – citizens are empowered to create new social processes at national and global level 4
1. Social machines: computers empower humans 5 • “Real life is and must be full of all kinds of social constraint – the very processes from which society arises. Computers can help if we use them to create abstract social machines on the Web: processes in which the people do the creative work and the machine does the administration... The stage is set for an evolutionary growth of new social engines. The ability to create new forms of social process would be given to the world at large, and development would be rapid.” Berners-Lee, Weaving the Web, 1999 (pp. 172–175)
More people Moremachines Big Data Conventional Computation Social Networks Hybrid Social Learning Network (Social Machines) Adapted from De Roure and Willcox (2015) e-infrastructure (e.g. Cloud), analytics online R&D
2. Research approach (brief, see paper) 7
2. Hybridity (Cook, Ley et al., 2015) • How can we reconcile post-Vygotskian theory with the core idea of social machines, the ‘50-50 partnership’ between people and machine? • Hybridity – hybrid combination of formal and informal social structures in terms of power and control in an activity system (Daniels, 2008). What are the rules? How do I play the game? Who are the players? – hybrid in terms of how physical and digital cultural-historically developed tools mediate the individual’s and group’s relation to the world where the competence to handle such tools is acquired in social settings through guidance from other persons or guidance from digital tools in a “50-50 partnership” 8
9 See Cook, Ley et al. (2015)
10 Mor, Cook et al. (2015)
11 https://goo.gl/aL1MXt
2. Respect the learners’ Zone of Possibility (ZoP) • The notion of a Zone of Possibility (ZoP) has been developed from theory (Daniels, 2008, p. 164) into a Design Principle to guide the participative development of smart services like the Confer and KnowBrian in a HSLN for health care sector • Navigation and bridging is needed when moving around a ZoP (e.g. a working group) and when positioning oneself or being positioned within the ZoP • These smart services provide mediational means for interlinking hybrid practice of professional learning 12
3. Brief examples of social machines 13
3. A tweet then a Google hangout led to open source project that created first virtual organism 14
3. Reading the Riots A data-driven study into the causes and consequences of the August 2011 riots 15 http://www.theguardian.com/uk/interactive/2011/dec/07/london-riots-twitter Social process using social media that occurs on scale of the city
3. Citizens Science: Zooniverse over a million users 16https://www.zooniverse.org/#/projects
17 http://www.chicagowildlifewatch.org/?_ga=1.239103875.1205722023.1440582848
4. Smart Services co- designed with UK health sector workers 1818 Research Passport
4. Confer (Learning Layers: http://learning-layers.eu/) 19 (Led by Raycom, with Leeds & UWE)
4. Confer 20 Confer Scaffolds online and face2face meetings in work group practice. Screencast https://www.dropbox.com/s/ifvrtz4q7o1r3mo/CONFER_v2.mp4?dl=0
4. Design Pattern: Dealing with Egos • Context description: – In a group of peers there is often an imbalance of power. Sometimes people with higher power/influence close off the discussion by posing an answer, discouraging others from making contributions • Problem/challenge description: – To rebalance and allow contribution from everyone, before conclusions are drawn. • Solution (feature[s]): – In the contextual discussion areas (Orange Step) in Confer we ask users to categorize their contributions, but we don’t include the option to provide a definitive answer in the drop down menu to discourage closing down conversation and we do include a neutral ‘chat’ option to encourage onboarding (which is another Design Pattern and also a form of ZoP) 21
4. Design Pattern: Disagree to agree • Context description: – Where people are happy to brainstorm and evaluate together, the negotiation of a shared conclusion is a difficult step to achieve, because of personal attachment to certain options. • Problem/challenge description: – How do we make it easier to create a neutral ground with a gentle slope towards convergence? • Solution (feature[s]): – Allow the group to identify for each option (Blue Step) in which situation it would be the best one, before the final recommendations is written up 22
4. KnowBrain (Learning Layers: http://learning-layers.eu/) 23 KnowBrain tool has smart social and collaborative learning features for informal workplace learning (led by Technical University of Graz) (Dennerlein, et al. 2015)
5. Conclusions & next steps • We extend the notions of ‘social learning’ and ‘networked learning’ by the concept of hybridity • HSLN provides rigorous approach within which we investigate mechanisms for interlinking practice and theory to inform and enhance both • Our approach shows how we employ empirical and design work and a participatory pattern workshop to move from (kernel) theories via Design Principles and prototypes to social machines articulating the notion of a HSLN • It offers a powerful explanatory frame and step-by-step guidance of the functioning and scope for learning in hybrid professional networks 24
5. Conclusions & next steps • In future work we will test the impact of our tools on scaffolding practice towards more effective social learning at the workplace – Trails Confer taking place now – Link KnowBrain to Confer - ongoing – Evaluate Confer in 2016 using a Design Patterns approach • Generalise Design Principles and patterns to other areas and initiatives 25
Thank You & Questions 26
References • Berners-Lee, T. and Fischetti, M. (1999). Weaving the web: The original design and ultimate destiny of the world wide web by its inventor. San Francisco: Harper. • Cook, J., Ley, T., Maier, R., Mor, Y., Santos, P., Lex, E., Dennerlein, S., Trattner, C., Holley, D. (2015). Using the Hybrid Social Learning Network to Explore Concepts, Practices, Designs and Smart Services for Networked Professional Learning. In Yanyan Li, Maiga Chang, Milos Kravcik, Elvira Popescu, Ronghuai Huang, Kinshuk, Nian-Shing Chen (Eds.), State-of-the-Art and Future Directions of Smart Learning, Proceedings of International Conference on Smart Learning Environments (ICSLE 2015), 23-25 Sep'15, Sinaia, Romania. Lecture Notes in Educational Technology, Springer-Verlag, GmbH: Heidlberg. Link to pre-print: https://goo.gl/nAxQNs • Daniels, H. (2008). Vygotsky and Research. Routledge, UK. • Dennerlein, S., Theiler, D., Marton, P., Santos Rodriguez, P., Cook, J., Lindstaedt, S. and Lex, E. (2015). KnowBrain: An Online Social Knowledge Repository for Informal Workplace Learning. EC-TEL 2015, Spain. • De Roure, D. and Willcox , P. (2015). “Coniunction, with the participation of Society”: Citizens, Scale, and Scholarly Social Machines. Scholarly Communications Workshop, Boston, Massachusetts. • Mor, Y., Cook, J., Santos, P., Treasure-Jones, T., Elferink, R., Holley, D., and Griffin, J. (2015). Patterns of Practice and Design: Towards A Methodology for Educational Design Research. Four page paper in Proceedings of EC-TEL 2015, Spain. Link to paper: https://drive.google.com/file/d/0B5iNZunquTigZGtMem5UMUl0M2s/view • Shadbolt, N., Smith, D. A., Simperl, E., Van Kleek, M., Yang, & Y. Hall, H. (2013). Towards a classification framework for social machines. SOCM2013: Workshop on Theory and Practice of social machines, WWW2013, Rio de Janeiro, Brazil. 27

More Related Content

Cook et al

  • 1. 1 Using the Hybrid Social Learning Network to Explore Concepts, Practices, Designs and Smart Services for Networked Professional Learning ICSLE 2015, Sinaia, Romania Cook, J.*, Ley, T., Maier, R., Mor, Y., Santos, P., Lex, E., Dennerlein, S., Trattner, C., Holley, D. john2.cook@uwe.ac.uk * Centre for Moving Images Research, UWE Bristol, UK Learning Layers
  • 2. Overview 1. Introduction 2. Research approach 3. Brief examples of social machines 4. Smart Services co-designed with UK health sector workers 5. Conclusions & next steps 2
  • 3. 1. Introduction • A big issue has been articulated by the inventor of the World-Wide Web – challenge of the ‘unfilled’ potential of the Internet • Consequently this work aims to – reflect an innovative pedagogy – grounded in practice and supported by theory – enable the fusion of the people, technology and the pedagogy – to transform smart learning environments 3
  • 4. 1. The challenge of the ‘unfilled’ potential of the Internet • Tim Berners-Lee – the challenge of the ‘unfilled’ potential of the Internet • By introducing the concept of a ‘social machine’ Berners- Lee envisages that what is needed for the Internet to evolve – pervasive ecosystems of co-evolving social machines (smart) – people and machines (digital tools) work in partnership • Example today are Facebook, Twitter and Wikipedia • Twitter is software (a machine) but – all the #hashtag process has to be added on top by people – citizens are empowered to create new social processes at national and global level 4
  • 5. 1. Social machines: computers empower humans 5 • “Real life is and must be full of all kinds of social constraint – the very processes from which society arises. Computers can help if we use them to create abstract social machines on the Web: processes in which the people do the creative work and the machine does the administration... The stage is set for an evolutionary growth of new social engines. The ability to create new forms of social process would be given to the world at large, and development would be rapid.” Berners-Lee, Weaving the Web, 1999 (pp. 172–175)
  • 6. More people Moremachines Big Data Conventional Computation Social Networks Hybrid Social Learning Network (Social Machines) Adapted from De Roure and Willcox (2015) e-infrastructure (e.g. Cloud), analytics online R&D
  • 8. 2. Hybridity (Cook, Ley et al., 2015) • How can we reconcile post-Vygotskian theory with the core idea of social machines, the ‘50-50 partnership’ between people and machine? • Hybridity – hybrid combination of formal and informal social structures in terms of power and control in an activity system (Daniels, 2008). What are the rules? How do I play the game? Who are the players? – hybrid in terms of how physical and digital cultural-historically developed tools mediate the individual’s and group’s relation to the world where the competence to handle such tools is acquired in social settings through guidance from other persons or guidance from digital tools in a “50-50 partnership” 8
  • 9. 9 See Cook, Ley et al. (2015)
  • 10. 10 Mor, Cook et al. (2015)
  • 12. 2. Respect the learners’ Zone of Possibility (ZoP) • The notion of a Zone of Possibility (ZoP) has been developed from theory (Daniels, 2008, p. 164) into a Design Principle to guide the participative development of smart services like the Confer and KnowBrian in a HSLN for health care sector • Navigation and bridging is needed when moving around a ZoP (e.g. a working group) and when positioning oneself or being positioned within the ZoP • These smart services provide mediational means for interlinking hybrid practice of professional learning 12
  • 13. 3. Brief examples of social machines 13
  • 14. 3. A tweet then a Google hangout led to open source project that created first virtual organism 14
  • 15. 3. Reading the Riots A data-driven study into the causes and consequences of the August 2011 riots 15 http://www.theguardian.com/uk/interactive/2011/dec/07/london-riots-twitter Social process using social media that occurs on scale of the city
  • 16. 3. Citizens Science: Zooniverse over a million users 16https://www.zooniverse.org/#/projects
  • 18. 4. Smart Services co- designed with UK health sector workers 1818 Research Passport
  • 19. 4. Confer (Learning Layers: http://learning-layers.eu/) 19 (Led by Raycom, with Leeds & UWE)
  • 20. 4. Confer 20 Confer Scaffolds online and face2face meetings in work group practice. Screencast https://www.dropbox.com/s/ifvrtz4q7o1r3mo/CONFER_v2.mp4?dl=0
  • 21. 4. Design Pattern: Dealing with Egos • Context description: – In a group of peers there is often an imbalance of power. Sometimes people with higher power/influence close off the discussion by posing an answer, discouraging others from making contributions • Problem/challenge description: – To rebalance and allow contribution from everyone, before conclusions are drawn. • Solution (feature[s]): – In the contextual discussion areas (Orange Step) in Confer we ask users to categorize their contributions, but we don’t include the option to provide a definitive answer in the drop down menu to discourage closing down conversation and we do include a neutral ‘chat’ option to encourage onboarding (which is another Design Pattern and also a form of ZoP) 21
  • 22. 4. Design Pattern: Disagree to agree • Context description: – Where people are happy to brainstorm and evaluate together, the negotiation of a shared conclusion is a difficult step to achieve, because of personal attachment to certain options. • Problem/challenge description: – How do we make it easier to create a neutral ground with a gentle slope towards convergence? • Solution (feature[s]): – Allow the group to identify for each option (Blue Step) in which situation it would be the best one, before the final recommendations is written up 22
  • 23. 4. KnowBrain (Learning Layers: http://learning-layers.eu/) 23 KnowBrain tool has smart social and collaborative learning features for informal workplace learning (led by Technical University of Graz) (Dennerlein, et al. 2015)
  • 24. 5. Conclusions & next steps • We extend the notions of ‘social learning’ and ‘networked learning’ by the concept of hybridity • HSLN provides rigorous approach within which we investigate mechanisms for interlinking practice and theory to inform and enhance both • Our approach shows how we employ empirical and design work and a participatory pattern workshop to move from (kernel) theories via Design Principles and prototypes to social machines articulating the notion of a HSLN • It offers a powerful explanatory frame and step-by-step guidance of the functioning and scope for learning in hybrid professional networks 24
  • 25. 5. Conclusions & next steps • In future work we will test the impact of our tools on scaffolding practice towards more effective social learning at the workplace – Trails Confer taking place now – Link KnowBrain to Confer - ongoing – Evaluate Confer in 2016 using a Design Patterns approach • Generalise Design Principles and patterns to other areas and initiatives 25
  • 27. References • Berners-Lee, T. and Fischetti, M. (1999). Weaving the web: The original design and ultimate destiny of the world wide web by its inventor. San Francisco: Harper. • Cook, J., Ley, T., Maier, R., Mor, Y., Santos, P., Lex, E., Dennerlein, S., Trattner, C., Holley, D. (2015). Using the Hybrid Social Learning Network to Explore Concepts, Practices, Designs and Smart Services for Networked Professional Learning. In Yanyan Li, Maiga Chang, Milos Kravcik, Elvira Popescu, Ronghuai Huang, Kinshuk, Nian-Shing Chen (Eds.), State-of-the-Art and Future Directions of Smart Learning, Proceedings of International Conference on Smart Learning Environments (ICSLE 2015), 23-25 Sep'15, Sinaia, Romania. Lecture Notes in Educational Technology, Springer-Verlag, GmbH: Heidlberg. Link to pre-print: https://goo.gl/nAxQNs • Daniels, H. (2008). Vygotsky and Research. Routledge, UK. • Dennerlein, S., Theiler, D., Marton, P., Santos Rodriguez, P., Cook, J., Lindstaedt, S. and Lex, E. (2015). KnowBrain: An Online Social Knowledge Repository for Informal Workplace Learning. EC-TEL 2015, Spain. • De Roure, D. and Willcox , P. (2015). “Coniunction, with the participation of Society”: Citizens, Scale, and Scholarly Social Machines. Scholarly Communications Workshop, Boston, Massachusetts. • Mor, Y., Cook, J., Santos, P., Treasure-Jones, T., Elferink, R., Holley, D., and Griffin, J. (2015). Patterns of Practice and Design: Towards A Methodology for Educational Design Research. Four page paper in Proceedings of EC-TEL 2015, Spain. Link to paper: https://drive.google.com/file/d/0B5iNZunquTigZGtMem5UMUl0M2s/view • Shadbolt, N., Smith, D. A., Simperl, E., Van Kleek, M., Yang, & Y. Hall, H. (2013). Towards a classification framework for social machines. SOCM2013: Workshop on Theory and Practice of social machines, WWW2013, Rio de Janeiro, Brazil. 27