Cook social network innovation
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Giving talk Wednesday 10th Sept 2014 to visitors to UWE from Shenyang Aerospace University (China). Slides are up and includes ideas UWE-led ideas on Hybrid Social Learning Networks. Why? To meet the challenge of the ‘unfilled’ potential of the Internet. Provide equity of access to cultural resources (broadly defined) as a democratic right. #LearningLayers
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Cook social network innovation
- 1. 1 Social Network Innovation in the Internet’s Global Coffeehouses: Hybrid Social Learning Networks Shenyang Aerospace University talk, Room 2N9, UWE, September 10 2014 Professor John Cook, http://tinyurl.com/p9sez8a John2.cook@uwe.ac.uk, UWE Bristol, UK Slides: http://www.slideshare.net/johnnigelcook
- 2. Overview 1. The disruptive power of social networking from 1600s to now 2. Design Research 3. Learning Layers 4. Hybrid Social Learning Networks 5. Challenges 2
- 3. 1. The disruptive power of social networking from 1600s to now 3 A 1668 illustration showing a contemporary London coffee house. Photo: Lordprice Collection / Alamy
- 4. Social networks stand accused of being so called ‘weapons of mass distraction’ or worse 4
- 5. When the speaker asking the audience to turn off their cell phones, something unbelievable happened • http://gnli.christianpost.com/video/when-the-speaker- asking-the-audience-to-turn-off-their-cell- phones-something-unbelievable-happened- 27694 5
- 6. In fact in England in the late 1600s, very similar concerns were raised about coffee houses! 6
- 7. Social network innovation in the Internet’s global coffeehouse social networking within companies could increase the productivity of “knowledge workers” by 20 to 25 percent 7
- 8. Modern fears about the dangers of social networking are overdone … But! 8
- 9. 2. Design Research McKenney, S. & Reeves, T. (2012). Conducting Educational Design Research. NOT Same as Research-based design … 9
- 10. Example: Augmented Context for Development Cook, J (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. IJMBL.
- 11. 3. Learning Layers: Scaling informal learning Project Coordination Technology Research Scaling Partners Regional Application Clusters Health Care – Leeds Construction & Building – Bremen Technology Partners http://learning-layers.eu/
- 12. How we organize http://learning-layers.eu/
- 14. 14
- 15. Internet fuelled coffeehouses are very much alive in Layers 15
- 16. 4. Hybrid Social Learning Networks • Why? – Challenge of the ‘unfilled’ potential of the Internet – Equity of access to cultural resources 16
- 17. 4. Hybrid Social Learning Networks • How? – Co-design: guide users to develop solutions with us • What? – Interdisciplinary research: more capable peers, temporal and emergent nature of learning contexts, trust, tagging and recommendations 17
- 18. Help Seeking Tool • Personal Learning Networks (PLN): Curating, managing and promoting a PLN develops critical, creative, 21st century skills and socio-emotional capabilities. 18 http://odl.learning-layers.eu/seeking-support-prototype/
- 19. Professional practice: healthcare context 19 Research Passport
- 21. 21 “I like the vision! Sounds like exciting work with a real emphasis on people rather than just the technology … in fact the tool might help them to develop that trust.” (Project Manager & user representative, Leeds Institute of Medical Education, on reading 2 page document)
- 22. Social Semantic Information Spaces 22 Layers EGs: Ach So! – Mobile video recording app & Help Seeking tool http://www.w3.org/2008/09/msnws/papers/sioc.html / http://odl.learning-layers.eu/ach-so-mobile-video-recording-app/ Layers Social Semantic Server
- 23. Social machines and related areas (Shadbolt et al., 2013) 23 Hybrid Social Learning Networks
- 24. Layers extended polyarchy (after Shadbolt et al., 2013) for Hybrid Social Learning Network 24
- 25. Questions … • How does theory orientation taken at one level propagate through the polyarchy? • How can the Social Semantic Server support the emergent and dynamic nature of temporal contexts for development? • How does adding Collaborative Filtering impact on service design for different initiatives? • How do inputs from the PLNs get validated, trusted, aggregated and turned into a useful outcome? • How are all these challenging issues translated to design? 25
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- 27. 27 Natasha Mark Registration guidelines on diabetes Patricia
- 28. 28 Natasha Mark Registration guidelines on diabetes Patricia
- 29. 29 Natasha Mark Registration guidelines on diabetes Patricia Booking interpreters for a patient
- 30. 30 Natasha Mark Registration guidelines on diabetes Patricia Booking interpreters for a patient
- 31. • The services & connections provided/made by Social Semantic Server in this example are: – User event service (finding a pattern) – Recommendation service – Connection between the 3 people (green) – Relationship between those two sets of data (purple lines) – Suggests for person to join a discussion (red line)
- 32. 5. Challenges • There are certain assumptions built in the Social Semantic Server • Based on artefact-actor networks and Piagetian schemas • Still need resolving with our socio-cultural-historical approach (Vygotsky) of Help Seeking • Investigate further notion of meaning making across contexts • Ethics of storing interaction data • Balance my coffee intake … 32
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- 34. Relevant papers • Cook, J. (in press). Designing for Lifelong Learning. To appear in: Handbook of E-learning Research, (2nd Edition). Caroline Haythornthwaite, Richard Andrews, Jude Fransman, and Michelle Kazmer (Eds.). Sage (due 2015). • Cook, J. (2014). Hybrid Social Learning Networks – Developing a research programme. Learning Layers Research Note (internal), 05/06/14. Email author for a copy. • Cook, J. (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. International Journal of Mobile and Blended Learning, 2(3), 1-12, July- September. Link to paper http://goo.gl/NFWnSZ • Cook, J. and Santos, P. (accepted). Social Network Innovation in the Internet’s Global Coffeehouses: Designing a Mobile Help Seeking Tool in Learning Layers. Educational Media International (in press). • Cook, J. and Pachler, N. (2012). Online People Tagging: Social (Mobile) Network(ing) Services and Work-based Learning. British Journal of Education Technology, 43(5), 711–725. Link to paper goo.gl/S5kfgi • Holley, D., Cook, J., Santos-Rodriguez, P. and Peffer, G. (2014). Bridging the ‘Missing Middle’: A Design Based Approach to Scaling. ALT-C 2014, September, University of Warwick, UK. • Santos, P., Cook, J., Treasure-Jones, T., Kerr, M., & Colley, J. (2014). Networked scaffolding: Seeking support in workplace learning contexts. Networked Learning Conference, Edinburgh, UK. 34
- 35. Thank You Acknowledgement of work used in this talk: Tom Standage (The Economist), Carl Smith, Claire Bradley, Brenda Bannan, Patricia Santos, Tribal, Owen Gray, Tamsin Treasure-Jones, Micky Kerr, & various Learning Layers colleagues Learning Layers is a 7th Framework Large-scale integrating project co-funded by the European Commission; Grant Agreement Number 318209; http://learning-layers.eu/ 35