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Social Network Innovation in the Internet’s Global Coffeehouses: Learning Layers, Design

Seeking and Scaling, Pandora

John CookDesigning for Digital Learners (D4DL) Research Group, UWE Bristol, UK

Slides: http://www.slideshare.net/johnnigelcookVersion 26 February 2014

Overview

1. Caffeine induced fast forward through John’s timeline ‘76 onwards

2. Bad press for ‘new’ technology and tools 3. The disruptive power of social networking from 1600s to

now4. Design Based Research5. Learning Layers6. Design Seeking and Scaling framework7. Pandora 8. Challenges

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1. Caffeine induced fast forward through John’s timeline ‘76 onwards

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A cautionary tale! Formal vs informal learning 1976 onwards

Health Warning!Formal learning on Computing Science degree did this to me

Post Punk era was all about informal learning – 5 years later I join Angels One 5

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Post Punk era was all about informal learning. In 1980 I join Angels One 5 as self taught bass player

By 1983 informal learning guides me into wearing THAT shirt!

7 years later & informal learning!

But mixing the formal and informal can cause an identity crisis!

Reintegrated John? 2008

I have set up a false dichotomy.

Formal learning and/or learning in informal contexts, it’s complicated!

Parent

Rugby union fan

Kids

Teaching

ResearchSelf taught bassplayer

PhD students

John

Play5 aside football

ManagementLIFE

Pre-UWE R&D timeline …

2000 2005 2008 2010

OU PhD TEL &

Creativity(1998)

LTRI (2005-12) & LMLG (2006 - on)

FP7 & LLL Projects

ubiquitous learning

(2007 - on)

Manager RLO CETL (2005-

08)

Blended Learning

Consultants

Institutional Impact:

‘Evidence’ to BIS

Cooperative Problem-Seeking Dialogues in Learning: http://tinyurl.com/q9qbjvz

Selected research outputs London Mobile Learning Group

2000 2005 2008 2010

LMLG semi-open

research (2006 - on)

First monograph (2010) on mobile learning. Being used in teaching in such institutions as University Hull, University Leeds, University Stockholm, and University of California, Berkeley.

User Generated Contexts

Workshop Research Methods in Informal and Mobile Learning *

* http://www.milrm.wle.org.uk/

2. Bad press for ‘new’ technology and tools

People thought the first printing press was an instrument of the devil that would spawn unauthorised versions of the bible.David Crystal (Guardian, 2008), author of ‘Txtng: the gr8db8’ (Crystal, 2008)

http://en.wikipedia.org/wiki/Printing_press

The telephone created fears of a breakdown in family life, with people no longer speaking directly to one another.

http://www.solarnavigator.net/inventors/inventor_images/alexander_graham_bell_1876_speaking_into_telephone.jpg

And radio and television raised concerns about brain-washing.

http://oak.cats.ohiou.edu/~postr/MRT/Tour1.htm

http://blog.lib.umn.edu/mors0106/architecture/Television.jpg

Mobile phones can damage your health?

txt spk is responsible for bad spelling and moral decay?

As always there is more to it than meets the eye …

3. The disruptive power of social networking from 1600s to now

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A 1668 illustration showing a contemporary London coffee house. Photo: Lordprice Collection / Alamy

Social networks stand accused of being so called ‘weapons of mass distraction’ or worse

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Please turn off your mobiles?

• After you have seem this!• http://gnli.christianpost.com/video/when-the-

speaker-asking-the-audience-to-turn-off-their-cell-phones-something-unbelievable-happened-27694

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In fact in England in the late 1600s, very similar concerns were raised about coffee houses!

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As well as complaining that Christians had abandoned their traditional beer in favour of a foreign drink, critics worried that coffeehouses were keeping people from productive work.

1677, Anthony Wood, an Oxford academic:“Why doth solid and serious learning decline, and few or none follow it now in the University?” he asked. “Answer: Because of Coffea Houses, where they spend all their time”(from Standage, 2013).

Social network innovation in the Internet’s global coffeehouse

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social networking within companies could increase the

productivity of “knowledge workers” by 20 to 25 percent

Cluetrain

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“The book and website both challenge what the manifesto calls outmoded, 20th-century thinking about business in light of the emergence of the Web, clearly listing "95 theses", as a reference to Martin Luther's manifesto which heralded the start of the Protestant Reformation.”

http://en.wikipedia.org/wiki/The_Cluetrain_Manifesto, accessed, 26/09/13

Modern fears about the dangers of social networking are overdone

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“The lesson of the coffeehouse is that modern fears about the dangers of social networking are overdone. This kind of media, in fact, has a long history: Martin Luther’s use of pamphlets in the Reformation casts new light on the role of social media in the Arab Spring.”

Standage, T. (2013). Social Networking in the 1600s. New York Times (online), June 22, http://www.nytimes.com/2013/06/23/opinion/sunday/social-networking-in-the-1600s.html?pagewanted=all&_r=3&, accessed 30/08/13

Internet fuelled coffeehouses

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4. Design Based Research

“… a genre of research in which the iterative development of solutions to practical and complex educational problems also provides the context for empirical investigation, which yields theoretical understanding that can inform the work of others … [although potentially powerful] the simultaneous pursuit of theory building and practical innovation is extremely ambitious”

McKenney, S. & Reeves, T. (2012). Conducting Educational Design Research. New York: Routledge.

NOT Same as Research-based design …

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Design Based Research

25http://dbrxroads.coe.uga.edu/index.php/homepage

Tom Reeves keynote:“How many educational revolutions have we heard of?”

DBR = "Impact on real world problems."

“… in the era of iPhone ... we want frictionless solutions ... but people and institutions can feel messy ... they introduce uncontrolled variability.”

“You know DBR has rigor and discipline, but it must also have impact.”

DBR Example: Augmented Context for Development

2000 2005 2008 2010

Cook, J (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development, IJMBL.

Link to paper http://goo.gl/NFWnSZ

“… context as a core construct that enables collaborative, location-based, mobile device mediated problem solving where learners generate their own ‘temporal context for development’ within the wider frame of Augmented Contexts for Development (ACD).”

Used in mLeMan project as basis for Mobile Augmented Reality – with Carl Smith, Claire Bradley

5. Learning Layers: Scaling informal learning

Project Coordination

Technology Research

Regional Application Clusters

Scaling Partners

Technology Partners

Health Care – LeedsConstruction & Building – Bremen

http://learning-layers.eu/

How we organize

http://learning-layers.eu/

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Internet fuelled coffeehouses are very much alive in Layers

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6. Design Seeking and Scaling framework

31Cook, J., Bannan, B. and Santos, P. (2013). Seeking and Scaling Model for Designing Technology that Supports Personal and Professional Learning Networks. Workshop on Collaborative Technologies for Working and Learning (ECSCW meets EC-TEL), 21 September, Cyprus. Available from: http://tinyurl.com/la6y927

What do we know about scaling?

• Rogers (2003) “Diffusion of Innovations” seminal work from 60s – May be too linear

• Can we abstract out of a perfect study and scale as Kampylis, et al. (2013) claim?

• According to Forge et al. (2013, p. 8) design libraries encourage common shared intellectual capital as a general basis for innovation and scaling

• Forge et al. (2013, p. 8) also note in support of their argument that – Apple the largest company in the world by market capitalization in May 2012

(they can scale)– Relies on design concepts for its leading position– Currently using its British designers and previously its German designers

• Design matters!

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7. Pandora!

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… all about interacting with people …

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Semantic Web Service

• Double espresso for Internet powered coffee houses?• Claims to be putting more intelligence, more meaning into

the web• Web of collective knowledge systems, which are able to

provide useful information based on human contributions and which get better as more people participate

• The socio-semantic web may be seen as a middle way between the top-down monolithic taxonomy approach like the Yahoo! Directory and the more recent collaborative tagging (folksonomy) approaches

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Social Semantic Information Spaces

36http://www.w3.org/2008/09/msnws/papers/sioc.html / http://odl.learning-layers.eu/ach-so-mobile-video-recording-app/

Layers EGs: Ach So! – Mobile video recording app & Help Seeking tool

Layers Social Semantic Server

Help Seeking Tool

• Can you solve it? No, but I know a woman who can!• Personal Learning Networks (PLN): Curating, managing and

promoting a PLN develops critical, creative, 21st century skills and socio-emotional capabilities.

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http://odl.learning-layers.eu/seeking-support-prototype/

• Cook and Pachler (2012)

• Santos, Cook, Treasure-Jones, Kerr & Colley (2014)

Healthcare context

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Construction context

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Human resources, logistics, resource/energy efficiency context

40http://www.clusterland.at/index_ENG_HTML.php

Layers Social Semantic Server (SSS) and Help Seeking tool in Healthcare sector

• SSS can generate meta-data to relate people and data, people and people, data and data!

• Goal of the following exercise is to explore integration of Help Seeking tool’s socio-cultural-historical approach (Vygotsky) with SSS

4141

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Natasha

Mark

Patricia

Registration guidelines on diabetes

So, we have 3 people: Patricia, Mark and Natasha. They all search for and read an article called “Registration guidelines on diabetes” which is downloaded from the Intranet onto their respective PLEs (blue lines below)

From this the SSS will begin a service known as user event service (or looking at what people are doing and finding patterns) in this instance, the pattern is 3 people have all downloaded the same document meaning they have shown an interest.

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Natasha

Mark

Patricia

Registration guidelines on diabetes

From SSS perspective we draw a (Green) connection between the 3 people, since they all downloaded & (we assume) have read the same article.

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Natasha

Mark

Patricia

Registration guidelines on diabetes

Well, Patricia asks Mark (who she has previously tagged in her PLE, a ‘more capable peer’) a question about booking interpreters for a patient via her contacts

For the SSS this is part of the meaning making system, since they both have looked at the “Registration guidelines on diabetes” document the SSS user event service draws in a relationship between those two sets of data (purple lines).

Booking interpreters for a patient

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Natasha

Mark

Patricia

Registration guidelines on diabetes

Now the SSS pushes a service called “Recommendation Service” (Linking to good stuff, which is part of the guidance service group), because it has seen that Patricia and Mark both are in this discussion

it assumes that Natasha probably would like to be in the discussion too (because of the similarity of the three persons)! So SSS suggests to Natasha that she joins the discussion (red line), the SSS is therefore scaffolding a collaborative ‘temporal context for development’.

Booking interpreters for a patient

• And there we go, Natasha discovers a discussion that she also finds useful – Thanks to the SSS’s hi-level services “recommendation” (guidance

service group).• The services & connections provided/made by SSS 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)

• In Vygotskian terms we have in play two key concepts– More Capable Peer– Temporal Context for Development– … and there is lots of mediation going with signs and tools

8. Challenges

• How to design Help Seeking tools for health sector?• Scale to other sectors• There are certain assumptions built in the Social Semantic

Server (based on artefact-actor networks and Piagetian schemas) that still need resolving with our socio-cultural-historical approach (Vygotsky) of Help Seeking

• Investigate further notion of context formation ⁻ How do we construct and process context?⁻ Fear of learning, technology, problem solving, creativity⁻ How we can integrate different contexts? For example learning in

formal and non-formal contexts⁻ Re-examine Augmented Contexts for Development (Cook, 2010) and

User Generated Contexts (Cook, 2014) in the light of neuroscience47

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“hippocampus can process and store contextual information reliably and independently without the potentially detrimental interference from … [unpleasant] salient event” Assitant Prof Attila Losonczy, http://www.bbc.co.uk/news/science-environment-26249509

8. Challenges

• Are we closer to solving puzzle of how the hippocampus can successfully encode the context, while ignoring the impact of the ongoing negative stimulus?

– Provides one mechanism for parallel-processing in the brain– Here temporally overlapping inputs are disentangled and sorted into separate pipelines

for further processing and context formation– It appears we may separate the construction of context from our feelings about the

context– Storing context separately allows objective processing of context– Big ethical considerations

• Refine Design Seeking and Scaling framework• Need to improve community engagement around ODL • Form partnerships for spin outs for Help Seeking tool • Balance my coffee intake … 49

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Continue the conversations

51http://cloudworks.ac.uk/cloud/view/8540

John’s internet fuelled coffee houses!

• Academia.edu: http://westengland.academia.edu/JohnCook/About• ResearchGate: https://www.researchgate.net/profile/John_Cook9/ • Mendeley: http://www.mendeley.com/profiles/john-cook6/• Twitter: http://twitter.com/johnnigelcook • Slideshare: http://www.slideshare.net/johnnigelcook• Linkedin: http://www.linkedin.com/pub/john-cook/0/488/b54 • Facebook: https://www.facebook.com/john.cook.56027281?fref=ts• Skype: johnnigelcook

And general links• Designing for Digital Learners (D4DL): http://cloudworks.ac.uk/cloudscape/view/2435 • BRILLE: Bristol Centre for Research in Lifelong Learning and Education (BRILLE)• UWE Bristol profil: http://people.uwe.ac.uk/Pages/person.aspx?accountname=campus\jn-cook• Learning Layers: http://learning-layers.eu/• Open Design Library: http://odl.learning-layers.eu/

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Thank YouAcknowledgement of work used in this talk:

Tom Standage (The Economist), Dr Xu Liu (MIT), 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/

Questions?53

Work referred to in talk

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ALT/TLRP-TEL (2010). Technology in Learning: A Response to Some [evidence-seeking] Questions from the Department of Business Innovation and Skills. Foreword by John Cook (LTRI/ALT) and Richard Noss (TLRP-TEL), October. Available: http://repository.alt.ac.uk/839/. Cook also first author of content.

Cook, J. (2014). User Generated Contexts: Thinking About Changes in Mass Communication in Terms of Agency, Innovation, Trust and Risk. Proceedings of Bristol Ideas in Mobile Learning 2014 (Ed Cook, Santos and Mor). See also http://cloudworks.ac.uk/cloud/view/8586

Cook, J., Bannan, B. and Santos, P. (2013). Seeking and Scaling Model for Designing Technology that Supports Personal and Professional Learning Networks. Workshop on Collaborative Technologies for Working and Learning (ECSCW meets EC-TEL), 21 September, Cyprus. Link to paper goo.gl/K7zMHO 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 Cook, J., Pachler, N. and Bachmair, B. (2012). Using Social Network Sites and Mobile Technology for Bridging Social Capital. In Guglielmo Trentin and Manuela Repetto (Eds.), Using Network and Mobile Technology to Bridge Formal and Informal Learning, pp. 31-56. Chandos. Link to paper goo.gl/3C3TCN

Cook, J., Pachler, N. and Bachmair, B. (2011). Ubiquitous Mobility with Mobile Phones: A Cultural Ecology for Mobile Learning. E-Learning and Digital Media. Special Issue on Media: Digital, Ecological and Epistemological. 8(3), 181-195. Link to paper goo.gl/Q17Elh

Work referred to in talk

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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., Pachler, N. and Bradley, C. (2008). Bridging the Gap? Mobile Phones at the Interface between Informal and Formal Learning. Journal of the Research Center for Educational Technology, Spring. Available from: http://www.rcetj.org/index.php/rcetj/article/view/34

Cook, J., Holley, D. and Andrew, D. (2007). A Stakeholder Approach to Implementing E-Learning in a University. British Journal of Education Technology, 38(5), 784–794.

Cook, J., Holley, D., Smith, C., Haynes, R. and Bradley, C. (2006). Team Enhanced Creativity: An Approach to Designing User-Centred Reusable Learning Objects. IV International Conference on Multimedia and ICTs in Education (m-ICTE2006), Seville (Spain), 22-25 November 2006. See http://www.formatex.org/micte2006

Cook, J. (2000). Cooperative Problem-Seeking Dialogues in Learning. In Gauthier, G., Frasson, C. and VanLehn, K. (Eds.) Intelligent Tutoring Systems: 5th International Conference, ITS 2000 Montréal, Canada, June 2000 Proceedings, p. 615–624. Berlin Heidelberg New York: Springer-Verlag.

Crystal, D. (2008). Txtng: the gr8 db8. Oxford, Oxford University Press.

Work referred to in talk

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Forge, S., Blackman, C., Goldberg, I. and Biagi, F. (2013). Comparing Innovation Performance in the EU and the USA: Lessons from Three ICT Sub-Sectors. European Commission Joint Research Centre Technical Report, Institute for Prospective Technological Studies.

McKenney, S. & Reeves, T. (2012). Conducting Educational Design Research. New York: Routledge.

Michael Chui, James Manyika, Jacques Bughin, Richard Dobbs, Charles Roxburgh, Hugo Sarrazin, Geoffrey Sands and Magdalena Westergren (2012). The social economy: Unlocking value and productivity through social technologies. McKinsey Global Institute, http://www.mckinsey.com/insights/high_tech_telecoms_internet/the_social_economy, accessed September 2013

Mitchell, A., Holley, D., Cook, J., Windle, R. and Morales, R. (2008). 360 Degree Rotations – A Kaleidoscope of Voices from the RLO-CETL. The Higher Education Academy Annual Conference 2008, Harrogate, July 1-3.

Pachler, N., Bachmair, B. and Cook, J. (2010). Mobile Learning: Structures, Agency, Practices. New York: Springer.

Panagiotis Kampylis, Nancy Law, Yves Punie, Stefania Bocconi, Barbara Brečko, Seungyeon Han, Chee-Kit Looi, Naomi Miyake (2013). ICT-enabled innovation for learning in Europe and Asia: Exploring conditions for sustainability, scalability and impact at system level. See http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=6362, accessed Sept 2013.

Work referred to in talk

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Rogers, E. M. (2003) Diffusion of Innovations. Fifth Edition. New York: Free Press

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.

Standage, T. (2013). Social Networking in the 1600s. New Yourk Times (online), June 22, http://www.nytimes.com/2013/06/23/opinion/sunday/social-networking-in-the-1600s.html?pagewanted=all&_r=3&, accessed 30/08/13

Vygotsky, L. (1978). Mind in society. The development of higher psychological processes (Cole, M., Eds.). Cambridge, MA: Harvard University Press. (Original work published 1930)