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Cook social network innovation

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

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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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
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
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
Social networks stand accused of being so called ‘weapons of mass distraction’ or worse 4
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
In fact in England in the late 1600s, very similar concerns were raised about coffee houses! 6
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
Modern fears about the dangers of social networking are overdone … But! 8
2. Design Research McKenney, S. & Reeves, T. (2012). Conducting Educational Design Research. NOT Same as Research-based design … 9
Example: Augmented Context for Development Cook, J (2010). Mobile Phones as Mediating Tools Within Augmented Contexts for Development. IJMBL.
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/
How we organize http://learning-layers.eu/
Integration Diagram 13
14
Internet fuelled coffeehouses are very much alive in Layers 15
4. Hybrid Social Learning Networks • Why? – Challenge of the ‘unfilled’ potential of the Internet – Equity of access to cultural resources 16
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
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/
Professional practice: healthcare context 19 Research Passport
Construction context 20
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)
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
Social machines and related areas (Shadbolt et al., 2013) 23 Hybrid Social Learning Networks
Layers extended polyarchy (after Shadbolt et al., 2013) for Hybrid Social Learning Network 24
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
26
27 Natasha Mark Registration guidelines on diabetes Patricia
28 Natasha Mark Registration guidelines on diabetes Patricia
29 Natasha Mark Registration guidelines on diabetes Patricia Booking interpreters for a patient
30 Natasha Mark Registration guidelines on diabetes Patricia Booking interpreters for a patient
• 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)
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
33
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
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

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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
  • 26. 26
  • 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
  • 33. 33
  • 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