Resilience Thinking, Social Learning and Open Innovation Platforms 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
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Resilience Thinking, Social Learning and Open Innovation Platforms
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
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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
“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.”
“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 Our emphasis needs not to be on proving the residual value of outdated curricula, tests and league tables, but on inspiring and challenging children so that they in turn can inspire and challenge us.”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
“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
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.
Resilience Thinking § A resilient world (Walker, 2008)…
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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.
Resilience Thinking § A resilient world (Walker, 2008)…
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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.
Resilience Thinking § A resilient world (Walker, 2008)…
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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.
Resilience Thinking § A resilient world (Walker, 2008)…
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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.
Resilience Thinking § A resilient world (Walker, 2008)…
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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.
Resilience Thinking § A resilient world (Walker, 2008)…
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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.
Resilience Thinking § A resilient world (Walker, 2008)…
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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.
Resilience Thinking § A resilient world (Walker, 2008)…
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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
How do we augment this system’s capacity to sense, respond to, and shape its environment?
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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
API enables integration with external web applications, learning platforms and web services
app app app app app X Y Z
Social Networking
Conceptual Networking
Learning Analytics Recommendation Engine
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
How do we augment this system’s capacity to sense, respond to, and shape its environment?
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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