NLC 2010

Mindmap of the Networked Learning Conference in Aalborg, Denmark 2010. Initiated by Joost Robben (www.joostrobben.nl) but publicly edited by others as well.

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NLC 2010 by Mind Map: NLC 2010

1. opening session

1.1. conference is about education and the use of new technology

1.2. Vivian Hodson

1.2.1. previous conf was in greece

1.2.2. platform and website were new developed

1.2.3. hot seats were organized as preconf discussions

1.2.4. Springer has a book series connected to the conf

1.2.5. informal conference is the mode of proceedings

1.3. Lone Dircknick Holmfeld

1.3.1. Dean of Aalborg University

1.3.2. Talking about the city of Aalborg

1.3.2.1. moving from industrial to knowledge city

1.3.3. Aalborg Uni

1.3.3.1. Problem based learning

1.3.3.2. Work together with Industry

1.3.3.3. Chinese proverb: step back and i will act

1.3.4. New node

1.4. Thomas Ryberg

1.4.1. Efterarssalen is changerd to Det Ny Kilden

1.4.2. 18.20 on monday walk to conf reception

2. Keynotes

2.1. Organized as fishbowl

2.1.1. conversation form to discuss topics in large group

2.2. Etienne Wenger

2.2.1. Knowledgability in landscapes of practice

2.2.1.1. Towards a social discipline of learning

2.2.1.2. What is the Body of knowledge of a profession?

2.2.1.2.1. landscape of practices

2.2.1.2.2. Various disciplines

2.2.1.2.3. management, who also have a say

2.2.1.2.4. Boundaries of a landscape

2.2.1.2.5. Distinct carriers of knowledgeability

2.2.1.2.6. Tweetdeck as a tool for managing landscape and accountability

2.2.1.2.7. Mapping network - activity - community of practice

2.2.1.2.8. reification

2.2.1.3. identifying a theory to apply to a system - what kind of story do you want to tell?

2.2.1.3.1. activity: object, subject, division of labour, contradiction, tools, wildfires

2.2.1.3.2. community of practice: identity, participation, meaning, negotiation, reification, competence, boundaries, indentification

2.2.1.3.3. network: flows, mediators, intermediaries, enlistment, translation, strong & weak ties

2.2.2. Role of teacher in a network

2.3. The Fishbowl

2.3.1. social scientist need to keep working and learning together!

2.3.1.1. boundary crossing between different notions of learning

2.3.2. web 2.0 communities are often called communities for a lack of a better word, but they can be anything

2.3.3. collaboration is not a characteristic of a community

2.3.3.1. develop a vocabularly

2.3.3.2. etienne wants to be able to question aspects b4 it "enters the core" of the theory

2.3.3.2.1. New node

2.3.4. Common origins of theory

2.3.4.1. Both etienne and Yrjo were at the same time in california (80's ?)

2.3.4.2. vygotsky's and yrjo's work were standard readings (wenger)

2.3.4.3. comming anthropological perspective

2.3.4.4. peripheral partcipation as alternative (anthropological) for zone of prox development (Wenger)

2.3.5. Exapnsive learning

2.3.5.1. radical innovation

2.3.5.2. face the unknown

2.3.5.3. you can better understand whats going in the mind of an individual when you put him in a community

2.3.6. local and global

2.3.6.1. New node

2.3.7. arent we overoptimistic about the influence of technology on learning?

2.3.7.1. the technology you choose needs to be in line with your views on learning

2.3.8. subjectivity

2.3.8.1. etienne says he cant talk about subjectivity, but do about identity

2.3.9. mediation

2.3.10. No need to point people to their contradictions in order to change them (wenger)

2.4. Yrjo Engeström

2.4.1. Expansive learning

2.4.1.1. traditional notions of learning are limited my school learning

2.4.1.2. outcomes of learning are increasingly not known ahead of time

2.4.1.2.1. this also counts for change, the outcome is not known in advance

2.4.1.2.2. this calls for a type of learning which is Expansive learning

2.4.1.3. learning embedded in activity systems

2.4.1.4. Master what people are engaged in

2.4.1.4.1. the learning is oriented at this activity

2.4.1.4.2. learning driven by contradiction in present activity

2.4.1.4.3. learning driven by systemic contradictions

2.4.1.5. Zone of proximal development (Vygotsky)

2.4.1.6. Cycle of expansive learning

2.4.1.6.1. the cycle is simple, truth is anything but cyclic and simple

2.4.1.7. exploration of new knowledge for new activity

2.4.2. Prof of adult education in Helsinki, California, Birmingham

3. parallel session 1

3.1. Paper 8: Social Networks and Learning Networks: Using social network perspectives to understand social learning, Caroline Haythornthwaite, Maarten de Laat

3.1.1. learning is both a relation that ties people and an outcome - social capital (Putnam). So learning networks are structures and outcomes.

3.1.2. relational approach to learning (between people, objects)

3.1.2.1. community relations

3.1.2.2. learning relations: facts, fiction, know-how, group processes, group knowledge can be exchanged.

3.1.2.3. teaching, learning, reviewing, evaluating

3.1.3. network analysis strips out context from the "background" - increasing levels of abstraction allow for linkages between different spaces, classes etc

3.1.4. key questions (available in hot seat archive): what constitutes a learning tie; how do network configurations affect learning; what it is that people do that promotes learning in a social network; how to show value?

3.1.4.1. what promotes learning: openness, listening, brokering

3.1.5. "network mirror" - show organisation how it is working together. 1. online group decision discussion - looking for commonality, how can they work together. 2. send list of activities to group 3. (real project begins) - facilitate network connections

3.2. Paper 4: Using ad hoc transient communities to stenghten social capital

3.2.1. Fetter - Berlanga - Sloep

3.2.2. eTwinning network

3.2.3. Social Capital

3.2.3.1. Social capital is a vague notion, but thats actually what we want

3.2.4. ad hoc transient communities

3.2.4.1. changed name to groups, because they are that in the beginning and start evolving towards a network

3.2.4.2. accountability

3.2.4.3. identity

3.2.5. who knows who

3.2.5.1. improve sense of belonging

3.2.6. expected effects

3.2.6.1. decentrilized network

3.2.6.2. everybody is connected to someone, but nobody is connected to everyone

3.2.7. Building a tool

3.2.7.1. asking questions

3.2.7.2. find people

3.3. Paper 5: Democratic Rationalization on the network

3.3.1. Benjamin Kehrwald

3.3.2. Focus: social presence

3.3.2.1. the experience of being with another salient social actor

3.3.3. does the technology control the way networked learners experience or the other way?

3.3.4. social presence is cumulative inforar it is based up demonstration of social precence

3.3.5. what learners do affects their social presence

3.3.6. as learners gain experience their abilities to read and convey social presence increases

3.3.7. difficulties of learning to learn online

3.4. Paper 6: Identifying mediators

3.4.1. Dan Suthers

3.4.2. Continuity o fleearning across time and space

3.4.3. Courses are "silos"in LMS

3.4.4. Social Capital

3.4.4.1. Potentials for action available in social relationship

3.4.5. serendiptious discovery

3.4.6. software "discourse"

3.4.7. are people finding value in the larger network?

3.4.8. log file analysis

3.4.9. low percentages of bridging

3.4.9.1. need to make outside stuff more visible

3.5. Paper 7: Social network dynamics in international students' learning. Nashrawan Taha (presenter), Andrew Cox. University of Sheffield, United Kingdom

3.5.1. research questions

3.5.1.1. how do social networks of internat. students evolve in formal learning context?

3.5.1.2. what factors shape social networks of learning groups?

3.5.1.3. what are best methods for collecting SN data in f2f context?

3.5.1.4. what types of teaching has positive impact on learning networks?

3.5.2. methods

3.5.2.1. questionnaires

3.5.2.2. observation (attending classes and labs)

3.5.2.3. photos taken as additonal source of data

3.5.2.4. interviews

3.5.3. findings

3.5.3.1. class networks invisible to lecturer (central in network does not equal central from point of view of lecturer)

3.5.3.2. network cohesion didn't increase over time

3.5.3.3. work and friendship networks different in shape

3.5.3.4. factors shaping classroom network

3.5.3.4.1. group work, place of living, language

3.5.3.4.2. programme of study (work network)

3.5.3.4.3. language (friendship network)

3.5.4. implications of findings

3.5.4.1. using to redesign course model

3.5.4.1.1. group work

3.5.4.1.2. social bookmarking: optional, mostly passive users --> compulsory

3.5.4.1.3. second stage will involve testing effect of interventions in enhancing learning experiences and networks

3.5.4.2. visible class dynamics are not reliable indicator of 'real' network

3.5.4.3. network changes were in cliques

3.5.4.4. set of forces working simultaneiously to shape network

3.5.5. questions

3.5.5.1. how is this related to learning?

3.5.5.1.1. A: we can't really measure learning, even if we can measure networks

3.5.5.2. hard to understand/interpret SNA without context (course design, assessment)

3.5.5.2.1. A: yes, context is important

3.5.5.3. what assignments on the course?

3.5.5.3.1. A: 1. group project using topic from module; 2. individual assignment

4. Parallel Session 2

4.1. Paper 17: Networks as platforms for expansive development

4.1.1. Silke Geithner

4.1.2. activity theory

4.1.3. schon/ bateson: learning 1 - 2 - 3

4.1.4. Survey: few people thought reflection

4.1.5. interviews - motivation - cooperation in the network - what do you do when ur back in school?

4.1.6. characteristics of network activities

4.1.7. change in schools

4.1.8. frustrated innovators

4.1.9. need to be productive for people to keep believe in the network.

4.2. Paper 18 Coalistion Formation in Networked Innovation

4.2.1. Rory Sie

4.2.2. Story about patents on cars - Henry Ford > Openly exchanged their patents without asking money

4.2.3. coalitions: temporary alliances common intentions, indivdual goals

4.2.4. coalitions occur on different levels in the organization

4.2.5. people are self interested and need an incentive for collaboration

4.2.6. model that describes which factors influence coalition formation > in multi agent simulation

4.2.7. shapley value: how people perceive the value of coalitions

4.2.8. people with more power are likely to be connected with, because it will bring you further in the organization

4.2.9. Intervention in real life open innovation proces.

4.2.10. innovation occurs in a social network

4.3. Paper 19 Leveraging Social Network Technologies in Corporate Environments

4.3.1. http://www.joostrobben.info/?p=205

4.4. Symposium 1: The Space Occupied by Networked Learning in the Higher Education Curriculum: Revisiting the Networked Learning Manifesto

4.4.1. overall question: have we reached a point where we require a framework for learning in the 21st century rather than a revised version of the manifesto?

5. parallel session 4

5.1. papers 37 Blogs and forums as communication and learning tools in a massive open online course

5.1.1. Roy Williams - Jenny Mackness

5.1.2. CCK08 - George Siemens and Stephen Downes

5.1.3. stephen forced the e-mail to everyone as experiment

5.1.4. Question: why do people choose a blog or a forum?

5.1.5. 82% posted to a blog

5.1.6. There was a rude person in the forums that made peoplpe moving out from them

5.1.7. Stephen did a job in aggregating stuff from the blogs into e-mail

5.1.8. Issues Opennes - Autonomy

5.1.9. Affordances

5.1.9.1. Home >< Bazaar

5.1.9.2. Long Loop - Short Loop

5.1.9.3. Engagement - reflection

5.2. paper 38 Microblogging as a tool for networked learning in production networks

5.2.1. Stefan Hauptmann - Lutz Gerlach - Chemnitz University of Technology

5.2.2. Microblogging

5.2.3. Wordpress theme P2

5.2.4. Communote

5.2.5. informal awareness of whats going on in the network

5.2.6. - Social awareness

5.2.7. - Awareness of networks

5.2.8. - awareness of workspace

5.2.9. "By 2012, over 50 percent of enterprises will use activity streams that include microblogging"

5.2.10. Comparing microblogging with chat

5.2.11. Organizational consequences

5.2.11.1. power

5.2.11.2. charisma

5.2.11.3. leadership

5.2.12. @stefanhauptmann

6. parralel session 6

6.1. papers 49 SNA within networked environments

6.1.1. gettting a view of the big picture of social interactions

6.1.2. REAL TIME social network analysis

6.1.3. creativity (Burt, 2004)

6.1.4. intergrate the visualization

6.1.5. forum has info for SNA visualization

6.1.6. SNAPP tool for SNA

6.1.6.1. bookmarklet for safari and firefox

6.1.6.2. Blackboard

6.1.6.3. Moodle

6.2. papers 50 Using the lenses of socio cultural activity theory and communitie of practice to guide an empirical study

6.2.1. Karen Guldberg

6.2.2. Learning as "expensive envolvement"

6.2.3. Notion that the hstory of the persons identity is lived in certain structures

6.2.4. Alexander's (2000) concentric circles

6.2.4.1. macro level

6.2.4.1.1. the asd field of practice

6.2.4.2. Meso level

6.2.4.2.1. Institution

6.2.4.3. Micro level

6.2.4.3.1. tools

6.2.5. activity system (engestrom)

6.2.6. communities of practice lens

6.2.6.1. using CoP to understand how individuals negotiate their identities in the system

6.2.7. discourse analysis, content analysis, sna, exchange structure analysis

6.2.8. having different lenses helped to understand at different levels

6.3. papers 51 "Fairy rings" of participation: The "invisible" network influencing participation in online communities

6.3.1. Elpida Makriyannis

6.3.1.1. @novusnous (twitter)

6.3.2. find evidence that explains how we can learn in an open world (OER)

6.3.3. how do users participate and what effects their participation?

6.3.4. Looked at 50 different social site

6.3.5. consious decision of having no direct involvement with the users of the sites

6.3.6. had an OK of the ethics commitee

6.3.7. different modes of participation

6.3.7.1. users switching between modes

6.3.7.2. users staying in one mode

6.3.7.3. user switching between selected modes

6.3.8. "invisible" network of interaction

6.3.8.1. reciprocity

6.3.8.2. identity

6.3.9. fairyrings of participation

6.3.10. Compendium as a tool to support data analysis and representation

6.3.10.1. olnet.org

6.4. papers 52 Where does the learning take place? Learning spaces and the situated curriculum within networked learning

6.4.1. Sue Peters

6.4.2. Management School Lancaster

6.4.3. Create learning space to share thoughts and experience

6.4.4. learning activities

6.4.4.1. Physical activities

6.4.4.2. Coaching

6.4.4.3. action learning sets

6.4.4.4. Masterclasses

6.4.4.5. business shadowing and exchanges

6.4.5. Online discussion forum in VLE + Photo

6.4.6. Questions:

6.4.6.1. How do delegates learn?

6.4.6.2. Where do they learn?

6.4.7. Methods

6.4.7.1. Interviews

6.4.7.2. Ethnography

6.4.7.3. Observation

6.4.8. Where do they learn?

6.4.8.1. "learningfull spaces"(Pancini & McCormack

6.4.8.2. Strategic space (Jones)

6.4.8.3. Social learning space

6.4.8.3.1. Tea breaks

6.4.8.3.2. car share

6.4.8.4. Reflective space

6.4.8.5. Perpheral learning space

6.4.9. Networked identity (ryberg)

7. Parallel session 3

7.1. Paper 26 Online group work patterns: how to promote succesfull collaboration?

7.1.1. Luis Tinoca

7.1.2. Online Group work patterns

7.1.2.1. what are the patterns that identify succesfull groups?

7.1.2.2. What types of constraints prevent people from engaging in group work?

7.1.3. Succesfull group

7.1.3.1. Clarification of focus

7.1.3.2. collaboration

7.1.3.3. creation of artifacts

7.1.3.4. Reflection on the produced section

7.1.3.5. 2 threads in discussion board, but many replies

7.1.4. Non succesfull group

7.1.4.1. Struggle with negotiation

7.1.4.2. changing minds of directions

7.1.4.3. Different perceptions of expertise

7.1.4.4. Cooperation, not collaboration

7.1.4.5. Negotiate, but dont agree

7.1.4.6. Several threads, less replies

8. Concluding panel

8.1. Charalambos Vrasidas

8.1.1. Do we need technology for NL?

8.1.2. Physical access to these tools is not enough

8.1.3. social cultural contexts

8.2. Caroline Haythornthwaite

8.2.1. The network is a means to an end

8.2.2. Networks as reflective practice

8.2.3. Network analysis as method to development of theories

8.2.4. Reflective practice (SNA)

8.3. Etienne Wenger

8.3.1. What have I learned at this conference?

8.3.2. I'm trying to keep myself sort of out balance

8.3.3. Dont think about networks and communities as things

8.3.4. develop identity around domain

8.3.5. Communities may need network to bring in new people and perspectives

8.3.6. communities are rather closed and networks open

8.3.7. collective brokering

8.3.8. Multimembership

8.3.9. Reverse multimembership

8.3.10. Do not romaticize the horizontal and demonize the vertical processes in organizations > transversal processes

8.4. Grainne Conole

8.4.1. We need to make ourselves uncomfortable > move beyond borders

8.4.2. Application by practice

8.4.3. If it isnt making a difference in practice, then what are we doing?

8.4.4. cloudworks website