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NLC 2010 by Mind Map: NLC 2010
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NLC 2010

opening session

conference is about education and the use of new technology

Vivian Hodson

previous conf was in greece

platform and website were new developed

hot seats were organized as preconf discussions

Springer has a book series connected to the conf

informal conference is the mode of proceedings

Lone Dircknick Holmfeld

Dean of Aalborg University

Talking about the city of Aalborg, moving from industrial to knowledge city

Aalborg Uni, Problem based learning, Work together with Industry, Chinese proverb: step back and i will act

New node

Thomas Ryberg

Efterarssalen is changerd to Det Ny Kilden

18.20 on monday walk to conf reception


Organized as fishbowl

conversation form to discuss topics in large group

Etienne Wenger

Knowledgability in landscapes of practice, Towards a social discipline of learning, What is the Body of knowledge of a profession?, landscape of practices, Various disciplines, management, who also have a say, Boundaries of a landscape, As a nurse in england, is it your accountability to follow twitter of a colleague in africa?, Distinct carriers of knowledgeability, practices as cariers, identity as a carier (trhoughout life), Tweetdeck as a tool for managing landscape and accountability, Mapping network - activity - community of practice, reification, negotiation, identifying a theory to apply to a system - what kind of story do you want to tell?, activity: object, subject, division of labour, contradiction, tools, wildfires, community of practice: identity, participation, meaning, negotiation, reification, competence, boundaries, indentification, network: flows, mediators, intermediaries, enlistment, translation, strong & weak ties

Role of teacher in a network

The Fishbowl

social scientist need to keep working and learning together!, boundary crossing between different notions of learning

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

collaboration is not a characteristic of a community, develop a vocabularly, etienne wants to be able to question aspects b4 it "enters the core" of the theory, New node

Common origins of theory, Both etienne and Yrjo were at the same time in california (80's ?), vygotsky's and yrjo's work were standard readings (wenger), comming anthropological perspective, peripheral partcipation as alternative (anthropological) for zone of prox development (Wenger)

Exapnsive learning, radical innovation, face the unknown, you can better understand whats going in the mind of an individual when you put him in a community

local and global, New node

arent we overoptimistic about the influence of technology on learning?, the technology you choose needs to be in line with your views on learning

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


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

Yrjo Engeström

Expansive learning, traditional notions of learning are limited my school learning, outcomes of learning are increasingly not known ahead of time, this also counts for change, the outcome is not known in advance, this calls for a type of learning which is Expansive learning, learning embedded in activity systems, Master what people are engaged in, the learning is oriented at this activity, learning driven by contradiction in present activity, learning driven by systemic contradictions, Zone of proximal development (Vygotsky), Cycle of expansive learning, the cycle is simple, truth is anything but cyclic and simple, exploration of new knowledge for new activity

Prof of adult education in Helsinki, California, Birmingham

parallel session 1

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

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

relational approach to learning (between people, objects), community relations, learning relations: facts, fiction, know-how, group processes, group knowledge can be exchanged., teaching, learning, reviewing, evaluating

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

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?, what promotes learning: openness, listening, brokering

"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

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

Fetter - Berlanga - Sloep

eTwinning network

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

ad hoc transient communities, changed name to groups, because they are that in the beginning and start evolving towards a network, accountability, identity

who knows who, improve sense of belonging

expected effects, decentrilized network, everybody is connected to someone, but nobody is connected to everyone

Building a tool, asking questions, find people

Paper 5: Democratic Rationalization on the network

Benjamin Kehrwald

Focus: social presence, the experience of being with another salient social actor

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

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

what learners do affects their social presence

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

difficulties of learning to learn online

Paper 6: Identifying mediators

Dan Suthers

Continuity o fleearning across time and space

Courses are "silos"in LMS

Social Capital, Potentials for action available in social relationship

serendiptious discovery

software "discourse"

are people finding value in the larger network?

log file analysis

low percentages of bridging, need to make outside stuff more visible

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

research questions, how do social networks of internat. students evolve in formal learning context?, what factors shape social networks of learning groups?, what are best methods for collecting SN data in f2f context?, what types of teaching has positive impact on learning networks?

methods, questionnaires, observation (attending classes and labs), photos taken as additonal source of data, interviews

findings, class networks invisible to lecturer (central in network does not equal central from point of view of lecturer), network cohesion didn't increase over time, work and friendship networks different in shape, factors shaping classroom network, group work, place of living, language, programme of study (work network), language (friendship network)

implications of findings, using to redesign course model, group work, group choice, assignment type more intensive, multimedia, public sharing (youtube etc), deadline moved to end of class, social bookmarking: optional, mostly passive users --> compulsory, second stage will involve testing effect of interventions in enhancing learning experiences and networks, second stage will involve testing effect of interventions in enhancing learning experiences and networks, visible class dynamics are not reliable indicator of 'real' network, network changes were in cliques, set of forces working simultaneiously to shape network

questions, how is this related to learning?, A: we can't really measure learning, even if we can measure networks, hard to understand/interpret SNA without context (course design, assessment), A: yes, context is important, what assignments on the course?, A: 1. group project using topic from module; 2. individual assignment

Parallel Session 2

Paper 17: Networks as platforms for expansive development

Silke Geithner

activity theory

schon/ bateson: learning 1 - 2 - 3

Survey: few people thought reflection

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

characteristics of network activities

change in schools

frustrated innovators

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

Paper 18 Coalistion Formation in Networked Innovation

Rory Sie

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

coalitions: temporary alliances common intentions, indivdual goals

coalitions occur on different levels in the organization

people are self interested and need an incentive for collaboration

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

shapley value: how people perceive the value of coalitions

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

Intervention in real life open innovation proces.

innovation occurs in a social network

Paper 19 Leveraging Social Network Technologies in Corporate Environments

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

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?

parallel session 4

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

Roy Williams - Jenny Mackness

CCK08 - George Siemens and Stephen Downes

stephen forced the e-mail to everyone as experiment

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

82% posted to a blog

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

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

Issues Opennes - Autonomy

Affordances, Home >< Bazaar, Long Loop - Short Loop, Engagement - reflection

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

Stefan Hauptmann - Lutz Gerlach - Chemnitz University of Technology


Wordpress theme P2


informal awareness of whats going on in the network

- Social awareness

- Awareness of networks

- awareness of workspace

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

Comparing microblogging with chat

Organizational consequences, power, charisma, leadership


parralel session 6

papers 49 SNA within networked environments

gettting a view of the big picture of social interactions

REAL TIME social network analysis

creativity (Burt, 2004)

intergrate the visualization

forum has info for SNA visualization

SNAPP tool for SNA, bookmarklet for safari and firefox, Blackboard, Moodle

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

Karen Guldberg

Learning as "expensive envolvement"

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

Alexander's (2000) concentric circles, macro level, the asd field of practice, Meso level, Institution, Micro level, tools

activity system (engestrom)

communities of practice lens, using CoP to understand how individuals negotiate their identities in the system

discourse analysis, content analysis, sna, exchange structure analysis

having different lenses helped to understand at different levels

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

Elpida Makriyannis, @novusnous (twitter)

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

how do users participate and what effects their participation?

Looked at 50 different social site

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

had an OK of the ethics commitee

different modes of participation, users switching between modes, users staying in one mode, user switching between selected modes

"invisible" network of interaction, reciprocity, identity

fairyrings of participation

Compendium as a tool to support data analysis and representation,

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

Sue Peters

Management School Lancaster

Create learning space to share thoughts and experience

learning activities, Physical activities, Coaching, action learning sets, Masterclasses, business shadowing and exchanges

Online discussion forum in VLE + Photo

Questions:, How do delegates learn?, Where do they learn?

Methods, Interviews, Ethnography, Observation

Where do they learn?, "learningfull spaces"(Pancini & McCormack, Strategic space (Jones), Social learning space, Tea breaks, car share, Reflective space, Perpheral learning space

Networked identity (ryberg)

Parallel session 3

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

Luis Tinoca

Online Group work patterns, what are the patterns that identify succesfull groups?, What types of constraints prevent people from engaging in group work?

Succesfull group, Clarification of focus, collaboration, creation of artifacts, Reflection on the produced section, 2 threads in discussion board, but many replies

Non succesfull group, Struggle with negotiation, changing minds of directions, Different perceptions of expertise, Cooperation, not collaboration, Negotiate, but dont agree, Several threads, less replies

Concluding panel

Charalambos Vrasidas

Do we need technology for NL?

Physical access to these tools is not enough

social cultural contexts

Caroline Haythornthwaite

The network is a means to an end

Networks as reflective practice

Network analysis as method to development of theories

Reflective practice (SNA)

Etienne Wenger

What have I learned at this conference?

I'm trying to keep myself sort of out balance

Dont think about networks and communities as things

develop identity around domain

Communities may need network to bring in new people and perspectives

communities are rather closed and networks open

collective brokering


Reverse multimembership

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

Grainne Conole

We need to make ourselves uncomfortable > move beyond borders

Application by practice

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

cloudworks website