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
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
Efterarssalen is changerd to Det Ny Kilden
18.20 on monday walk to conf reception
conversation form to discuss topics in large group
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
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)
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
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
Fetter - Berlanga - Sloep
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
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
Continuity o fleearning across time and space
Courses are "silos"in LMS
Social Capital, Potentials for action available in social relationship
are people finding value in the larger network?
log file analysis
low percentages of bridging, need to make outside stuff more visible
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
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
need to be productive for people to keep believe in the network.
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
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?
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
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
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
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
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, olnet.org
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)
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
Do we need technology for NL?
Physical access to these tools is not enough
social cultural contexts
The network is a means to an end
Networks as reflective practice
Network analysis as method to development of theories
Reflective practice (SNA)
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
Do not romaticize the horizontal and demonize the vertical processes in organizations > transversal processes
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?