Post on 06-May-2015
description
Learning Technology Research @ The Knowledge Media Institute
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Simon Buckingham Shum Knowledge Media Institute Senior Lecturer & Assoc. Director (Technology) http://simon.buckinghamshum.net
Thematic Research Network
EducationalFutures
ork
Schools Network Meeting, Jan 18 2012 Briefing for Milton Keynes & Birmingham Headteachers & Local Authority
Thematic Research Network
EducationalFutures
ork
A new OU network connec-ng researchers, prac--oners, futures analysts and other stakeholders
to envision and create be<er educa-onal futures
70-strong R&D lab prototyping the near future (2-5 yrs) of technology for the OU and our
research partners — next generation internet, learning, collaboration and search
My bit of the OU… Knowledge Media Institute
3 things I do which you might be interested in
• Collective Intelligence: making people smarter by connecting who they know and what they know
• Mapping Dialogue & Debate: scaffolding individuals and groups in making sense of messy problems and complex debates
• C21 transferable learning dispositions and skills: tools grounded in “learning power”
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3 things I do which you might be interested in
• Collective Intelligence: making people smarter by connecting who they know and what they know
• Mapping Dialogue & Debate: scaffolding individuals and groups in making sense of messy problems and complex debates
• C21 transferable learning dispositions and skills: tools grounded in “learning power”
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Relevance to L.A.s, Heads, Staff,
Students?... and how we might work
with you?
§ Collective Intelligence: making people smarter by connecting who they know and what they know
§ Mapping Dialogue & Debate: scaffolding individuals and groups in making sense of messy problems and complex debates
§ C21 transferable learning dispositions and skills: tools grounded in “learning power”
3 things I do which you might be interested in
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Collective Intelligence: Evidence Hubs • A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning • Demonstrator site for Open Education movement: http://ci.olnet.org • (Watch the intro movies)
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Collective Intelligence: Evidence Hubs • A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning
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Collective Intelligence: Evidence Hubs • A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning
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Collective Intelligence: Evidence Hubs • A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning
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Collective Intelligence: Evidence Hubs • A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning
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Collective Intelligence: Evidence Hubs • A way for a reflective learning community to share who and where
they are, what they are working on, and what they’re learning
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Collective Intelligence: Evidence Hubs
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§ Collective Intelligence: making people smarter by connecting who they know and what they know
§ Mapping Dialogue & Debate: scaffolding individuals and groups in making sense of messy problems and complex debates
§ C21 transferable learning dispositions and skills: tools grounded in “learning power”
3 things I do which you might be interested in
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Dialogue Mapping the Election TV debates
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http://people.kmi.open.ac.uk/sbs/2010/04/debate-replay-with-map
Compendium: “concept mapping” for dialogue and debate: multiple viewpoints and arguments
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Teaching Yr 8’s evidence-based scientific deliberation through Dialogue Mapping
17 Okada, A. and Buckingham Shum, S. (2008). Evidence-Based Dialogue Maps as a Research Tool to Investigate the Quality of School Pupils’ Scientific Argumentation, International Journal of Research and Method in Education, 31(3), pp. 291–315 (Special Issue: Coffin, C. and O’Halloran, K.A, (Eds.) Researching Argumentation in Educational Contexts: New Methods, New Directions). Article PrePrint: http://oro.open.ac.uk/11773
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Once the structure of the argument is clear
(even if the answer isn’t) students produce an argumentative text
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Mapping a “scientific argument” on National Front website (“Negro IQ”)
“What are the facts? Over almost seventy years, in study after study, conducted by scientists and educationalists in numerous countries, studies conducted by such bastions of racial rationalism as the Inner London Education Authority, the US Army, and Harvard and
Oxford Universities, on every measure of intellectual ability and educational attainment Blacks perform significantly worse, on average, than Whites. In the case of average IQ, for example, the average Negro figure is only 85% of the White average. In fact the higher the proportion of
White genes the higher the intelligence: a pure-bred Negro fresh out of Africa scores nearer 70%.”
Readers can consult Race by Dr. John R. Baker, former Reader in Cytology at Oxford University, published by the Oxford University Press, or The Testing of Negro Intelligence, an exhaustive review of hundreds of studies demonstrating racial differences in intellectual ability by Dr. Audrey M. Shuey, and of course there is The Bell Curve by Herrnstein and Murray.
Mapping a “scientific argument” on National Front website (“Negro IQ”)
http://bit.ly/aP4M0P (View in Safari)
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Mapping a “scientific argument” on National Front website (“Negro IQ”)
Red link= “challenges”
Green link= “supports”
Hyperlink to evidence on a website
http://bit.ly/aP4M0P (View in Safari)
http://bit.ly/aP4M0P (View in Safari)
Mapping a “scientific argument” on National Front website (“Negro IQ”)
http://bit.ly/aP4M0P (View in Safari)
Mapping a “scientific argument” on National Front website (“Negro IQ”)
http://bit.ly/aP4M0P (View in Safari)
Mapping a “scientific argument” on National Front website (“Negro IQ”)
http://bit.ly/aP4M0P (View in Safari)
Mapping a “scientific argument” on National Front website (“Negro IQ”)
§ Collective Intelligence: making people smarter by connecting who they know and what they know
§ Mapping Dialogue & Debate: scaffolding individuals and groups in making sense of messy problems and complex debates
§ C21 transferable learning dispositions and skills: tools grounded in “learning power”
3 things I do which you might be interested in
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Assessing “Learning Power”
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Learning relationships
Strategic Awareness
Changing and learning
Resilience Creativity
Meaning Making
Critical Curiosity
ELLI: Effective Lifelong Learning Inventory A web questionnaire generates a spider diagram summarising the learner’s self-perception: the basis for a mentored discussion and interventions
Learning to Learn: 7 Dimensions of Learning Power
Learning to Learn: 7 Dimensions of Learning Power
Blogging + Learning Power: EnquiryBlogger National Learning Futures programme: http://learningfutures.org Wordpress blog plugins adding visual analytics to create a reflective, social learning journal. Promising initial pilot, rollout Feb/Mar 2012
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http://LearningEmergence.net
32 http://LearningEmergence.net
http://LearningEmergence.net
(learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
EnquiryBlogger: cohort dashboard (ELLI Spider)
http://LearningEmergence.net
(learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
(learners’ names hidden)
EnquiryBlogger: cohort dashboard (Enquiry Spiral)
http://LearningEmergence.net International network of researchers and practitioners working on deep learning, leadership, complex systems thinking and knowledge media
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Thanks!
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http://simon.buckinghamshum.net
§ Collective Intelligence: making people smarter by connecting who they know and what they know
§ Mapping Dialogue & Debate: scaffolding individuals and groups in making sense of messy problems and complex debates
§ C21 transferable learning dispositions and skills: tools grounded in “learning power”