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  • Mainly about engagement and collaboration using social media and events, with some asides on living in London. More about David Wilcox and also how the blog started.
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How any group can become a Freeschool

Paul Learns To KnitThe School of Everything is a simple and cleverly executed idea by a web start-up company who say, only slightly tongue in cheek, that they hate the Internet.

The idea is that we all have something to learn ... and may well have something we can teach, informally if not formally. Why not use an online matching system to help learners and teachers get together? But instead of thinking that can all be done online, help people to meet up and get to know and learn from each other as fully as possible. The comic strip tells it all.

The "hate the Internet" line comes in because the School folk feel we should spend less, not more time in front of the screen. Let's use it to do smart stuff, not become eyeballs for the admen. Even so TechCrunch was impressed.
I knew most of this before going along to a workshop today on Designing for the 21st Century, organised by my friends at PRaDSA (Practical Design for Social Action).

 

What I didn't know was that Andy Gibson and chums at the School have now come up with a very neat little hack which shows how any group can become a school.

 

Andy invited us all do something really simple: stick post-it notes on a board with corners labeled social, action, free, and (I think I remember) paid for. It very quickly started us talking about what we were looking for, and what we could offer - which is a good-enough way of starting any sort of workshop. The neat hack is that Andy has now invited us to carry on the matching on a little Freeschool micro-site within the main School site.
I met Andy through the RSA Networks site, which he and Saul Albert have developed, and will no doubt see more of him at the Social Innovation Camp where I'm really interested in his Partner Up proposal ... but that's another story. There's only so much Internet-assisted learning I can take before bed-time.

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Butterfly thoughts on innovation, engagement, open source and co-creation

Work and thoughts about open innovation, workshops gamesmixing face-to-face and online, Web 2.0 for non profits,  have led me into a lot of interesting conversations recently, and I think that they are joining up.
They include designing personal learning environments, re-inventing membership organisations, judging new media awards, open sourcing politics, building systems using free web apps from Google.
I wish I could say these are now paying jobs or viable projects, but it's more that I read a lot of blogs and can't resist free invites to events or a chat over coffee.  Anyway, I'm hopeful there's value in there somewhere, and was greatly cheered by a call from Leon Cych of Learn 4 Life asking me to do a podcast about Web 2.0 and learning.
I find it isn't until I have to do a presentation, interview, or article that I really pull some ideas together, so it was a good opportunity to extract some common strands from the above, and then continue reflection afterwards.
Leon gives his contributors a chance to talk a bit about their past as a lead in to the topic ... their learning journey ... which reminded me I did serve a spell as education correspondent of the Reading Evening Post many years ago before moving through more journalism, regeneration and public engagement consultancy before focussing on (well, wandering about) designing collaborations for social benefit. I hope.
At the heart of my conversation with Leon was the piece I wrote about a workshop at a London college with Roy Charles of Policy Unplugged. We ran a game to help staff think about moving from teacher-driven virtual learning environments to Web 2.0-based personal learning environments. That also led to reflections about journeys of discovery, planning and implementation, and how these are often best done openly and collaboratively. Leon and I talked about the unsuccessful but highly instructive process of writing an "open source" tender bid to Government for the Open Innovation Exchange.
I'll link to the podcast when it's up. Meanwhile here's some thoughts the interview helped trigger, and which are likely to be recurring themes in future postings. It's a bit link-heavy, and referencing will be easier when I get around to organising past posts on proper topic pages. Meanwhile please try the tags in the right sidebar for other topics. Here goes.
Be cautious (and then innovative) when asked for a proposal or an answer. It's always flattering when someone asks for advice, or a proposal. Fire off some wisdom, write the bid. But how often do we have "the answer?". Producing the bid for the Open Innovation Exchange with Simon Berry and many others showed how much more productive and fun it is to work collaborative, and to do that openly. You even end up in Society Guardian.
Help people design solutions for themselves. An extension or counterpart to open sourcing proposals is to offer those with the problem some simple tools that help them design their own solutions. That's the aim of the useful games that Drew Mackie and I have developed over the years. They show that getting people together for a few hours with some simple props produces rich conversations and ideas likely to be carried forward because everyone has some ownership. There are, of course, lots of ways of doing this, and Chris Corrigan offers us a list of the facilitation methods he uses.
Turn engagement and participation into collaboration. Another fascinating conversation I had recently was with the director of an organisation promoting public engagement processes through research, advice to government and consultancy. We agreed that a lot of the programmes aren't working because agencies don't listen, or can't deliver. As my colleague Drew wrote a few years back, we are Dancing While Standing Still. We are still. I wrote awhile back with Lee Bryant about the ways that new media may help us re-think engagement, and we have even played that through with civil servants. It now seems blindingly obvious to me that engagement doesn't work without collaboration - that is, the power-holding agencies or others managing the processes have to be prepared to commit to action. I think that's far more likely in (as above) an open process where people have been involved in designing the solution. Which leads to ...
Co-design engagement processes. As I've written here, the 250-year-old RSA is trying to re-invent itself with the involvement of 26,000 Fellows (members). It will - I believe - work much better when they get to the stage of bringing the Fellows in to the process. This is planned through a big event in November, but why not tell people what is going on, and involve some champions openly now in designing the process? Dialogue by Design have an online tool for that which complements our engagement game.
Think open source thinking. Remix. My friend Beth Kanter, who blogs about nonprofit technology from a US base, is a terrific advocate of open source thinking, which she describes like this:

Open source thinking is sharing and remixing. You've got to set your ideas free, you can't  control your content. It is a different mindset: "Ah darn, someone  else has got there first" versus "Great, don't have to do that, I can  build it on it!" For me, it's been the ability to think out loud with  colleagues on ideas and topics, share presentations, etc.

Beth is encouraging just that with a social media game we developed, and I'm delighted. Latest remix is from Italy.
Try paper prototyping before rapid prototyping. I recently chatted at some length to a company that wants to create an online community related to its business. They have a long list of functions ... news, forums, chat, profiling, buddies etc. I argued strongly for the sort of approach advocated by our friends at Delib during the Open Innovation Exchange process ... look to the Internet as your platform, be prepared to build a prototype and rapidly revise. Even better, before that, try it out on paper as we did with the e-learning game mentioned above. Either way, don't start with the tools, start with the people and the problem you are trying to solve. 

Go to other people's places as well as creating your own. Related to the above is the now fairly standard advice (unless you are desperate to sell a system) that it is often better online to find where people are gathered and start conversations there. Bill Thompson explains here what's happening on Facebook. This also applies in the face-to-face world: before planning a stand-alone seminar find out if you can run a workshop at someone else's conference. It is much easier to go where people are, than get them to come to you.
Experiment with free web tools before building new. My son Dan and I have done quite a bit over the past year with the open source content management system Drupal. It has lots of different modules for blogs, forums, calendars, static pages and so on that you can mix and match for your particularly needs. It worked well for the Open Innovation Exchange. However, it does take quite a bit of maintenance to ensure modules are updated, and functions tweaked, and some effort to help users understand what's possible. These days I'm becoming more interested in what you can do using the many free or low-cost Web 2.0 tools, as Techsoup shows. (Thanks again Chris). I've recently been developing a set of linked free tools matched by a design game, and should be able to write about that soon.
Look over the (virtual) fence. One of the strong themes to emerge from my chat with Leon was that similar ideas bubble up in different disciplines, professions and sectors, but it still takes us time to recognise that because of different vocabularies and networks. This came through strongly to me at the recent launch of NESTA Connect, with the chance to hear about the 30-year history of user-based innovation from Professor Eric von Hippel. Leon gave me further inspiration during our chat, with references to what is happening in education and his work in Second Life. I'm constantly refreshed by contact with Johnnie Moore and James Cherkoff who have produced an open sauce manifesto of co-creation for a marketing audience. Then there's David Gurteen in knowledge management, Michele Martin on scarcity thinking and the problems this bring for change (and much more), Simon Collister on PR in the Web 2.0 world .. but these are just a few of the inspirations available if you use blogs and the Net to look across at what others are doing and thinking.
But why bother to blog about it? For me because it is how I learn, meet people, kick start ideas and conversations, do some cross-fertilising, find some clients. I think in this game you have to be a butterfly as well as a bee.

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Creating your own learning environment - the video

Recently I ran a workshop at a London college to help staff develop ideas on using social media tools to create personal learning environments for students. The aim is to help students explore, discuss, remix what they find online - rather than just receive content developed by teachers. The session worked pretty well, thanks to the creativity of the staff, sparked by ideas I provided on cards. Full report including the game here, and download a pdf of my presentation and game.
I've now found a terrific video by online learning specialist Stephen Downes which brings the use of social media - or Web 2.0 - to life.
In Web 2.0 and Your Own Learning and Development George Siemens puts it like this:

Stephen Downes has posted a nice introduction on how to create your own learning network using simple social tools - valuable for even the most basic technically-skilled:  Web 2.0 and Your Own Learning and Development (including guerrilla tactics for interaction, usability - if it's not provided by the forum, instructor, or conference organizers, create your own via blogs, instant messaging, etc.). Basic message: don't wait for others to do it for you - get active in forming your own learning and your own learning networks. The format - powerpoint with web cam, audio, and images (happily blended with iMovie, I imagine) is a proof of concept. With the most basic software, and a bit of technical skill, presentations online can be much more appealing. My only criticism - need a podcast feed. I took the 20 minutes to view the presentation, but would have appreciated the ability to listen on my drive in to work...a download option is available, but only for video iPod...which I've found to be a challenge watching while driving :). Which reminds me...I'm still waiting for Articulate to enable audio file export...

I'll pass the video link on to the college, and (with some trepidation) the game on to Stephen. Howard Rheingold has also expressed interest (see his comment here):

I've followed your blog for quite a while, and was interested in this post in particular because I'm interested in how to take advantage of the interest in participatory media on the part of digital natives to redesign pedagogy in college classrooms. Lecturing goes back 1000 years to the days when hand-written books were chained to lecterns. Now, with wi-fi in the classroom and students who IM, SMS, use social network services, blog, etc., what methods can we use to effectively bring together teachers, learners, knowledge, and classrooms? In that regard, your game seemed to be a start.
Here are a few things I am doing:
https://www.socialtext.net/medialiteracy
http://rheingold2.jot.com/Syllabus
http://howardrheingold.blip.tv

... so maybe there's some joining up to be done if I can interest a major player over here. Maybe Channel 4 Education, who recently ran the In the Wild event with Policy Unplugged would host a get-together.

E-learning, Web 2.0 ... and games as mud maps

This is the story of how I began to discover the way Web 2.0 may change learning for college students, the three journeys involved in building online systems, and why a workshop game may be a mud map. Oh, and how the Open Innovation Exchange model may be the way to tie a lot of these things together.
I recently ran a workshop at a college that is planning to develop its online learning system to take in more Web 2.0 tools - blogs, wikis, social networking and the like. Instead of material being developed mainly centrally, the idea is to harness the increasing capacity of students to generate their own content, and learn in part through sharing with others in the college and elsewhere. It's what many already do in MySpace and other sites, learning as I am here.

PleThe key word is personalisation, and that means a big change for teachers, who become guides rather than instructors, as well as having to learn how to use a lot of new tools. It also presents a challenge to college management, who have to work through what it is acceptable for students to access and publish, and how potential employers will view this shift to more self-directed learning.
I was a bit anxious about running the session, because educational technology and e-learning is a huge field. I read the excellent edutech blogs of Ewan McIntosh and others, but there was no way - within time and budget - that I could research and develop a substantial presentation, or even invite in a co-presenter. I found a really useful explanation of the move from virtual learning environments and e-portfolios to personal learning environments by Ron Lubensky with a great little diagram. However I didn't feel confident about trying to translate that into the college situation, or pretending to be expert in something I'm not.

Cardfan-2Clearly the solution was to follow the general principle of open processes, and believe in the knowledge and commitment of the dozen staff coming to the event. In fact, to model what we were talking about, and create a framework within which people could add their own content to some initial material that I brought along.

I did that by modifying an earlier presentation that I had done on Web 2.0 for nonprofits, drawing on material from the socialmedia wiki, and creating a new game based on those Drew Mackie and I have developed over the past 10 years. You can find them here. They are all available for downloading, and further development, as I'm delighted to see the ever-inventive Beth Kanter is doing for documentary filmmakers.
I drew some additional inspiration (not for the first time) from the guys on the other side of the world at Anecdote. Shawn Callahan had written a piece about  Knowledge strategy - three journeys. It made me think that there were three stages for the college which mapped closely to theirs (which I summarise - do read the full post):

Three 20Journeys Small

The first journey is designed to help the organisation's leaders develop a common understanding of what they would like to achieve and defining this end-state in broad terms, while knowing that detailed plans are unlikely to be achieved (the world is too unpredictable for a simple, linear view).
The second journey involves the rest of the organisation (or a representative subset) planning how they will get to the desired state.
The third journey is when the organisation actually embarks on implementing the ideas developed in the first two imaginary journeys.

What we were doing in the workshop was just starting on the first journey. As Shawn says (with the diagram above):

We encourage the leadership group to develop a rough mud map of the journey from the current situation to this desired end state while resisting the urge to fill in the details. The staff fill in the details as part of the second journey.

Got it! Games as mud maps. (I'm supposing that means drawing maps in the mud .... )

We had three hours for the workshop, and it ran like this:
First, a presentation  to explain the session, a bit about Web 2.0, and the way that we were going to run the game. You should be able to see that here, but if not go to slideshare where you can view this pdf full screen and download. It includes the game cards. There's also a Powerpoint version without cards.

Second, a run of the game, which (almost) went like this, as you can see from the presentation (which I have amended slightly for this post):

  • Share our understanding of where the college, its students, staff and management are now, and then break into three groups each taking one of those perspectives.
  • Take the pack of game cards that represent three things: possible approaches, development activities, and system building activities.
  • Choose cards that will address the challenges you shared, within a budget of 15 points (development and building cards have 1,2, 3 points on each representing level of resource). Organise the cards in a way that enables you to describe to others what you are planning.
  • Then in each group develop a storyboard of what happens from your perspective - a student, teacher, manager - over the coming months and years.

Thirdly, share insights from that discussion, and consider what is needed to continue this first journey and to plan how to move to the second.
In practice we didn't have time for the storytelling, and so moved to the "what next", which will involve development of a first report and continuing discussion online with a wider group of staff.
I was running the workshop as part of my work with Steve Moore and Roy Charles of Policy Unplugged. Roy knows the college education scene well, and as well as providing all the introductions made sure in his contribution and guidance that we were rooted in the current policy, finance and political realities.
We suggested that one of the ways that the college might like to continue it's first journey, and move to the second, could be by creating an open co-design process, rather like that we've been running at the Open Innovation Exchange, using a Drupal-based multi-blog system developed by my son Dan.
In this instance the college preferred to use it's own system, but the discussion really highlighted for me the potential of the three-journey model, using games as mud maps and an open process online.
Phew, it took me a few hours to put this post together, and as so often I didn't really know what I wanted to say until I had written it. Now I understand. I guess that's personalised Web 2.0 learning.
Please feel free to use the game with acknowledgement, or let me know what you think of it. I would love to hear from anyone in this field interested in improving it.
Update: Stephen Downes has produced an excellent video on creating you own learning environment.

Information may be free, knowledge takes a bit more creativity

Knowledge may be power, if that means knowing how to do things, but holding information is ceasing to be so. George Siemens writes:

The Open University has launched OpenLearn...seems to be in the same spirit as MIT's OpenCourseWare. Content is no longer the value point of education (it never really was...but we built our education models assuming this was the case). I'm hearing distance education departments in universities/colleges considering making their content available for free (not as elaborate a model as large universities have done, but very much in the same ideology).

The BBC reports that the Open University aims to make 5000 hours of material available by April 2008 - not only for learners, but for educators to adapt and use for their own purposes.

Project director Andy Lane said: "We are encouraging learners to become self-reliant, but also to use online communities to support their learning."

The website will initially have some 900 hours of study in a variety of topics - from access to postgraduate level - using the Moodle "virtual learning environment".

Meanwhile over at Creating Passionate Users Kathy Sierra has a great graphic and post on the difference between what is taught and what people need to learn.

Whatweteachflat

Kathy Writes:

Our educational institutions--at every level--need drastic changes or we're all screwed. The generation of students we're turning out today need skills nobody really cared about 50, 40, even 20 years ago. Where we used to prepare students for a "job for life", now we must prepare students to be jobless. We must prepare them to think fast, learn faster, and unlearn even faster ("yes, that drug was the appropriate way to treat the XYZ disease, but that was so last week. THIS week we now realize it'll kill you.")

The Waterfall Model of education is failing like never before. We need Agile Learning.

I keep coming up against references to Sir Ken Robinson's talk at the TED conference (Technology Education Design), and have just spent 20 minutes watching. Brilliant: stand up learning. Key point: creativity is as important as literacy. Although ... not kind. Did we need the jokes about Sir Ken's wife's cooking, and his son's girlfriend?

Article analyses the online/offline mix around events

John Smith and Bev Trayner have an article in eLearn magazine that combines excellent practical and theoretical insights on how to mix online collaboration with face-to-face events - something I'm currently working on.

The article is based on experience in the development of communities of practice, and uses the CPD framework of community (participants), shared interest in a body of knowledge (domain), and the development of practices that support further learning (practice).

It takes three main phases - online ramp-up (preparation phase online), face-to-face meeting, and online follow-on (post-meeting online phase) - and details issues likely to arise. Here's the first two of ten as a taster:

Phase: Getting into the online space

  • Launching into various preliminary interactions, usually involving Web pages, emails, phone calls, and payment which have the function of bootstrapping other points of contact.
  • Engaging with this new online experience balances uncertainty and extrapolation from previous experiences.
  • Finding other people "there"—a glimpse that it may be worthwhile.
  • Feelings of familiarity or frustration, despair, or delight.

Phase: Finding your way: asynchronous discussions

  • Dealing with technical mechanics and overcoming social obstacles,both online and in a context around the computer at home and/or at work.
  • Discovering that an asynchronous medium has a rhythm that intersects "real life."
  • Getting to know (or not) how to use different pathways or facilities to participate in an online discussion.
  • Figuring out the "right thing to do," acquiring social learning skills or technical mastery and taking some initiative (or not) as aresult.

I'm doing some work with Bev on a Drupal-based site where some 30 people are preparing, in half a dozen languages, for a meeting in a couple of weeks time, and anticipate exploring in greater depth what lies beneath the bullet points. More on that once things have got going.

I think there are some similarities in John and Bev's model to Gilly Salmon's Five stage model developed from work at the Open University. Although both models have been developed to inform the creation of learning communities - formal or otherwise - I think the principles apply in many other settings. The consistent theme, as John and Bev say, is "learning comes about through informal engagement with other people". It's about conversation and relationship, not just assembling and ingesting chunks of knowledge.

John maintains the the learning alliances blog, and Bev keeps a blog called Phronesis. John has now set up a feed to capture content from others in the CPsquare community of practice (CoP) about CoPs which you can find here.