Kyle Mathews :: Dreams With In

1. Schools exist to prepare students to thrive in the environment where they live.
2. The environment we live in has changed significantly in the past fifty years from a mechanistic to an electronic world.
3. Therefore, schools must change their methods for how they prepare students from mechanistic preparation (fixed length/content courses, categorized knowledge) to electronic preparation (pattern recognition, rhizomic learning).

I've been reading and thinking a lot lately about how to drive more adoption of the social learning platform I'm building here at BYU, https://island.byu.edu, and wanted to summarize some of the highlights of what I've learned. All of the patterns come directly from Ross Mayfield and Michael Idinopulos's writings so a big shout out to the great work they're doing at Socialtext.

Pattern 1: Launch Broad then Deep

I wrote extensively about this pattern about a month ago in my post Deploying Social Software in Universities: Go Broad then Deep. The crux of the argument is that when deploying social software, you should first aim to get wide adoption, sign up as many people as possible, before trying to facilitate deeper, more complex engagement between your users. Social software without people is useless or as Michael Idinopulos puts it, "Scale is the oxygen that feeds collaboration." In the competitive web2.0 world, the simplest tool almost always will win.

Once you've achieved broad adoption, the next step is to go deep. To quote Michael again, "[after achieving scale] deliver deep value by following up with local champions [deans, teachers, students] who want to invest time and effort in more robust, group-specific forms of collaboration."

So launch simply and broadly. Let students and teachers adjust to having a web-enabled learning environment. Then go deep by building into the social learning platform higher-value tools such as blogs, wikis, and other collaborative learning tools and workflows.

Pattern 2: Help Learners Climb the Participation Curve

Ross Mayfield came up with a beautiful concept a number of years ago called the "Power Law of Participation"

Reproduced image:

The essence of the model is that in any community, the vast majority of the members will not have a very high level of engagement with the community. For example, in most classes there will be a few students who actively participate while the rest play solitaire. When you first deploy social learning software, most learners will only participate by reading. While they do get value from reading and lurking in communities, learners will benefit even more if they move up the participation curve and engage more deeply in some of the communities they participate in.

Software adoption can be thought of in two dimensions, broad and deep. If your learners are successfully engaging in higher value / engagement tasks on your site, this deep adoption is occurring.

Pattern 3: Focus on Creating Value

It's far to easy to focus on the tools we use rather than the value we're trying to create (See Jon Mott's blog, "The End in Mind" for an extended discussion on this subject). Adoption will increase if we focus on more creating value (making our users awesome) and less on the specific tools we are building/using.

A social learning platform can add value to educational institutions in four contexts (See Michael's post The Social Software Value Matrix for more):

1. Within the classroom
2. Within departments
3. Within the institution
4. Across multiple institutions

Socialtext recently released a white paper on the 6 Ways to Get Business Value from Social Software. They discuss there how social software can greatly improve the formal and informal processes in each of the contexts that social software operates in.

Formal processes they define as "those things your organization does on a repeated basis."

In an educational environment those would be things such as lectures, quizzes, studying, group projects, writing essays, exams, and so forth.

Informal processes they define as "all the many interactions that take place outside of this [formal] structure. They are not predictable and repeated, and therefore cannot be codified and defined... Informal processes make up the bulk of [learners] interactions."

In an educational environment informal processes would include such activities as informal study groups, conversations in hallways, individuals or small groups meeting with professors or TAs, forums, clubs, and so forth.

Within an educational institutions there are many formal and informal learning processes that can be improved. As we focus on identifying poor processes and creating learning tools that clearly improve them, adoption of our social learning software will increase.

This is the second part of a (most likely) three-part series of posts I'm harvesting from a journal article Tim Olsen and I wrote earlier this year. You might want to read the first post for context, Organizing University Learning: Moving Beyond the Course to Micro-labs, before continuing here.

This post is taken from the section of the paper where we describe our experience running a micro-lab course (with Conan Albrecht as the head teacher) in the Information Systems department at BYU.

First a review of the micro labs concept taken from the first post:

Micro-labs are small learning communities centered around answering a question, not mastering standardized content/skills

Micro-labs are a proposed university course architecture which supports and incorporates "web 2.0" informal learning principles, enabling students to entirely create their own curriculum with the goal of contributing all objects created by learning back to a learning community of practice, and an Internet audience. This course design seeks to harness both the student's natural (intrinsic) desire to learn and the ease of access to knowledge created by advances in communication technologies.

In our micro-lab course, the students were asked to do four projects through the course of the semester. Each project had four steps. Students 1) create and post on the class website a learning contract specifying what they wish to learn, their process for learning, and planned deliverables. This contract is 2) revised with feedback from the instructor and fellow students. Students 3) complete the proposed learning contract and 4) share the completed deliverables by posting them to the class website and delivering an ignite-style presentation to the class (and if you're curious, all learning contracts, project deliverables, and public discussion can be see on the class website).

1. Formation of Learning Contract

The project proposals were written by a student or a group of students, and defines what they wish to learn during the 3-4 week period of each project. Proposals can be a “learning project”, where students research a topic and write up a report, or a “building project”, where the student defines what they will create. Examples of learning projects include a report on Java Enterprise Edition 5, or wiki pages describing Amazon web services. Building projects include making an Android application, a lyrics visualization plug-in for iTunes, or an SMS gateway. During the last week of each project, students start to prepare learning contracts for the next iteration.

An obvious feature of the learning contract is that it is written entirely by the student. This allows for intrinsic motivation, as is illustrated in this student quote: "I was able to learn a lot about and use a bunch of technologies that I never would have been able to otherwise. I feel like I learned more than in a normal class, and because I got to choose what I wanted to learn, I would usually have trouble putting down my unclass project work to take care of my other homework."

The ambiguous nature of how much work should go into a contract was a source of frustration for students. One student describes the initial disorganization and lack of set expectation: "We didn't have any initial standard to set our projects to. I wasn't sure if I had to build something huge to be considered complete, and I wasn't sure what was expected of the presentations. I chalk all of that up to a learning experience though. I wasn't given a ceiling so I was inclined to take my projects as far as I could, primarily because they were fun." This quote raises an interesting research question: If students (instead of teachers) are allowed to set a learning contract for a course, are the students more ambitious?

2. Students Incorporate Feedback into Proposals.

Students post their learning contract to the class website to elicit feedback from the instructor and other students. This enables other students to see and learn from the feedback from the instructor. It also allows for the possible recruitment of other students to participate in the learning project. Once the contract is revised, the instructor approves the project and the students’ grade is bound to the satisfactory completion of the project.

3. Contract fulfillment

Students work individually or in teams to complete their learning contracts. They are challenged with the task of finding their own learning resources, and may ask the instructor and other students for direction. This is seen as a key feature of the design. As students find their own learning resources they are able to select resources which they find most helpful. Research suggests that students and experts possess different cognitive structures (Ericsson, Charness, Feltovich, & Robert R. Hoffman, 2006). Experts are able compare a new situation to what they have experienced before through pattern recognition and are then able to recognize nuances and focus on important, rather than unessential elements.

Novices do not yet have a rich experience base, and as such learning is sequential (R. R. Hoffman, Shadbolt, Burton, & Klein, 1995). We suggest that as students possess similar cognitive architectures they are better able to relate to novices in their class and outside of their class. As the process of learning becomes “transparent” and open through the use of technology students are able to use resources created by other novices to grapple with new subjects.

What resources did the students use?

If, as we suggest, students are better able to learn from learning objects created by novices (instead of experts), allowing the students to incorporate and find their own learning objects is a logical design for a course. Yet, from our experience, doing this can be very difficult for teachers. Data from the students gave surprising results on what resources were used to complete projects, and how they were found.

We were surprised by how many students used social networks to find learning resources. One student remarked, "Usually I would just start on a project, and when I came to the parts I didn't know as much about I would search using Google and talk to friends who I thought might be knowledgeable on the subject." As the course progressed student's utilized the social network created through the class blog and wiki which was used to share knowledge that students had developed through the course of completing projects. This is illustrated through the following student comment.

It was very helpful to use island and the respective blogs resulting from other student's completed projects as a resource for my projects. I could remember certain things that the other class members were doing from their projects and ask them questions via instant messaging or island [the course website]. Because the class members took ownership of their projects I found them all to be very knowledgeable about the subjects they studied. This helped build a very nice knowledge base.

Another student mentioned other professors and students as well as people he had met on the internet through blogs as means through which he found educational resources. Most students mentioned that they contributed to the class blog as well as other students blogs, or their own blogs.

4. Share learning deliverable

Student’s share what they learn in two ways. First they post it on the course website so that other students can read and comment on it. Second, they create an “ignite presentation” which consists of a 5 minute power point presentation of 20 slides in which the slides automatically advance every 15 seconds. This is intended to be a rapid way of transmitting ideas in an engaging and entertaining manner.

By making the student learning deliverables available publicly on the Internet, it encourages student accountability for learning and creates learning objects that classmates and future students can access and build upon for their learning projects. These public traces of work are also useful as mentioned because students, by seeing what other students are working on, learn which students are expert in what and are able to use them as learning resources for those subjects. Another advantage is it helps market the class, major, and university to current and potential students. As these future students come to explore the college or university they will be able to “lurk” and see the projects and potential colleagues which they would be working with.

Assessment

Given the unusual nature of the class, assessment was handled differently. The majority (70%) of the points came from completely the contract as agreed upon in the learning contract. The remainder of the points were awarded for either extra work done on projects or where students helped other students in some way. This following is the assessment portion of the class syllabus:

• 70% of your grade will come from the completion of your project. Items to be graded include:
• Complete a contract that lists the work to be done (or learning to be achieved), the specific tasks or responsibilities of each student in the group, and any deliverables to be created.
• Complete an appropriately difficult project meeting the contract agreed upon
• Submit weekly progress updates
• Attendance at weekly group meetings
• Give an ignite presentation
• Attend and present at least one session at the twice per semester unconference
• 20% of your grade will come from Learning 2.0 points. These include things such as:
• Reviewing and making comments on other students’ contracts
• Stories or blog posts to your project Island group
• Comments made on other users’ stories, blog posts, and comments
• Other indicators of interactions and work
• 10% of your grade will come from Friend points.
• These are points that others can give to you (the student). They are totally at the discretion of the owner of the points. The teacher has a number of friend points he can assign, and each student has friend points he or she can give. Each student will be given 10 friends points per project. These points must be given to other students during the project or they are lost.

Two students mentioned that the grading procedure was the worst part of the class: "There was no fair assessment of the work we did." "The [biggest problem with the course] was trying to figure out a grading metric for the class."

As this was our first time involved with this type of course, we were unsure what would unfold. We were pleased to watch the class become a success, and see self-directed learning, and peer-teaching. Strong connections quickly formed between students which enabling them to access learning resources found throughout the community. We're sure our course design could be significantly improved but we are thrilled it was successful as it was.

Ericsson, K. A., Charness, N., Feltovich, P. J., & Hoffman, R. R. (2006). The Cambridge Handbook of Expertise and Expert Performance (1st ed.). Cambridge University Press.

I've been thinking a lot lately about the power of transparent learning or learning in the open. With blogs, twitter, wikis, and other social media tools, our ability to share what we're learning with others has increased dramatically. The shift from learning in private to learning in public is dramatic and chaotic, much like swimming from the edge of a river into the fast flowing current. All of a sudden you're being pushed and tumbled along much faster than before.

I'm reading a book by Albert Bandura this semster called "Social Learning Theory." Bandura was a psychologist in the mid to late 20th century who researched the role of social modeling on human motivation, thought, and action. A lot of what I'm reading supports what I've experienced with learning in the open.

Here's some of what he wrote on social modeling:

Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. Because people can learn from example what to do, at least in approximate form, before performing any behavior, they are spared needless errors.

One of the best parts about being an entrepreneur in this day and age is the many great learning resources on the internet. My favorite place to hangout on the internet is Hacker News. There hackers (the good type) and entrepreneurs share interesting news and opinion posts and have conversations about them. Almost everything I know about entrepreneurship has come from joining and participating and emulating others within that community of makers who, to an incredible extent, learn in the open.

I started doing web development about three years ago -- and at the time knew almost nothing really about building websites. But I made the decision then to join the Drupal community and learn web development using the Drupal social publishing platform. Since then I've learned an great deal about building sophisticated modern websites. I've been to two Drupal conferences and presented at both. I participated in the Google Summer of Code last year on a Drupal project. I've spent hundreds of hours reading blog posts from other Drupalers and hundreds more hours reading discussions between programmers about how to write different pieces of code studying how they think and solve technical problems. Almost everything I know about web development has come from my choice to involve myself in the Drupal community.

The problem with many classes in the University and K-12 is that teachers (and students) forget that learning is much more than the acquisition of facts and figures -- learning is the process of becoming something. It's the the process of becoming a full member of a community of practice.

To become a physicist one for sure must learn physics equations. But much more than that, the student must learn to be a physicist -- think and act like a physicist would. Approach problems like a physicist would.

If teachers ask students to learn in the open -- through blogging, editing wikis, public discussions, etc -- the more advanced students will serve as models for the rest and the student's progress at learning to become a chemist, a mathematician, a programmer, or whatever the community may be that they are trying to enter, will accelerate. The progress is even greater if teachers actively model the thinking and problem-solving skills of that community.

George Siemen's explained the idea very well when he wrote, "Watching others learn is an act of learning."

He continued:

Let me explain. When someone decides to share their thoughts and ideas in a transparent manner, they become a teacher to those who are observing. Social technology – such as Twitter, blogs, Facebook – opens the door to sharing the process of learning, not only the final product.

There's a lot of promising educational ideas out there -- but this one excites me probably the most of all of them. Why? because it's so simple to implement. The teachers and students just have to do what they have been doing -- but make it open. And then reap the benefits.