The Story of the Planet Platform

True to the dogfood principle, we now have a case study on the development of the Planet platform. An amazing tale on international mystery and intrigue. Well, maybe not – but if you’re working in a UK HE institure and thinking of launching an ambitious web2.0 project, you might find our experience informative.

Or, if you have been involved in a similar project, we would be curious to know: does this resonate with your experiece?

Its all there (in brief): the original plan, what went smoothly, what went wrong, and where we are at the end of the day. Enjoy!

The Planet Video

We have produced a short video which provides an overview of the project and our methodology. Many thanks to the EXTEND project for their assistance in developing this and to Jakki Sheridan-Ross for her production. Enjoy!

Vodpod videos no longer available.

more about "The Planet Video", posted with vodpod

guest post from Martin Jones: sketches of a workshop

Martin Jones and Maisie Platts joined us at the digital identities workshop last week. Martin and Maisie are illustrators, and they came to help us add a visual dimension to our stories – those we collect, as well as our observations from the workshop process. Martin has sent me some notes, and I’ve asked his permission to publish them here as a guest post:

"Coffee was drunk standing up in groups in the foyer space, and online activities, texting etc took place sitting in the seminar room, where it was darker, and the rows of chairs made for a kind of anonimity"

My first observation, was that participants spontaneously occupied the two spaces available to them differently. Coffee was drunk standing up in groups in the foyer space, and online activities, texting etc took place sitting in the seminar room, where it was darker, and the rows of chairs made for a kind of anonymity. I think this observation was a result of a preconception of mine (screens as walls between real spaces) I didn’t manage to shake this preconception off all day, and it is reflected in a lot of the drawings.

As an artist, having groups of people who are cool with the idea of being drawn while they engage in a group activity was a great privilege. It picked up on a thread of work which I haven’t followed for quite some time – drawing crowds. I really enjoyed the challenge of working fast, and setting new challenges for myself along the way. i.e. sometimes drawing a scene that actually happened, sometimes drawing a scene that was being described, sometimes drawing a cartoon representation of the ideas being discussed.

sketches from the workshop.

The participants were very open to being drawn, and open to the idea that the process might be useful, even though I couldn’t come up with a short rational explanation of why it might be useful.

The fact that I joined in with the ‘draw three versions of yourself’ exercise meant that I thought of myself as part of the group I worked with first, although this was hard to sustain as my attention was divided with the drawing and moving to other groups.

"3 faces game of identity" game

I thought of myself as a ‘provoking’ presence, and also seized upon the work ‘lurker’ when it came up in one of the groups. I also drew Yishay and Steven as lurkers.

I think I came up with the idea of me being a provoking presence because I felt a slight frustration with the group for (as I saw it) resisting the idea of turning their contributions into anything that I would recognise as a story. They seemed much more interested in discussing the issues raised by the contributions in an open ended way. This I interpreted as evading the call to form a story because doing so would exclude all other ‘interesting’ avenues of discussion. I felt the call to form a story was the point of the workshop, not debating solutions. I didn’t express this directly, but attempted to ‘retell’ one of the contributions as a story such as one might see in a movie. This caused a slight pause among the participants, and they then returned to the discursive. No one picked this up by attempting to retell the story from their own imagination and experience, and I didn’t attempt this again (though I harboured the feeling that it would have been useful I had).

you can't be silent, there's no point in being there / why were they following me when I wasn't there? - Digital Identity Panic

I quite quickly started to imagine the workshop as an online community – potentially anyone could have walked in and joined in. People formed and reformed into little discussion groups. Everyone was very open with their opinions. I guess they were professional opinion-formers.

I was very taken with the idea of people only being partially or incompletely represented to each other online (it seemed as if there was a lot of desire to take control of this process, and a feeling of conflict that there was something wrong with the idea of controlling it – ie compromising what was good about the internet).

My drawings started to reflect this. I abandoned the idea that the drawing might represent the whole person, and concentrated only on single gestures, postures and groupings – along with representations of what was being said. I was conscious that sometimes my representations of what was being said was not necessarily true to the spirit of the speaker, but the slant of my listening. This added to my feeling of being a lurker.

The one exception to this was when one of the participants asked me to draw two situations their group had come up with to sum up the dilemma they were discussing (a pub and a sealed room). I felt very grateful to be asked to do something useful and achievable at this time of the day!

Lurking is important when engaging with new social platforms/services, especially when deciding what is a legitimate projection/use of identity. Space For Lurking

Martin Jones 12th Jan 09

us @ handheldlearning

Our paper “Planet: bringing learning design knowledge to the forefront” has been accepted to handheldlearning2008 (London, oct 13-15). Looks like its going to be a fun conference. If you’re there, come and say hi. Here’s the abstract we sent:

15 years ago, few learners had either mobile telephony or internet access as a reliable learning resource. Today most have both, in one 150gr device in their back pocket. The accelerated progress of technology means not just that learning is changing, but that change is changing. We – learners, teachers, researchers – have to respond to developments at a dizzying pace.

The first consequence we need to acknowledge is that the division of roles is being blurred. Teachers need to invest in continuous learning, learners can often take the role of teaching, and all are de-facto researchers: exploring and experimenting with new opportunities daily.

The second, more complex and perhaps more vital recognition is that we are all learning designers. We design learning environment for ourselves and for others by choosing the tools and their configuration, we design our curriculum, choosing which new skills and practices to acquire – and which to defer. We design learning experiences by carefully assembling tasks, tools, activities and social interactions.
These observations call for a renewed attention to learning as a design science. Herbert Simon defined: “everyone designs who devises courses of action aimed at changing existing situations into desired ones” (Simon, 1969, p 129). Hence, design science is, in a nutshell, the science of making a better world. Design science needs a language of its own. A set of “scientific instruments”, modes of capturing and sharing knowledge, and methods of establishing validity. Mor & Winters argue that design patterns and pattern languages hold a promise in this respect, and propose a workshop model for participatory development of pattern languages in education (Mor & Winters, 2007; 2008).

The Pattern Language Network project is developing a methodology, and a set of on-line tools to support it, for pattern-based design research in education. These are being used by communities of practitioners, developers and researchers to capture and share their expertise and examples of good practice as reusable design knowledge.

Poster for Emerge

PlaNet poster for the JISC Emerge event in York, 24+25 Jan. 08

Click on the image above to see the .pdf file

Welcome to the Pattern Language Network (PLaNet)

The Pattern Language Network (PLaNet) project is funded by JISC to develop tools and processes to facilitate members of the higher education community to share and transfer their practices effectively. It is a collaborative project involving five partner institutions: Leeds Metropolitan University (lead), Coventry University, London Knowledge Lab (Institute of Education), King’s College London and Glasgow Caledonian University. For more about the partners see our People page.

A key element of the project will be working with the higher education community – we are working closely with a number of user groups and are keen to involve more. If you are usng web 2.0 tools in higher education and are interested in sharing your experience and learning from the experiences of others, through helping to develop a community resource, please get in touch!

We will be posting regularly about our progress on the project here – but for a no nonsense introduction to what we are trying to achieve start with our about page.