PM1: Open sourcing – using digital channels to make policy collaboratively

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<p>PowerPoint Presentation</p> <p> Exhibitors:Sponsor:</p> <p>Open sourcing using digital channels to make policy collaborativelyCHAIR:NICK DAVIESPUBLIC SERVICES MANAGER, NCVO</p> <p>SPEAKERS:PETER BRYANTHEAD OF LEARNING TECHNOLOGY AND INNOVATION, LONDON SCHOOL OF ECONOMICS AND POLITICAL SCIENCE</p> <p>TIM HUGHESOPEN GOVERNMENT PROGRAMME MANAGER,INVOLVE</p> <p>Hacking the UK ConstitutionPeter Bryant @peterbryantHEHead of Learning Technology and InnovationLondon School of Economics and Political Science, UK</p> <p>Crowdsourcing democracy and learning in a messy, fragmented world</p> <p>The PROPOSITIONDeliver a written constitution that was crowd sourced by a representative communityEnsure that it clearly represented the will of the peopleDo it before the May 2015 electionMake sure it was civil and engagingProvide an educational experience that did not look like or work like a course in constitutional law</p> <p>THECHALLENGE#1</p> <p>BUILDING A COHESIVE COMMUNITY</p> <p>its through participation in communities that deep learning occurs. People dont learn to become physicists by memorizing formulas; rather its the implicit practices that matter most. Indeed, knowing only the explicit, mouthing the formulas, is exactly what gives an outsider away. Insiders know more. By coming to inhabit the relevant community, they get to know not just the standard answers, but the real questions, sensibilities, and aesthetics, and why they matter.</p> <p>BROWN, J. S. Learning in the digital age</p> <p>THECHALLENGE#2</p> <p>Modern pedagogy/civic engagement is oftenSEQUENTIALSCAFFOLDEDALIGNEDSTRUCTUREDSTRATIFIED</p> <p>LEARNINGEXPERIENCINGLIVINGACQUIRINGCONNECTINGRARELY ARELEARNINGSHARINGCONNECTINGCHANGING</p> <p>What if InformalCommunity ledNon-linearDemocraticProblem solvingCollaborativeChaoticAspirationalEmancipatoryOpen</p> <p>engagementcould be</p> <p>ALLAT AMASSIVESCALE</p> <p>USING SOCIAL MEDIA</p> <p>Combination of learning approachesIntegrating participatory practicesEngaged individuals and groupsNo readings, no course, No lecturer, no teacher, maybe a guruNo sequence, enter at any timeLearning was an expectationLearning through practice, debate and citizenship</p> <p>What we built</p> <p>Where we finishedover 1500 users;over 725 idea submissions;over 125000 idea views;over 10000 comments;over 25000 votes cast;an 8500 word constitution;from more than 1m words written.Over 75% learnt something and 88&amp;% were influenced by the communityParticipation went up across the project not DOWN</p> <p>Lots of caveats and learning points:</p> <p>1500 UsersConversion rate of 9.35% is impressive 100/(15991*1497)Possibly higher, once taken into account single user + multiple devicesGeographyEngland ~89% Scotland ~ 7%Wales ~3%NI 10mins9% of total sessions &gt;30mins45% of sessions &gt;5page views,28% &gt;10 20% &gt;1516% &gt;20</p> <p>RE-DEFINING MASSIVEIMPACTRIPPLEPOWER OF ANALYSISEXPERIENCE</p> <p>Massive was at the core of the design</p> <p>Redefine what massive activity....common experience</p> <p>How do you leverage the massive as more than a number? How do realise that the whole is greater than the sum of its parts?earning elements of project not obvious, but visible to user &amp; essential to success:</p> <p>76% had expectations of learning elements75-85% learned at least a little about topic areas, 51% some or a lot88% were influenced by community discussion in their contributions / responses (22% often, 66% sometimes)50% changed their mind on how citizens can engage in / collaboratively create change in politics60-80% gained at least some skills, 40-60% somewhat or a lotstrong association between being influenced by community responses and gaining skills the model at work?further tests needed, but data points towards learning as crucial to engagement strategy &amp; success of project</p> <p>Many MOOCs are massive only in terms of numbersHow do you leverage skills and experience, along with collective intelligence and debate?Using the massive to engage in Open Social Research and informed learning</p> <p>16</p> <p> OPENOPEN ACCESSOPEN PARTICIPATIONOPEN ACADEMYOPEN ENGAGEMENT</p> <p>No beginning or ending/opening the structure</p> <p>Opening knowledge and learning to the community</p> <p>Digital citizenship as open as the modes of engagement</p> <p>Opening the academyEmbracing non-linearity</p> <p>Open/open not open/closed</p> <p>17</p> <p>RE-THINKING PARTICIPATIONEMANCIPATIONAUTHORITYFLEETING CONNECTIONSIDEATIONHACKING</p> <p>Social media has facilitated a complex, co-created and immediate form of learning response, where content and openness challenge the closed, structured nature of modern higher education. Social media has had significant impacts on the way learners connect with people and with the knowledge they require in order to learn across a variety of contexts. Social media support more than user interactivity, they support the development and application of user-generated content, collaborative learning, network formation, critical inquiry, relationship building, information literacy, dynamic searching and reflection.</p> <p>BRYANT, PETER (2015) Disrupting how we do on-line learning through social media: a case study of the crowdsourcing the UK constitution project.</p> <p>What happens when you empower a community to learn and engage in social change?Does this build an informed digital citizenry?Can this be more than civic engagement? Problem solving, capacity development or change?And thats what is next</p> <p>Developing the</p> <p>and2016-18 Open Government Action Plan</p> <p>NCVO Campaigning Conference6 September 2016</p> <p>23</p> <p>24</p> <p></p> <p>25</p> <p></p> <p>26</p> <p>29</p> <p>79 ideas28 proposals8 workshops250+ contributions</p> <p>30</p> <p>31</p> <p>33</p> <p>34</p> <p></p> <p>35</p> <p></p> <p>39</p> <p>Tips</p> <p>Have a clear processLeave some flexibility for changing circumstancesCombine online and offlineApply the rule of thumb for internet culture</p> <p>40</p>


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