Anna De Liddo's profile document
Description for Anna De Liddo
Anna De Liddo
Anna De Liddo
Anna
De Liddo
Professor of Human-Computer Interaction
AnnaDeLiddo
My research focuses on the socio-technical factors influencing the design and uptake of Collective Intelligence infrastructures. These are online environments which seek to improve collective awareness of the changing environment, and collective capacity to make the best use of expertise to problem solve, and adapt appropriately. I have particular interests in knowledge construction through discourse, and the role of technology in scaffolding dialogue and argumentation in contested domains, in which there is more than one point of view. The approaches I work with are network-centric, modelling and visualizing ideas and arguments as networks of nodes which can be analysed for topographical and semantic patterns.
As background, I am an Urban Planner and Designer; I took a BSc in Civil Engineering, a MSc in Transport Planning at Polytechnic of Bari, Italy, and a MSc in Environmental Policy and Management at Institut National des Sience Appliquees in Lyon (France). I gained my PhD in Urban and Environmental Planning at Polytechnic of Bari, Italy, investigating ICT for Participatory Planning and Deliberation. In this respect I am interested in investigating tools to support knowledge representation, structuring and management, particularly with regards to collaborative decision-making processes in Environmental and Urban Planning domain.
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The Open University account for Anna De Liddo
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Anna De Liddo's membership at KMi
Anna De Liddo on SlideShare
Anna De Liddo's participation in Compendium
Compendium
Compendium
2000-01-01
Managing the connections between information, ideas, interpretations and arguments
The Compendium tool and mapping method combines meeting facilitation, modelling and collaborative hypertext. It can be used to capture discussions and arguments in meetings, integrating perspectives from multiple stakeholders, and the construction of a collective memory resource. It is a collaborative project with international partners, and an active user community.
In March 2013 the codebase was formally taken over by the user/developer community coordinated through the Next Generation site http://compendiumng.org.
The archival site of the Compendium Institute at http://compendiuminstitute.net
Anna De Liddo's participation in Hypermedia Discourse
Hypermedia Discourse
Hypermedia Discourse
Conceptual foundations and practical tools at the nexus of Deliberation, Argumentation and Software
Our focus is on what we are finding to be a powerful and intruiging intersection: the meeting of Hypermedia and Discourse theory and technology. Our interests are both conceptual, and intensely practical: the co-evolution of digital tools and associated work practices for sensemaking.
Anna De Liddo's participation in Cohere
Cohere
Cohere
2007-10-01
A Web 2.0 application for weaving connections between ideas
We experience the information ocean as streams of media fragments, flowing past us in every modality... To make sense of these, learners, researchers and analysts must organise them into coherent patterns... Cohere is an idea management tool for you to weave meaningful connections between ideas, for personal, team or social use...
Cohere is part of an emerging vision of sensemaking infrastructure for crafting, sharing and disputing ideas. We hope it wil contribute to effective online deliberation and debate in fields such as open, participatory learning, e-democracy, scholarly research and knowledge management.
Anna De Liddo's participation in OLnet
OLnet
OLnet
Open Learning Network
The aim of OLnet is to tackle gathering evidence and methods about how we can research and understand ways to learn in a more open world, particularly linked to Open Educational Resources (OER) but also looking at other influences. We want to gather evidence together but also spot the ideas that people see emerging from the opportunities.
Anna De Liddo's participation in Election Debate Visualization
Election Debate Visualization
Election Debate Visualization
2013-10-01
2016-09-30
The EDV Project will provide radically new ways for the public to replay the televised debates from the next UK general election
During the 2010 UK general election, the first ever televised Prime Ministerial debates took place. Research showed that there was a significant public appetite for this means of learning about the candidates and their policies, but that many viewers were left feeling uncertain about the meaning of and relationship between the competing arguments they had witnessed. KMi pilot research demonstrated the potential value of mapping the debates as visual diagrams. In 2015 the next election is envisaged, providing the opportunity to investigate how knowledge media can deliver completely new ways to replay the debates and engage with the arguments at stake.
Funded by the UK EPSRC
Anna De Liddo's participation in Evidence Hub
Evidence Hub
Evidence Hub
2013-01-01
A collective intelligence platform for mapping a community and what it knows
The Evidence Hub concept is that we need better ways to pool, map and harness what a community knows. The Evidence Hub is a collaborative knowledge-building (specifically evidence-building) web platform. It was designed in KMI by the team developing the concept of "Contested Collective Intelligence" [1,2], where it is important to understand different perspectives and support quality debates. The first Evidence Hub was developed for the Open Learning Network project [3], and further refined in the Communities of Practice for Health Visiting project [4].
An Evidence Hub provides novel visual analytics designed to give insight into, and provoke reflection on, users’ knowlege-building activity. It is designed for use by practitioner communities/networks engaged in informal learning, and by students in more formal educational contexts.
The Evidence Hub is designed to answer questions such as:
• Who in my region is working on this problem?
• Are there any partnerships between projects in these two areas, on this theme?
• What are the key challenges we’re facing?
• Who has potential solutions to these, and what’s the evidence that they work?
• What evidence-based claims can we make with confidence?
• What are the most controversial issues?
The Evidence Hub concept has morphed and migrated to other groups who have ported it to other platforms and changed the conceptual model to suit their community's specific needs [5].
[1] De Liddo, Anna; Sándor, Ágnes and Buckingham Shum, Simon (2012). Contested Collective Intelligence: rationale, technologies, and a human-machine annotation study. Computer Supported Cooperative Work (CSCW), 21(4-5) pp. 417–448. http://oro.open.ac.uk/31052
[2] De Liddo, Anna and Buckingham Shum, Simon (2013). The Evidence Hub: harnessing the collective intelligence of communities to build evidence-based knowledge. In: Large Scale Ideation and Deliberation Workshop, 29 June - 02 July 2013, Munich, Germany. http://oro.open.ac.uk/38002
[3] De Liddo, Anna; Buckingham Shum, Simon; McAndrew, Patrick and Farrow, Robert (2012). The open education evidence hub: a collective intelligence tool for evidence based policy. In: Cambridge 2012: Joint OER12 and OpenCourseWare Consortium Global 2012 Conference, 16 - 18 April 2012, Cambridge, UK. http://oro.open.ac.uk/33253
[4] Ikioda, F. , Kendall, S. , Brooks, F. , De Liddo, A. and Buckingham Shum, S. (2013) Factors That Influence Healthcare Professionals’ Online Interaction in a Virtual Community of Practice. Social Networking, 2, 174-184. http://dx.doi.org/10.4236/sn.2013.24017
[5] Open Education Research Hub: http://oerresearchhub.org
Anna De Liddo's participation in Engage
Engage
Engage
2014-01-01
2016-12-31
Equipping the Next Generation for Active Engagement in Science
The ENGAGE project is part of the EU Science in society agenda to promote more Responsible Research and Innovation (RRI).
ENGAGE is about equipping the next generation to participate in scientific issues to change how science is taught. Traditionally students gain an image of science as a body of content, whereas RRI deals with uncertain areas of knowledge, where values and argument matter as much as facts. This shift is hugely challenging.
ENGAGE focuses on a more inquiry-based methodology, which gives students opportunity for self-expression and responsibility for coming to informed decisions.
Anna De Liddo's participation in Catalyst
Catalyst
Catalyst
2013-10-01
2015-09-30
Collective Applied Intelligence and Analytics for Social Innovation: Open Tools Validated in Large-Scale Communities
Public deliberation in complex socio-technical debates is critical, but poorly supported by today�s social media platforms: it is hardly possible for citizens and community managers to quickly grasp the state of a public debate, know where they might best contribute to advance understanding, and effectively identify and pursue socially innovative ideas.
Within a Collective Intelligence (CI) Spectrum ranging from Sensing to Collective Action, CATALYST focuses on Contested CI (Sensemaking and Ideation) and aims to develop and test online deliberation tools for human-assisted harvesting and structuring of vast amount of social media data, in order to facilitate collective ideation, creativity and citizen engagement in collective decision-making processes.
In addition to this CATALYST will develop advanced analytics to measure the quality of the collective intelligence dynamics and feed it back to the community to make the collaborative process significantly more effective � avoid balkanization and groupthink, help identify irrational bias, controversial or immature topics, and facilitate conversation diversity.
CATALYST will deliver an ecosystem of CI tools and services that will augment existing social media platforms with Web-based Annotation tools; Recommenders to help users prioritise attention; Online creativity triggers; Interactive Visualizations, and Social Network and Deliberation Analytics.
CATALYST�s consortium involves world-class researchers, such as The Open University and MIT centre for collective intelligence, and testbed partners, leaders in running international social innovation online networks, providing access to very large communities of citizens concerned with social and environmental practices (Ashoka, Imagination for People, Wikitalia), sustainable lifestyle (CSCP) and more participatory democratic processes (Purpose, Euclid Network).
Project Partners:
Sigma Orionis: http://sigma-orionis.com/
Imagination for People: http://imaginationforpeople.org/en/
The Open University: http://www.openuniversity.edu/
Universitat Zurich: http://www.uzh.ch/index.html
Euclid Network: http://www.euclidnetwork.eu/
CSCP: http://www.scp-centre.org/
Purpose: http://www.purpose.com/
Wikitalia: http://www.wikitalia.it/
Anna De Liddo's participation in CIDashboard
CIDashboard
CIDashboard
The Collective Intelligence Dashboard (CI dashboard) is an open online service that provides analytics visualizations for online debate platforms.
The Collective Intelligence Dashboard (CI dashboard) is an open online service that provides analytics visualizations for online debate platforms. It is a place in which analytics on conversational and social dynamics can be made visible and fed back to the community for further awareness and reflection on the state and outcomes of an online debate. The CIDashboard website gives an overview of all analytics visualizations we provide, allows to view them individually with demo and own data, to assemble a custom dashboard of visualizations, and provides the information necessary to embed the visualizations or the custom dashboard into other online debate platforms.
CIDashboard uses your data passed to us in the Catalyst Interchange Format (CIF).
Anna De Liddo's participation in LiteMap
LiteMap
LiteMap
LiteMap is a Web tool for mapping out visually the content of online debates across different forums and Websites.
Online discussions on issues of public concern are often dispersed across different Websites and Social Media environments. This makes it difficult for stakeholders to make sense of the state and progress of a public debate.
LiteMap is a tool to support sensemaking and summarization of public debates across Web forums and discussion media. By allowing easy markup and annotation through any Web browser, LiteMap enables users to grasp clips of text from an online conversation and make them objects of further reflection and discussion. Within LiteMap content from previously disconnected online conversations and debates can be connected in new meaningful ways. Visual maps can be built by single users or groups to make a point or better communicate ideas and results to others. LiteMap is designed to help both community managers.
Community managers can use LiteMap to organise contributions to the debate, reduce idea duplication, and support content analysis and summarisation.
Community members can use LiteMap for sensemaking and self-reflection: to build a visual representation of their own view of a topic or debate; to communicate personal ideas to others; and to point the community’s attention to important issues.
LiteMap is one of the Catalyst’s ecosystem of Collective Intelligence Tools to improve community deliberation of complex societal challenges.
Anna De Liddo's participation in ARIA/GOMARCH
ARIA/GOMARCH
ARIA/GOMARCH
2017-05-01
Augmented Reality in Activism
ARIA was a project sponsored by HEIF to develop a prototype for using Augmented Reality (AR) as a participatory tool for social protest. The ARIA project examined some of the main barriers to physical participation in social protest, including mental and physical health challenges, fear of retribution, and a lack of time and resources. The ARIA team then developed "GoMarch", an integrated web platform and AR application to allow remote protesters or supporters to create and place a digital avatar at a given geolocation. This avatar can be viewed by users that are physically present in the location, though use of the AR smartphone application. The aim of the project was to find new ways of making the efforts of remote activists individually visible to other stakeholders and to provide a new avenue of participation.
Anna De Liddo's participation in DebateHub
DebateHub
DebateHub
Debate Hub is a tool for online communities to collectively organize and progress good ideas forward
Public deliberation in complex socio-technical debates is critical, but poorly supported by today’s social media platforms: it is hardly possible for citizens and community managers to quickly grasp the state of a public debate, know where they might best contribute to advance understanding, and effectively identify and pursue socially innovative ideas.
Debate Hub is an innovative tool for community deliberation that provides an intuitive interface for large-scale argumentation and advanced analytics and visualisations to enhance sensemaking, attention mediation and community moderation.
Debate Hub helps communities to identify the most robust ideas in the noise. It provides a collaboration environment in which ideas can be debated and assessed, in a way that it is not the most popular idea to win, but the one for which the best arguments are brought forward and the best evidence are provided.
Debate Hub also supports informed participation to public debates by providing a collective intelligence visualization dashboard consisting of summary analytics and attention mediation feedback. These features support newcomers to get a sense of where is the debate at and where is the best way for them to contribute. The DebateHub Visualization Dashboard is also a tool for community managers to monitor their community, promote attention and prioritize community’s resources and actions.
Anna De Liddo's participation in ARIA/GOMARCH
ARIA/GOMARCH
ARIA/GOMARCH
2018-05-01
Augmented Reality In Activism
Digital activism has presented many opportunities to improve engagement and participation. ARIA is a project sponsored by the Higher Education Innovation Fund (HEIF) to investigate how location-based augmented reality technology can be used to improve participation, and bridge online and offline activism. In the ARIA project, we built the GoMarch platform, www.gomarch.org, which connects with a GoMarch application. Remote participants in a protest or demonstration, who are not able to be there in person for any number of personal, use the web platform to leave a digital avatar and a message for both other remote participants and those that will be present offline at the event. Using the GoMarch app, the avatars and messages of remote users can be viewed by those who are participating offline at the event, through the camera on their smartphone.
Anna De Liddo's participation in CoLearn
CoLearn
CoLearn
Collaborative Open Learning
The open research community COLEARN was founded in 2000 in Brazil and became an international network in 2006 during the OpenLearn project developed by The Open University, UK.
The acronym 'C' 'O' 'Learn' means Collaborative Open Learning. Currently, there are more than 3.500 members, some of them have been participating in various open learning projects such as OpenLearn (2006-2009) OpenScout (2010-2012), weSPOT (2013-2015) and ENGAGE (2014-2016).
The term colearning was initially defined in 1996 by Frank Smith in the book "Joining the Literacy Club", also grounded on Paulo Freire's approach for emancipatory education. This concept was used to emphasize the importance of changing the role of, respectively, teachers and students from dispensers and receptacles of knowledge to both colearners "collaborative partners on the process of sensemaking, understanding and creating knowledge together. In addition, a decade later, Brantmeier (2005) explains that colearning acts toward student- centered learning as well as building a more genuine "community of practice" through dynamic and participatory engagement for collective construction of knowledge.
Okada's research (2002, 2006, 2008) defines colearning as "learning together for co-creating open knowledge through digital technologies". Her work explains that colearning concept has recently become more popular due to the rapid advances of Web 2.0, which allows the creation and exchange of user-generated knowledge, information sharing, interoperability, user-centered design and social networking. Based on the philosophy of openness, the process of colearning is enriched through wide participation for creating, adapting and sharing reusable OER for co-authoring knowledge for all (Okada 2012). Due to the rapid increase of co-authoring technologies and innovative pedagogies, several features which differentiate "colearning in social networks" versus the "traditional e-learning in Virtual Learning Environments" (VLE) emerged. Some of these features are: educators as "competence and knowledge facilitators", students as "colearners coauthors", flexible curriculum integrating formal and informal learning, open multimedia content, communities of practice, co-evaluation, peer- review assessment and collaborative open learning paths.
The Colearn network aims to investigate how these diverse features have been contributing to the process of emancipatory education, which means empowering colearners to become critical thinkers, creative collaborators, innovative researchers and responsible citizens.
Anna De Liddo's participation in OER
OER
OER
Open Educations Resources and Social Networks
The networked world creates a sense of "always being in touch or reachable" for "sharing, remixing and reusing information". Learners, educators,
researchers and other professionals can now create their own communities; enable formal or informal learning together and reconstruct open content collaboratively.
Anna De Liddo's participation in Urban Inquiries
Urban Inquiries
Urban Inquiries
Inquiry skills for responsible research and innovation for envisioning and contributing to improvements cities
Several initiatives on collaborative inquiry-based learning "co-inquiry" have been emerging in Higher Education and Secondary schools. Most of them are funded by local governments and the European Commission. The urban inquiry project is an example, which is based on various initiatives.
Urban Inquiry offers open educational resources, learning technologies and pedagogical approaches for formal education curriculum and informal learning opportunities promoted by universities, schools, science centres, museums, CSO and citizens associations.
Our aim focuses on supporting educators, researchers and learners to identify authentic scenarios, describe collective problems scientifically and apply open science tools for socio-scientific knowledge construction.
Urban inquiry projects help participants develop inquiry skills for responsible research and innovation for envisioning and contributing to improvements in their cities.
Anna De Liddo's participation in AI4EDI
AI4EDI
AI4EDI
AI technologies to tackle EDI related issues
AI is here. We interact with AI technology every time we search online, interact on a social media platform or use a credit card. We know that AI can be a force for good, for example, OU Analyse uses machine learning to help identify students at risk of failing. Given the ubiquity of this technology, it is important though that we understand its potential impact, good and bad, for all users. Within AI4EDI we will highlight EDI issues related to AI research and innovation. In particular, how AI can help address EDI issues, such as the awarding gap for black students, and EDI challenges that can be present in AI systems, such as data and decision-making bias.
Anna De Liddo's participation in EnquiryBlogger
EnquiryBlogger
EnquiryBlogger
Social Learning Journal
EnquiryBlogger extends WordPress, the world's most popular open source content management system and blogging platform, with a set of plugins that turn it into a particular flavour of social learning journal.
It is an example of Dispositional Learning Analytics (also referred to by Schneider, et al. 2012 as Learning Process Analytics). EnquiryBlogger is a collaboration between the Open University's Knowledge Media Institute (Simon Buckingham Shum & Rebecca Ferguson), and University of Bristol's Centre for Systems Learning & Leadership (Ruth Deakin Crick).
For Learners (e.g. school and university students, workplace staff) EnquiryBlogger adds three learner plugins to a WordPress blog, giving visual feedback on how many times blog posts have been categorised by a learner using the seven dimensions of "Learning Power"[1], progress against the core activities of Authentic Enquiry[2], and a visual "mood graph" showing the peaks and troughs of how the learner feels about their work. The plugins are also used to navigate quickly to those posts, by clicking on the coloured blobs.
For Teachers/Mentors there are three dashboard widgets displaying all learners' plugins in their group, and an additional EnquiryBlogBuilder plugin for batch generating blogs for a whole cohort. The cohort can quickly visit each others' blogs for commenting through auto-generated links in their blogs.