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Rescooped by Deb Nystrom, REVELN from PREDA - Le contenu que l'on retient
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Thoughts on “Collective Intelligence”

Thoughts on “Collective Intelligence” | Agile Learning | Scoop.it

Fascinating nuggets from the book summary of Collective Intelligence by Pierre Lévy (click through post here to locate & enlarge the chart):

 

The premise: Humankind must acknowledge the potential of cyberspace to enable beneficial new forms of complex collective thought, collective expression, and social organization.
 

Technology makes this feasible (p. 246). The author's ideas are reminiscent of:

  • Vannevar Bush‘s collective memory
  • Marshall McLuhan‘s notion of a forthcoming “global village”
  • Douglas Engelbart‘s vision of the computer as a tool to augment human thought,
  • J. C. R. Licklider‘s plans for symbiotic human—computer networks.

   

Lévy calls for a revolution in society’s understanding of itself – the expansion of subjectivity (cf. Lévy, 2000).

   

Features:

  • Multi-modal and dynamic (p. 120)
  • Virtual worlds instruments of self-knowledge and self-definition 
  • Deterritorialized with self-organization
  • Continuous self-invention of human communities
  • Computer-aided imagination 
  • The collective can choose to foster & encourage individuality
    
From another reviewer:
 
Levy begins with the premise that the prosperity of any nation or other entity depends on their ability to navigate the knowledge space, and ... knowledge space will displace the spaces of the (natural) earth, (political) territory, or (economic) commodity. 

Via Pierre Levy, Frederic DOMON
Deb Nystrom, REVELN's insight:

One word: Fascinating! (nod to Mr. Spock)


The language of the post & the book itself is academic, yet the ideas are wonder producing.  I think we are seeing the first signs of what Lévy describes in social media, gaming and in group processes like Open Space Technology, among other things.  ~  D

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María Dolores Díaz Noguera's curator insight, January 14, 2014 4:50 AM

Great one.

Miguel Angel Perez Alvarez's curator insight, January 14, 2014 2:14 PM

Inteligencia colectiva, evolución

Deb Nystrom, REVELN's curator insight, January 31, 2014 11:18 PM

Cyberspace big thoughts, and perhaps indicating a fusion or an evolution of knowledge management in a group space.

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How We Use Social Media for Informal Learning - Less trainers, More curators

How We Use Social Media for Informal Learning - Less trainers, More curators | Agile Learning | Scoop.it
Vendors talk about social learning like its something revolutionary, but I'm here to tell you its not. Informal learning is an everyday thing.


Excerpt:


WHY SOCIAL MEDIA CHATS WORK FOR LEARNING

We’ve found social media chats to be the perfect way to get even the most skeptical participant at least a small amount of exposure to social media as a learning tool.

I identified some of the common objections people have to social media for learning above, and now I will show how social media chats meet each one of those challenges:
 

  • It takes very little work to participate: People are able to take a 30 minute break from whatever task they were completing on a Thursday afternoon and spend time chatting with co-workers about topics of general interest. Since the articles are curated for them, it is easy to participate...
    
  • The weekly chat is a regular reminder to participate: #TalkTech is a recurring weekly event on everyone’s Outlook calendar. Everyone in the company knows it’s happening and the chat serves as a constant reminder to take advantage of social media tools for personal learning, even if that just means logging in for 30 minutes a week.
   
  • It’s easy to chat, or just read: People start to feel more comfortable participating in the chat when they see co-workers doing it. Since the topics are posted in our blog and we create a transcript of the chat afterwards, even people who prefer to absorb the content at a slower pace can access the information and benefit from the learning.
    
  • The chat provides structure: It’s easier to know “what to say” on social media when everyone is discussing the same topic for a set period of time. Instead of trying to figure out what to post about, the chat provides direction… and a clear start and stop time.

     

Deb Nystrom, REVELN's insight:

This fits my experience and is a helpful strategy to facilitate learning using social media.  What do you think? ~  Deb

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Great Content Curation Models: E-learning Examples by David Anderson

Great Content Curation Models: E-learning Examples by David Anderson | Agile Learning | Scoop.it

Here's another helpful curation example reviewed by Robin Good, curation meister, featuring the areas of "multimedia journalism", "infographics" and "html5" among others.

 

The author in Elearning Examples has written and edited a specific information card with images and links to the work being referenced.

 

The design of the site and the quality  examples showcased highlight what good "content curation" is. 

 

See if you agree:  no noise or regurgitation of information, rather sense-making on the topic.

 

David Anderson is an e-learning designer & community manager at Articulate who has curated this set of galleries.

 

Inspiring. 9/10

 

Look: http://elearningexamples.com/ 

 

David Anderson's blog: http://multimedialearning.com/ 

 

His Twitter channel: https://twitter.com/#!/elearning 

 

(Reviewed by Robin Good)


Via Robin Good, janlgordon, catspyjamasnz, Heiko Idensen
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Learning to Let Go: My Friday Non-interference Pact with my Students | Blogging Pedagogy

Learning to Let Go: My Friday Non-interference Pact with my Students | Blogging Pedagogy | Agile Learning | Scoop.it

Beginning ...with the second half of the semester, every Friday is given over to my students. We don’t have any readings assigned by me, and I don’t plan any material for the class.


Instead, small groups of 3-5 students are responsible for determining the day’s content and executing that.  

 

"You need to plan some sort of activity that will last at least 30 minutes; it must engage the whole class; and it must relate in an immediate way to the text we are currently reading."


Otherwise, you are free to plan what you want, and I won’t interfere.


...After the anxiety wears off, my students often seem to engage with the activity remarkably well.


It encourages ownership of the material, it provokes them to think in depth about a week’s worth of reading, and the discussion that have come out of it (so far) have turned out to be really e


It’s hard to give up directing the conversation, steering students —but of course, I still do that Mondays and Wednesdays.


What I discovered is that this group of students, ...comes around to the right questions and interpretive moments, anyways.


Today one of the group members asked about tree symbolism in Beloved. “Perhaps it’s coincidental,” one student said.


“Well,” another student answered, “it’s hard to imagine that it would be coincidental—think of all the planning that went into the novel.” And from there they were off, debating the symbolism and even debating the value of reading for symbolism...

 

Though their arguments often lacked an advanced theoretical vocabulary, my students were really thinking at high levels with great rigor.


The pedagogical point of all this, ...there is a real value in letting go of control of the classroom for a while. Let your students make mistakes, and see if they can sort them out on their own.


Let your students talk about what they’re invested in, what they find compelling about the topic at hand, what they don’t care about, and why.


Let go of being a classroom “parent” and let your students take responsibility for themselves.

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Beyond the Hierarchy: Networked Professional Development

Beyond the Hierarchy:  Networked Professional Development | Agile Learning | Scoop.it

It can be difficult to see oneself as a node in multiple networks, as opposed to a more conventional position within an organizational hierarchy.

We have become used to titles, job descriptions, and other institutional trappings. But network thinking can fundamentally change our view of hierarchical relationships.

      

For example, I once ...helped a steering group see their community of practice in a new light. For the first time, they saw it mapped as a network. They immediately realized that they were pushing solutions instead of listening to their community. As a result, they decided to change their Charter and develop more network-centric practices. Thinking in terms of networks can enable us see with new eyes.

    

...As we learn in digital networks, stock (content) loses significance, while flow (conversation) becomes more important – the challenge becomes how to continuously weave the many bits of information and knowledge that pass by us each day.

    

Conversations help us make sense. But we need diversity in our conversations or we become insular. We cannot predict what will emerge from continuous learning, co-creating & sharing at the individual, organizational and market level, but we do know it will make for more resilient organizations.


As always in our ScoopIt news, click on the photo, video or title to see the full Scooped post.

       

Related tools & posts by Deb:

               

        

     

  

       

  • Are you local to SE Michigan?  Find out more about horse-guided leadership development sessions (no fee demos) for individuals by contacting Deb, after reviewing her coaching page here.  

  

Deb Nystrom, REVELN's insight:

Harold Jarche's recommendations for organizations moving to more networked and creative work may make for less fragile, more adaptive organizations as well.  ~  D


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7 Transformational Shifts in 21st Century Learning

7 Transformational Shifts in 21st Century Learning | Agile Learning | Scoop.it

A smart learning shifts graphic realized by Terry Heick.


Related post by Deb:

Deb Nystrom, REVELN's insight:

These concepts are are useful metaphors for looking at business today, especially moving away from institutional and compliance thinking to encouraging play (rather than compliance), connection and community. ~ D

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Infographic – Service-Learning in Online Courses

Infographic – Service-Learning in Online Courses | Agile Learning | Scoop.it

This post features a decision tree:   to help people deal with questions on the merging of community-centered, experiential learning, and the fastest growing area within higher education.

Click the image above to download a PDF version of version 1.0 of the infographic. Also note the invitation for a webinar on the subject.

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P2PU - A lab for open social learning, beyond the Harvard circle, Author: Philipp Schmidt

P2PU - A lab for open social learning, beyond the Harvard circle, Author: Philipp Schmidt | Agile Learning | Scoop.it

I'm intrigued!  This could be the non-exclusive people's community version of Harvard's innovation community.

 

Excerpt:  How P2PU could become a social learning lab - for massive experimentation?  (Question from the blog author, Phillip Schmidt, to the HASTAC community.)

 

Besides giving an elite university a lot of cash, how can we foster more innovation in learning and teaching in ways that will affect more people?

 

How could we make this a lab that you would want to use?

 

P2PU started as a place that encouraged serendipitous experiences. ...We offer a more robust (release version) of the platform for those who care less about experimentation and just want an easy to use platform for social learning.

 

Original post -> http://sharing-nicely.net/2011/10/open-learning-lab/

 

There isn’t really an open lab for learning innovation – and that P2PU could be it.

 

>if we could model ourselves as a research institute. There would be heaps of experimentation and research, some of it driven by us and some driven by partners who want to work with us, and each year we would publish a string of short reports about what we are learning.

 

> we could connect it to an annual conference with great speakers from the P2PU community who share the results of their work, and suggested that corporations would be willing to pay substantive amounts of money for this knowledge.

 

Which brings me to the term “lab”. It’s a term that means different things to different people. And when I explained that it was a mechanism to support experimentation and research, they would ask if it was “kind of like a lab.” And that’s exactly what it would it be like.

 

Supported by a platform that is extendable, hackable, malleable and customizable – We need a sandbox.  But the sandbox is not the important piece here, it’s a means to an end (or a journey rather).

 

P2PU would be run by a community that is passionate about peer learning and openness, and thrives on experimentation.

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