Facebook and the engineering of connectivity. A multi-layered approach to social media platforms José van Dijck⇑ José van Dijck, Faculty of Humanities, University of Amsterdam, Spuistraat 210, Amsterdam 1012 XT, The Netherlands. Email: j.van.dijck@uva.nl Abstract This article aims to explain how Web 2.0 platforms in general, and Facebook in particular, engineers online connections.
Connectivity has become the material and metaphorical wiring of our culture, a culture in which technologies shape and are shaped not only by economic and legal frames, but also by users and content. The emergence of social media platforms is at the heart of a shifting dynamic, where various actors (technology, users, content, legal and economic actors) are building a connective space for communication and information.
. © The Author(s) 2012. Participatory Learning: If you have a problem, ask everybody! We are promoting the concept of "participatory learning" as part of theMacArthur Foundation's Digital Media and Learning initiative, and asone of the three prongs of HASTAC (the other two emphases of HASTAC being creative technologydevelopment and critical thinking: we believe all three should be integrated and part of contemporary intellectual and social life and learning).Because so much of our formal education today is based on a model ofindividual achievement of test scores, of filling in the right answerson standardized tests, in certifying and passing boards and so forth, a term like "participatory learning" needsdefinition.
We've all but forgotten that for most of human history,learning was a process, it was collective, it was collaborative. It is really only since the nineteenth century that formal education has become a regulated and specialized certification process as much as it is a learning process. John Davis, a chemist inBloomington, Ill., knows about concrete. But, Dr. Collaborative learning. Eight Dangers of Collaboration - Nilofer Merchant. By Nilofer Merchant | 8:16 AM December 1, 2011 Most of what is written about collaboration is positive. Even hip. Collaboration is championed enthusiastically by the Enterprise 2.0 experts, as well as leading thinkers like Don Tapscott, as the crucial approach for the 21st century. Collaboration creates once-elusive “buy-in or “empowerment,” improves problem solving, increases creativity, is key to innovation at companies like Lego, Pixar, and Intuit. It slashes costs and improves productivity.
So why is collaboration as rare as it is? The short answer is that collaboration is dangerous. Not knowing the answer. Collaborative work is not right for every organization, or in every case. According to recent research, collaboration has been proven to have a strong corollary to innovation; .81, according to research commissioned by Google.) But, let’s recognize, we can’t manage collaboration well until we acknowledge that it’s fundamentally dangerous. The need for bottom-up learning. Throughout 2011 we will be publishing extracts from The New Learning Architect. We move on to the seventh part of chapter 4: Bottom-up learning is managed by employees themselves.
Why? Because it is in their interests to gain whatever knowledge and skills they need to perform effectively. Bottom-up learning is cheaper, more responsive, less controlling, less patronising and altogether more in tune with the times. For bottom-up learning to thrive, employees need the motive, the means and the opportunity (just like the perps in the crime novels). L&d professionals could do worse in future than to regard bottom-up learning as the default solution, the one they choose routinely except where it is obviously unsuitable.
Coming next in chapter 4: The model in action Return to Chapter 1 Chapter 2 Chapter 3 Obtain your copy of The New Learning Architect About Clive Shepherd Clive Shepherd has written 240 post in this blog. Learning from the Bottom Up. Tapping into the power of open educational resources requires cutting through the hype and learning from the bottom up. One of the learning technology trends that is simultaneously overhyped and underhyped is the move toward bottom-up learning. No amount of buzzwords, such as “the wisdom of crowds” and “user-generated content,” can replace the hard work of developing educational materials. Wikipedia is a special case, and reference materials are a far cry from the instructional programs that corporate education departments produce and deliver on a daily basis. On the other hand, new technologies are democratizing learning and putting it in the hands of every member of your organization.
When it’s a balance between grassroots efforts and an overall learning strategy, bottom-up learning can become a key part of overall educational efforts. Most educators, whether in a primary, secondary or corporate setting, take their cues from traditional approaches to education. Educational change and leadership - bottom up! All too often in recent decades schools are dictated to by the political whim of politicians with their eyes firmly fixed on popular approval - this is certainly the case with the imposition of National Standards which have gained little education support or international success.
What is required is for schools to begin to share their beliefs about teaching and learning by building on the innate strengths of their students, their teachers, the school principal and finally groups of schools to develop a vision that all can work with in diverse ways. Recently at a local school the Education Review team asked the principal how he was ‘growing’ his teachers –I think the inference was that the teachers were not being given enough ‘voice’ in the school. All pretty ironic as it is the ERO office and Ministry compliance requirements that limit the ‘voice’ of all involved in schools.
Compliance and conformity to imposed expectations, not creativity, is the order of the day. A lot has been lost. Learning Theories/Organizational Learning: Processes. Introduction[edit] The purpose of organizational learning often leans toward positive organizational change. In some cases, entire organizational change is desired or necessary for increased effectiveness or just continued existence. Most organizations are imperfect, and positive change, even at significant levels would be welcomed. The agents of organizational change, organizational development, and organizational learning often work together in synchronous fashion. In fact, it may be difficult at times to distinguish between them.
A study by Dr. Knowledge acquisition process[edit] Buchel and Raub (2003) state that "A match between the learning process and media richness and scope is necessary in order to foster learning within organizations" (p. 531). Nonaka, Toyama, and Byosiere write that, historically, the knowledge-creation process has been considered within the context of two types of models: top-down or bottom-up. Information distribution process[edit] Anderson and Maize[edit] 4.bp.blogspot.com/_D8P4hByt4sc/TDrkKU9m60I/AAAAAAAAAS8/QOvVTsgx3kI/s1600/ePLCconsideration.png no Google. Connectivism: A Learning Theory for the Digital Age. Connectivism: A Learning Theory for the Digital Age December 12, 2004 George Siemens Update (April 5, 2005): I've added a website to explore this concept at www.connectivism.ca Introduction Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments.
Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. “One of the most persuasive factors is the shrinking half-life of knowledge. Some significant trends in learning: Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
Background Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11). Driscoll (2000, p14-17) explores some of the complexities of defining learning. Conclusion: PATH_abstract_3.1.3. Participatory_Workshops. Untitled. Facilitating participatory learning. How to Help Subject Matter Experts Become Comfortable Facilitating Participatory Activities | L e a r n i n g 3 . 0 Lifelong Social Learning. The discussion about encouraging SMEs to use participatory learning activities began with five challenges: to help them: (1) recognize the value of participatory learning activities (2) become open to the idea of actually using participatory activities (3) see that participatory activities are not necessarily difficult to design (4) learn how to select appropriate activities (5) become comfortable with facilitating participatory activities.
Four of the challenges have been covered in previous articles. This article will address the fifth and last challenge: How to help SMEs become comfortable with facilitating participatory activities. There are four keys to helping SMEs become comfortable with facilitating participatory activities: (1) Provide excellent facilitator guides, which will tell them exactly how to facilitate the activities (2) Provide as much direction as possible in the participant materials (4) Provide external supports, such as a clock on the front table.