Group items tagged

Social Learning – Learning by observing, conversing, or questioning. This can take place in an informal or formal setting and sometimes may even occur without the learner realizing that learning is taking place or without making a conscious decision to learn. It’s organic and usually unorganized. Social Learning is more focused on the needs of the individual. In social learning, a participant might ask “What do *I* need to know and who knows how to answer this quickly?” Knowledge is primarily consumed or pulled from experts.

Communities of Practice (CoPs) – Groups of people with a common interest that are focused on collaboration and sharing of information related to that common interest. CoPs have a purpose, organization, and are usually tied to a business goal when used in corporations. A CoP is more focused on improving performance and enhancing knowledge of the group, as opposed to an individual. In CoPs, a participant might ask “What can I share with the group or how can we solve a problem together?” Knowledge is primarily shared or pushed.

“L’esprit humain est un merveilleux filtre à information rappelle Jonah Lehrer, apte à bloquer les faits qui contredisent ce que nous aimerions croire”.

“Nous avons tendance à rendre silencieuse la dissonance cognitive en nous imposant à nous-mêmes notre propre ignorance”.

Assurément, la plus grande menace contre la démocratie est cognitive. Et force est de reconnaître, hélas, que la connaissance n’est pas toujours le meilleur remède contre l’ignorance.

After all, curators curate creations. So when you make, do or say something new and valuable, your online presence will be more likely to be included in the curations of others. It’s the basis of viral marketing, but thanks to the nuances of social media, your creation doesn’t need to go viral to deliver value to your brand, or your team.

your team has a lot to gain by creating, as well as curating, information. This is particularly the case if your team is an isolated unit of specialists, or has a specific technical focus. It should be imperative for such organizations and teams to be directly engaged in the business of creation.

Are you illiterate if you don’t know how to interpret a tweet? If you can’t tell the difference between fact and fiction on Twitter, does that mean you are lacking media literacy skills?

To be truly literate, though, you also need to be able to think critically about media, discern fact from fiction, news from opinion, trusted from untrustworthy.

Somewhere along the line, someone taught us the skills necessary to think critically about the information we consume, how to recognize a trusted source, and how to sniff out bias and ulterior motives.

What starts out as social networking is evolving into social production.

Social media has the potential to revolutionize our model of learning by transforming individual students from information silos into smart nodes within a dynamic and interdependent learning network. By serving as the connective tissue of a learning environment — whether it’s a class, school or community organized around common interests — social media can enhance student communication, collaboration and problem solving by aggregating perspectives. Through the process of sharing our perspectives we can get closer to seeing the whole picture. With a more comprehensive picture we improve our ability to innovate and problem solve.

It’s not a new concept: Technology is changing the way we think. But one prominent researcher at a recent conference discussed a more controversial idea: Technology could be moving us away from innovation and progress, and closer to the Stone Age in terms of how we process information—a scary thought, considering the country’s desperate call for 21st-century thinking.

The respective announcements by Pearson and Blackboard last week reflect very different ideas of both “open” and “free.” Those differences matter. If we simply throw up our hands and declare the use of these words by all for-profit entities as meaningless marketing babble, then we will miss some valuable information.

il ne suffit pas que les enseignants possèdent des compétences dans le domaine des TIC et sachent les transmettre à leurs élèves. Les enseignants doivent être capables d’aider les élèves à entrer dans une démarche d’apprentissage collaboratif, de créativité et de résolution de problèmes grâce à l’usage des TIC, afin de les aider à devenir des acteurs efficaces de la société et de l’économie.