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the role of our annotations is to guide a reader, as any great teacher would, through complex language or passages of particular genius.

The largely unarticulated but intuitively understood goal of communitarian technology is this: to maximize both individual autonomy and the power of people working together. Thus, digital socialism can be viewed as a third way that renders irrelevant the old debates.

Hybrid systems that blend market and nonmarket mechanisms are not new. For decades, researchers have studied the decentralized, socialized production methods of northern Italian and Basque industrial co-ops, in which employees are owners, selecting management and limiting profit distribution, independent of state control. But only since the arrival of low-cost, instantaneous, ubiquitous collaboration has it been possible to migrate the core of those ideas into diverse new realms, like writing enterprise software or reference books.

The increasingly common habit of sharing what you're thinking (Twitter), what you're reading (StumbleUpon), your finances (Wesabe), your everything (the Web) is becoming a foundation of our culture. Doing it while collaboratively building encyclopedias, news agencies, video archives, and software in groups that span continents, with people you don't know and whose class is irrelevant—that makes political socialism seem like the logical next step.

I love learning by making my own mistakes - and that is certainly part of learning to be a decent programmer

Or are we to allow that "this is a solved problem, that is a solved problem (read about it here if it helps) but here is a real-world problem that needs research done on it..."

Wouldn't it be great if universities once again became places where new knowledge grew and spread from, rather than where it went to be locked up and die?

The model of "Trust no-one and write all your code yourself" is outdated. The model of "Trust your fellow humans and write your code with their help" is the future.

This is what I asked each student to do: 1) create a series of three goals or metas, one progressively more complex than the other, and each building upon the other, that were to be accomplished his term. The first goal was to be done by the end of March, the second by the end of April, the third maybe by the end of the term…but probably not. 2) create a series of tasks that s/he felt would lead to realizing those goals. 3) blog about about his or her progress at least 2 times per week 4) At the end of the term: write up a final self assessment (in English or in Spanish), reflecting upon the progress completed, including the work done in class that would contribute to these goals, and assign a grade for the term. The students needed to evidence of their progress as a way of justifying their chosen grade. CAVEAT: If the grade s/he chose was lower than one than I would have selected, they would get my grade and an explanation. If the grade was higher, we would continue the conversation and try to see what it was that I was missing. I was willing to be (and wanted to be!) swayed, given that this was the student’s assessment of his/her personal learning goals in Spanish.

Some (but very few indeed) met ALL of their goals. Almost all acknowledged that they had set up unrealistic expectations for themselves (in terms of how much they could get done in a semester) and many used their self assessment as a way to set up future goals for their language growth. (Exactly the kinda thing you hope to see happen…learning extending beyond the limits imposed by the classroom).

A shy, timid young man, he did not mention in his evaluation the class discussion he led, and managed, and blogged about at the end of the term… nor did he see how any of this was helping him move towards his most lofty goal…to be able to travel with friends in Spain and to be able to communicate with ease and without anxiety.

It pains me to read this, but not because of the critiques she makes about me, the tools, or the class. It pains me because Edie passed on an opportunity to try something new, experiment, take a calculated risk…all things she will eventually have to do when she travels in another culture. It’s sad because she was the only student who did not “let go” of something during the semester and instead just held on tight to how she wanted this class to be, vs how it really, truly was. Unstructured to her meant undirected. Allowing the group to decide the flow of the class frustrated her, because the cadence of the class was not one that was controlled by the teacher and therefore predictable

In the end, she presented me with a chart that logged over 40 hours of Skype conversations with a native speaker she eventually found, and 110 pages (!) of chat transcripts with others with whom she tried to make regular contact. In class, as a result of her out of class experiences, she became more involved and engaged, eventually leading a class discussion about her interests in music, but doing so such that it wove itself in with the topic the class was discussing that week.

learning involves a deepening process of participation in a community of practice

Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. These outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. (Lesser and Storck 2001)

Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.