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elearnspace › Social and connective lock-in - 1 views

www.elearnspace.org/...social-and-connective-lock-in cck11 social lock-in connective lock-in George Siemens
shared by Chris Jobling on 25 Feb 11 - No Cached
  • Chris Jobling on 25 Feb 11
     
    "Social lock-in - where we are reluctant to move to new social networks because all of our friends/colleagues are part of our current social network service. When Twitter was experiencing downtime issues a few years ago, some individuals moved to Plurk, Identi.ca, or other services. But, in the end, the social lock-in of Twitter was sufficient to pull many back. We're experiencing this to some degree in our work/research building a social learning network at Athabasca University - The Landing. If learners have a developed online identity and use proprietary services like Facebook and Twitter, what's the motivation to create a separate social network within a learning context? Connective lock-in - where we have lost control of our ability to define and shape connections because the proprietary connection tools ((Like, Facebook Connect, Twitter) are so ubiquitous and services (Delicious, EverNote, DropBox) are so easy to use."
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The New Toolkit - 2 views

blog.futurestreetconsulting.com/...the-new-toolkit #cck11
shared by Ruth Demitroff on 22 Feb 11 - No Cached
  • Ruth Demitroff on 22 Feb 11
     
    Hyperconnectivity hyperdistribution, hyperintelligence hyperempowerment.

A table-level - 2 views

started by luisa dall'acqua on 19 Feb 11 no follow-up yet
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For love´s sake - 1 views

consaboreducativo.blogspot.com/...for-loves-sake.html
shared by Verónica Vázquez Zentella on 17 Feb 11 - No Cached
  • Verónica Vázquez Zentella on 17 Feb 11
     
    Hiya! Take a look at my new post :-)
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#PLENK2010 Connectivism, MOOC and PLENK | Suifaijohnmak's Weblog - 2 views

suifaijohnmak.wordpress.com/...10-connectivism-mooc-and-plenk
shared by Damien Clark on 16 Feb 11 - No Cached
  • Similarly, under a networked learning approach, where diversity of opinions are welcome in a MOOC, then tensions amongst different “voices” seem to be a natural emergence from the networks.  It is both healthy and necessary for the network, as this would allow for network growth, as suggested by Stephen.  This seems to be a natural opposite from the traditional “group” or “team”, or even the Community’s views where consensus and agreed goals are the norms rather than exception. How do we know if diversity of opinions is the best way to learn under a networked learning ecology (or with internet)?
    • Damien Clark
      Damien Clark on 16 Feb 11
       
      This is a question I have been grappling with. While it makes sense that diversity is important to the health of the network, and that learners grow themselves personally from being exposed to alternate points of view, is this always the best way to learn? Especially when you could argue that organisational management is more about groups and teams, rather than networks (ie working to the same goals).
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We are all connected - 4 views

consaboreducativo.blogspot.com/...we-are-all-connected.html
shared by Verónica Vázquez Zentella on 14 Feb 11 - No Cached
  • Verónica Vázquez Zentella on 14 Feb 11
     
    Hi, check out my new post :-)
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Blogging for knowledge workers: incubating ideas - Mathemagenic - 4 views

blog.mathemagenic.com/...ledge-workers-incubating-ideas pkm blogging
shared by Judith Egger on 05 Feb 11 - Cached
  • Judith Egger on 05 Feb 11
     
    on the use of blogging for building up knowledge and integrate it in a network. Blogging as part of the aggregate - filter - connect process

The difference between learning and teaching - 2 views

started by Verónica Vázquez Zentella on 04 Feb 11 no follow-up yet
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danah boyd | apophenia Blog - 1 views

www.zephoria.org/thoughts blog socialmedia cck11 social networking
shared by Mohsen Saadatmand on 03 Feb 11 - Cached
  • Mohsen Saadatmand on 03 Feb 11
     
    Blog of Danah Boyd, a researcher at Microsoft Research New England and a Fellow at the Harvard Berkman Center for Internet and Society
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http://it.coe.uga.edu/itforum/paper92/paper92.html - 5 views

it.coe.uga.edu/...paper92.html connectivism networkedlearning PLN cck11 cck11read downes
shared by Mohsen Saadatmand on 02 Feb 11 - Cached
  • Mohsen Saadatmand on 02 Feb 11
     
    Learning networks and connective knowledge by Stephen Downes 2006
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An Introduction to Connective Knowledge ~ Stephen's Web - 3 views

www.downes.ca/33034
shared by Damien Clark on 02 Feb 11 - Cached
  • Our inferences, therefore, are based on salience, where salience may be thought of as the importance, relevance or vivacity of some property or perception. We 'pick out' those perceptions that will be of use to us, and disregard the rest.
    • Damien Clark
      Damien Clark on 02 Feb 11
       
      I think this underlines the importance of context with regard to learning.
  • This is not often even a conscious process; it is based in part on innate reactions (such as jumping when we hear a loud sound) and largely on prior expectations. Our past knowledge has led us to recognize that something that looks and sounds like a tiger is something we should pay attention to, and so our inference engine kicks into high gear.
    • Damien Clark
      Damien Clark on 02 Feb 11
       
      This reminds of the ideas of Dave Snowden who identifies human intelligence as pattern matching, not information processing (http://www.headshift.com/our-blog/2005/05/25/peripheral-vision-and-ambient/)
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