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)?
The Learning Society -- Campus Technology - 2 views
The New Toolkit - 2 views
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Hyperconnectivity hyperdistribution, hyperintelligence hyperempowerment.
For love´s sake - 1 views
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Hiya! Take a look at my new post :-)
#PLENK2010 Connectivism, MOOC and PLENK | Suifaijohnmak's Weblog - 2 views
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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
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Hi, check out my new post :-)
Blogging for knowledge workers: incubating ideas - Mathemagenic - 4 views
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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 - 4 views
Open Data Manual - 0 views
danah boyd | apophenia Blog - 1 views
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Blog of Danah Boyd, a researcher at Microsoft Research New England and a Fellow at the Harvard Berkman Center for Internet and Society
http://it.coe.uga.edu/itforum/paper92/paper92.html - 5 views
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Learning networks and connective knowledge by Stephen Downes 2006
An Introduction to Connective Knowledge ~ Stephen's Web - 3 views
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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.
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I think this underlines the importance of context with regard to learning.
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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.
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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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Learning Networks: Theory and Practice ~ Stephen's Web - 2 views
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Learning Networks: Theory and Practice
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