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)?
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."
