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People who have already sifted through online information to make sense of a subject can help strangers facing similar tasks without ever directly communicating with them, researchers at Carnegie Mellon University and Microsoft Research have demonstrated. This process of distributed sensemaking, they say, could save time and result in a better understanding of the information needed for whatever goal users might have, whether it is planning a vacation, gathering information about a serious disease or trying to decide what product to buy.

A great deal has changed since the term eLearning first entered the vocabulary in 1999 and since web-based courses and modules started appearing in volume in the early 2000s. We need to rethink eLearning in light of these changes and other changes (like Social Learning) that are only now starting to impact the world of work. I'm sure most of us are aware that the major challenge for learning is no longer about 'content' or 'knowledge' (if it ever were).

There is a growing demand for the ability to connect to others. It is with each other that we can make sense, and this is social. Organizations, in order to function, need to encourage social exchanges and social learning due to faster rates of business and technological changes. Social experience is adaptive by nature and a social learning mindset enables better feedback on environmental changes back to the organization.

Social methods and technologies mesh much better with independent learning, where the student is at the center of the learning experience (learning on their own as opposed to be being taught). They leverage a ring of social, academic, and motivational influences on their way to the goal of knowledge acquisition.

"This piece inaugurates an occasional series by or about linked data practitioners that will be cross-posted on the DLF site and  LOD-LAM.net. The first post in the series is a personal reflection on the linked data landscape written by Jerry Persons, technology analyst at Knowledge Motifs, Chief Information Architect emeritus at Stanford, and author of the CLIR-commissioned Literature survey in support of Stanford Linked Data Workshop."

"Social Learning is not about using Social Media but how to learn Socially Remember "Group Studies" we did in our school with friends? Well, it isn't important as to what we studied together, but neverthless they were enriching lessons useful for life. Atleast for me, the learning went besides text books that gave me confidence to approach people better. The concept of "Social Learning" exists way back. In India, the dominant form of education referred to as "Gurukul" system passed on knowledge through multiple generations based on this system. If you look closely at "Gurukul" system, it is a group of students getting together in the teachers place (akin to boarding school). They learn not just by sitting in class room but by also by doing daily work and assisting the teacher in various chores."

"Thinking. The capacity to reflect, reason, and draw conclusions based on our experiences, knowledge, and insights. It's what makes us human and has enabled us to communicate, create, build, advance, and become civilized. Thinking encompasses so many aspects of who our children are and what they do, from observing, learning, remembering, questioning, and judging to innovating, arguing, deciding, and acting."

"Two things are clear. The first is that smart machines are evolving at breakneck speed. Moore's law-that the computing power available for a given price doubles about every 18 months-continues to apply. This power is leaping from desktops into people's pockets. More than 1.1 billion people own smartphones and tablets. Manufacturers are putting smart sensors into all sorts of products. The second is that intelligent machines have reached a new social frontier: knowledge workers are now in the eye of the storm, much as stocking-weavers were in the days of Ned Ludd, the original Luddite. Bank clerks and travel agents have already been consigned to the dustbin by the thousand; teachers, researchers and writers are next. The question is whether the creation will be worth the destruction."

"Critical thinking is a skill that we can teach to our students through exercise and practice. It is particularly a skill that contains a plethora of other skills inside it. Critical thinking in its basic definition refers"  to a diverse range of intellectual skills and activities concerned with evaluating information as well as evaluating our thought in a disciplined way ". All of our students think in a way or another but the question  is , do they really think critically ? are they able to evaluate the information they come across ? are they capable of going beyond the surface thinking layer ? Can they make connections between what they learn and the outer world? Can they question the status quo of their knowledge ?"

Semantic technologies are fundamentally about knowledge representation, not data transfer. The current concept of linked data attempts to place these burdens mostly on the way data is published. While apparently "simpler" than earlier versions of the semantic Web (since linked data de-emphasizes shared vocabularies and nuanced associations), linked data places onerous burdens on how publishers express their data. Though many in the advocacy community point to the "billions" of RDF triples expressed as a success, actual consumers of linked data are rare. I know of no meaningful application or example where the consumption of linked data is an essential component. However, there are a few areas of success in linked data. DBpedia, Freebase (now owned by Google), and GeoNames have been notable in providing identifiers (URIs) for common concepts, things, entities and places. There has also been success in the biomedical community with linked data.

In the Double Freytag model of narrative decision-making, analysis-paralysis corresponds to getting stuck in the sense-making phase. Why does this happen? The problem has to do with the nature of the insight (or cheap trick) that triggers a gear shift from exploration to sense-making.  If it is an appreciative insight, it will help you make sense of what's going on in the situation without necessarily creating the focal point for action. But on the other hand, it is not a purely manipulative insight either (i.e., it is more than a mindless hack).  I covered appreciative versus manipulative knowledge in the last post.

hough they're not specifically branded as such, services such as Apple's Siri , the Wolfram Alpha answer engine, and Google's new Knowledge Graph all use semantics under the hood. The Semantic Web is a movement that aims to add value and utility to online information by structuring data in a way that both computers and humans can understand. The goal: computer systems that can understand and infer meaning - for instance, a computer system that knows the difference between an "organ" that is a musical instrument, and an "organ" that lives inside your body.

Mike Bergman presents an overview geared to laypersons for why semantic technologies make the best choice for knowledge applications

"Virtually everywhere one looks we are in the midst of a transition for how we organize and manage information, indeed even relationships. Social networks and online communities are changing how we live and interact. NoSQL and graph databases - married to their near cousin Big Data - are changing how we organize and store information and data. Semantic technologies, backed by their ontologies and RDF data model, are showing the way for how we can connect and interoperate disparate information in ways only dreamed about a decade ago. And all of this, of course, is being built upon the infrastructure of the Internet and the Web, a global, distributed network of devices and information that is undoubtedly one of the most important technological developments in human history. There is a shared structure across all of these developments - the graph. Graphs are proving to be the new universal paradigm for how we organize and manage information. Graphs have an inherently expandable nature, and one which can also capture any existing structure. So, as we see all of the networks, connections, relationships and links - both physical and informational - grow around us, it is useful to step back a bit and contemplate the universal graph structure at the core of these developments. Understanding that we now live in the Age of the Graph means we can begin studying and using the concept of the graph itself to better analyze and manage our interconnected world. Whether we are trying to understand the physical networks of supply chains and infrastructure or the information relationships within ontologies or knowledge graphs, the various concepts underlying graphs and graph theory, themselves expressed through a rich vocabulary of terms, provide the keys for unlocking still further treasures hidden in the structure of graphs."

2011 was the year of information. It seeped into our consciousness over the year, this idea that the volume of information now available in the world truly was overwhelming. 2012 will be a year where the value of information finally seeps into the public consciousness. The conversation will become about not only what we know but how we know that what we know is meaningful. We will shift from an orientation of quantity to one of quality. It's not that we won't use the Internet, it's not that Google will disappear - of course not.

Before get ting started let's ask the question: What is Critical Thinking? It is the ability to make and carry out informed decisions by efficiently utilizing your lifetime education, knowledge, experience, common sense, reasoning, intuition, feelings, and confidence.

Social media are talk technologies. They are the means of production in an age of communication. They aid in the production and exchange of knowledge and information and culture, based on human interests. They are media in which people see themselves represented. Their impact is as much psychological and social as it is technical. In recent years, social media have come off the page. Social tools have become more talkative, mobile, and real-time. They have taken a conversational turn. And as these social tools increasingly facilitate relationships and communication, their role in these deeply personal and social dynamics has become a matter for design. The need for a deeper understanding of the fit between tools and social interactions calls for a new design practice. This is social interaction design

Gamification -- the application of online game design techniques in non-game settings -- has been quickly gaining the attention of leaders in business, education, policy and even terrorist communities. But gamification also has plenty of critics, and the debate over its future could become an epic battle in the same vein of many online game favorites. This special report includes coverage of a recent Wharton conference titled, "For the Win: Serious Gamification," in addition to interviews with conference participants who discuss the use of gamification in business, government and other arenas.