Group items tagged

Digital natives and technologies of cooperation are combining to create a generation of amplified individuals. These organizational “superheroes” will remake organizational models through their highly social, collective, improvisational practices and their augmented human capacities. These new models will thrive in a world of social networks; information proliferation, transparency, and saturation; and rapid change. As digital natives enter learning professions, and as existing educators and students become amplified, their extended human capacities will challenge traditional ways of organizing learning and will amplify schools, districts, and other learning organizations. 

 These individuals are highly social, collective, improvisational and augmented. 

Together, these attributes enable several amplified organizational practices - open leadership and sociability, beta building, collective sensemaking, and transliteracy - that support more flexible responses to change and stimulate innovation

This interdisciplinary journal aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences gained while developing and testing elements of technology enhanced learning. So it aims to bridge the gape between pure academic research journals and more practical publications. So it covers the full range from research, application development to experience reports and product descriptions.

Building a Learning Community Palloff and Pratt recommend seven basic steps for building a successful learning community. These include: clearly defining the purpose of the community, creating a distinctive gathering place for the group, promoting effective leadership from within, defining norms and a clear code of conduct, allowing for a range of member roles, allowing for and facilitating of subgroups, and allowing members to resolve their own disputes. The authors caution that it is possible to develop a community that has strong social connections between the students, but where very little learning actually takes place. Thus, it is important that the instructor be actively engaged in the process and encourages students who stray from the learning goals of the course. Specifically, the authors recommend: (1) engaging students with subject matter, (2) accounting for attendance and participation, (3) working with students who do not participate, (4) understanding the signs of when a student is in trouble, and (5) building online communities that accommodate personal interaction. Indicators of a Successful Learning Community You can tell if the learning community is working when you see: active interaction, sharing of resources among students, collaborative learning evidenced by comments directed primarily student to student rather than student to instructor, socially constructed meaning evidenced by agreement or questioning, with the intent to achieve agreement on issues of meaning, and expressions of support and encouragement exchanged between students, as well as willingness to critically evaluate the work of others. Finally, they suggest that the keys to successful learning communities are honesty, responsiveness, relevance, respect, openness, and empowerment. Palloff, R.M. & Pratt, K. (1999). Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. San Francisco: Jossey-Bass Publishers.

1. Together we’re better

Why should educators get involved with Twitter? Here are nine reasons.

2. Global or local: you choose

Likewise ICT use in education influences the private life of all educational actors in the sense that these are engaged in innovative practices which require new methodologies, techniques and attitudes

In search for the Sustainable Knowledge Base: Multi-channel and Multi-method?

But the concepts identified as Web 2.0 have proved to be highly insightful, even prescient, and are used around the world daily to guide everything from product development to the future of government.

The comparison above gives a cleaner, most succinct sense of what Web Squared is by comparing it to Web 1.0 and classic Web 2.0.  It's not necessarily a generation beyond Web 2.0 since many of the concepts are simply more refined or focused

the's relentless growth of devices, network connectivity, and sensors into our lives across our homes, workplaces, and external environment is casting an growing "information shadow" that is increasingly hard to ignore.