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Benjamin Jörissen

rre : Message: [RRE]The Social Life of Information - 0 views

  • The importance of people as creators and carriers of knowledge is forcing organizations to realize that knowledge lies less in its databases than in its people.
  • Learning to be requires more than just information. It requires the ability to engage in the practice in question. Indeed, Bruner's distinction highlights another, made by the philosopher Gilbert Ryle. He distinguishes "know that" from "know how".
  • This claim of Polanyi's resembles Ryle's argument that "know that" doesn't produce "know how," and Bruner's that learning about doesn't, on its own, allow you to learn to be. Information, all these arguments suggest, is on its own not enough to produce actionable knowledge. Practice too is required.
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  • Despite the tendency to shut ourselves away and sit in Rodinesque isolation when we have to learn, learning is a remarkably social process. Social groups provide the resources for their members to learn.
  • Learning and Identity Shape One Another
  • Bruner, with his idea of learning to be, and Lave and Wenger, in their discussion of communities of practice, both stress how learning needs to be understood in relation to the development of human identity.
  • In learning to be, in becoming a member of a community of practice, an individual is developing a social identity.
  • So, even when people are learning about, in Bruner's terms, the identity they are developing determines what they pay attention to and what they learn. What people learn about, then, is always refracted through who they are and what they are learning to be.
  • In either case, the result, as the anthropologist Gregory Bateson puts it neatly, is "a difference that makes a difference". 29 The importance of disturbance or change makes it almost inevitable that we focus on these.
  • So to understand the whole interaction, it is as important to ask how the lake is formed as to ask how the pebble got there. It's this formation rather than information that we want to draw attention to, though the development is almost imperceptible and the forces invisible in comparison to the drama and immediacy of the pebble. It's not, to repeat once more, the information that creates that background. The background has to be in place for the information to register.
  • The forces that shape the background are, rather, the tectonic social forces, always at work, within which and against which individuals configure their identity. These create not only grounds for reception, but grounds for interpretation, judgment, and understanding.
    • Benjamin Jörissen
       
      kulturelle Muster, die qua Sozialisation erworben werden, und die in Bildungsprozessen verändert werden.
  • A Brief Note on the "Social"
  • It took Karl Marx to point out, however, that Crusoe is not a universal. On his island (and in Defoe's mind), he is deeply rooted in the society from which he came
  • Jean-Paul Sartre
  • We need not watch long before we can explain it: he is playing at being a waiter in a cafe . . . . [T]he waiter plays with his condition in order to realize it
  • So while people do indeed learn alone, even when they are not stranded on desert islands or in small cafes, they are nonetheless always enmeshed in society, which saturates our environment, however much we might wish to escape it at times.
  • For the same reason, however, members of these networks are to some degree divided or separated from people with different practices. It is not the different information they have that divides them.
  • Rather, it is their different attitudes or dispositions toward that information -- attitudes and dispositions shaped by practice and identity -- that divide. Consequently, despite much in common, physicians are different from nurses, accountants from financial planners.
  • two types of work-related networks
  • First, there are the networks that link people to others whom they may never get to know but who work on similar practices. We call these "networks of practice"
  • Second, there are the more tight-knit groups formed, again through practice, by people working together on the same or similar tasks. These are what, following Lave and Wenger, we call "communities of practice".
  • Networks of Practice
  • The 25,000 reps working for Xerox make up, in theory, such a network.
Paul Beaufait

on social network sharecropping - D'Arcy Norman dot net - 0 views

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    Comments extend this discussion to include ownership of students' online portfolios.
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    "...[C]ompelling students to publish content into institutional repositories and course management systems is tantamount to forced sharecropping. We need to do better by our students than to guide them toward embracing sharecropping as the preferred expression of digital identity" (Update, [n.d.].)
Paul Beaufait

Personas | Metropath(ologies) | An installation by Aaron Zinman - 5 views

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    Personas "uses sophisticated natural language processing and the Internet to create a data portrait of one's aggregated online identity. In short, Personas shows you how the Internet sees you."
andrew bendelow

Let There Be Facebook! Our plunge into using FB for summer reading and other learning a... - 5 views

  • .should teachers and students really be interacting with each other in this way? With proper adherence to respectful and professional interaction, and with the understanding that our personal and professional cyber presence cannot really be altogether separate and based on different standards...yes! Yes, we should! Who better to teach students how to develop online identities aligned with the same character education standards modeled in “real” life? Who better to guide them on what is acceptable interaction? I believe this is a wonderful opportunity for mentoring young students, and for the most part, we are currently opting out.
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    ..should teachers and students really be interacting with each other in this way? With proper adherence to respectful and professional interaction, and with the understanding that our personal and professional cyber presence cannot really be altogether separate and based on different standards...yes! Yes, we should! Who better to teach students how to develop online identities aligned with the same character education standards modeled in "real" life? Who better to guide them on what is acceptable interaction? I believe this is a wonderful opportunity for mentoring young students, and for the most part, we are currently opting out.
malesenkidolonki

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Julie Golden

Need your help! - 0 views

Please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you. Please know that I will pay your kindness forward to another doctoral student in need and will send...

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started by Julie Golden on 11 Sep 15 no follow-up yet
Buthaina Al-Othman

Tabula rasa - Wikipedia, the free encyclopedia - 0 views

  • As understood by Locke, tabula rasa meant that the mind of the individual was born "blank", and it also emphasized the individual's freedom to author his or her own soul. Each individual was free to define the content of his or her character - but his or her basic identity as a member of the human species cannot be so altered. It is from this presumption of a free, self-authored mind combined with an immutable human nature that the Lockean doctrine of "natural" rights derives. Tabula Rasa is also featured in Sigmund Freud's psychoanalysis. Freud depicted personality traits as being formed by family dynamics (see Oedipus complex, etc.). Freud's theories show that one can downplay genetic and congenital influences on human personality without advocating free will. In psychosanalysis, one is largely determined by one's upbringing. The tabula rasa concept became popular in social sciences in the 20th century. Eugenics (mainstream in the late 19th and early 20th centuries) came to be seen not as a sound policy but as a crime. The idea that genes (or simply "blood") determined character took on racist overtones. By the 1970s, some scientists had come to see gender identity as socially constructed rather than rooted in genetics (see John Money), a concept still current (see Anne Fausto-Sterling). This swing of the pendulum accompanied suspicion of innate differences in general (see racism) and a propensity to "manage" society, where the real power must be if people are born blank.[original research?]
Paul Beaufait

open thinking » 80+ Videos for Tech. & Media Literacy - 0 views

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nathanielcowan54

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Kolja Schönfeld

Working with online learning communities - 0 views

  • Lurkers are widely known to be among the majority of defined members and they have been found to make up over 90% of most online groups.
  • most important members in view of their potential to contribute to online groups.
  • Clark’s work is well sourced, and within it he develops three guiding principles: online learning communities are grown, not built online learning communities need leaders personal narrative is vital to online learning communities.
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  • Clark identifies that “online learning communities grow best when there is value to being part of them”.
  • Clark contends that “leaders are needed to define the environment, keep it safe, give it purpose, identity and keep it growing”. He gives a set of mantras for teacher/leaders in any online community: all you need is love control the environment, not the group lead by example let lurkers lurk short leading questions get conversations going be personally congratulatory and inquisitive route information in all directions care about the people in the community; this cannot be faked understand consensus and how to build it, and sense when it's been built and just not recognised, and when you have to make a decision despite all the talking.
Paul Beaufait

Hate speech corrodes online games - Games - msnbc.com - 5 views

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    "One gamer told an opponent he presumed to be Jewish that he wished Hitler had succeeded in his mission. Many exchanges involve talk of rape or exult over the atomic bombing of Japan. There are frequent slurs on homosexuals, Asians, Hispanics and women.\n\nSuch comments can be heard on all online video gaming systems, including PlayStation Network, Blizzard Entertainment (World of Warcraft) and others." (para. 3-4).
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