Pop-Up University | DMLcentral - 0 views
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Networked social learning is most effective and truly magical when students who don't know one another one day start scouring the world for knowledge to bestow on each other the next day and spend their time contributing to each other's learning. It’s the unpredictable synergy that can happen when a group of strangers assembles online to learn together.
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But the knowledge-sharing gift economy is a human creation – one that can't be predicted, commanded, or summoned but has to be nurtured, cultivated, and facilitated.
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Michael Wesch's "A Portal to Media Literacy" made clear to me something I had been feeling my way toward -- a pedagogy that is more about collaboration than technology, in which the technology is central, but is a vehicle for co-discovery.
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Cathy Davidson's bold experiments in peer-to-peer learning, including "crowd-sourcing grading," gave me a working model to emulate and appropriate.
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I learned from Mizuko Ito that young people use digital skills and knowledge exchange as social currency in fan cultures – using social media to learn about things that really matter to them, such as multiplayer games, Pokemon, mashups and fan videos.
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Henry Jenkins taught me about participatory culture and the importance of teaching skills of credibility (what I call "crap detection") transmedia storytelling, collective intelligence, and network smarts.
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it only made sense to begin by mobilizing social media skills in parallel with introducing the subject matter. Teaching about social media doesn't make a lot of sense unless students can use social media in their learning
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The choice to participate in creating and not just consuming the culture in which we live is crucial, and presenting that choice in terms that can engage students is critical.
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The first acts on the first day of class are crucial – what chaos theorists call "sensitive dependence on initial conditions."
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As one of my mentors, Lisa Kimball, taught me, a good online facilitator pays heed to the containers, but also thinks in terms of tempo. I knew the importance of engaging as many of the co-learners as possible in the first live session and the first weekend of forum and blog discussion.
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If Rheingold U, my current experiment in cultivating wholly online, multimedia, unaccredited, for-not-much-pay learning communities, originally germinated out of fun and impulse, the next stage was more scary-serious. As soon as I took people's money and started telling the world about my intentions, I was obligated as well as motivated to make it work - not just to deliver a rich set of learning materials, but to conjure actual social learning magic