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Contents contributed and discussions participated by Eric Calvert

Eric Calvert

Facebook | Web 2.0 (Entrepreneurs) - 0 views

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    "seed funding" "talent pooling"
Eric Calvert

Information Sharing and Team Performance: A Meta-Analysis - 0 views

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    Information sharing is a central process through which team members collectively utilize their available informational resources. The authors used meta-analysis to synthesize extant research on team informa- tion sharing. Meta-analytic results from 72 independent studies (total groups
Eric Calvert

Research in Online Learning Community | Twine - 0 views

  • This paper examined online learning community from a social learning process aspect to discuss the important theoretical constructs that are identified in current research and literature. This step will challenge and assist researchers who are interested in online learning community to think critically regarding the issues of online learning community. With a better understanding about online learning communities, how they work, and how they develop/evolve, online learning community, this new learning paradigm, will open other avenues to enhance human learning with the integration of technology.
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    Test
Eric Calvert

The Social Affordances of the Internet for Networked Individualism - 0 views

  • in all forms of societies � but especially in democracies. That is because democracies are heavily in the business of dealing with the aggregated demands of their citizenries. Historically, these demands have had geographically-defined, multilevel aggregation, with local and regional groups dealing with central groups who represent them to central governments. To some extent, electronic citizenship can merely replicate this pattern., with e-mail being just another way to communicate between such groups, and the Web being just another way for central groups and governments to communicate to local groups and citizens. For example, the Scottish Parliament now accepts petitions on e-mail and publishes much of its discussion. This exercise in e-citizenship speeds up communication and information diffusion. But such e-citizenship also facilitates, and to some extent reinforces, mass society, with the individual in direct relationship with the state without the intermediary of local and even central groups.
  • Our research suggests that the Internet is not a self-contained world. Rather than operating at the expense of the �real� face-to-face world, it is an extension, with people using all means of communication to connect with friends and relatives. The Internet is another means of communication that is being integrated into the regular patterns of social life. Other NetLab research suggests that this integration of online and offline life is also true for communities of practice at work (Haythornthwaite & Wellman, 1998; Koku, Nazer, & Wellman, 2001; Koku & Wellman, in press).
  • Communities and societies have been changing towards networked societies where boundaries are more permeable, interactions are with diverse others, linkages switch between multiple networks, and hierarchies are flatter and more recursive (Castells, 2000; Wellman, 1997, 1999, 2001). Hence, many people and organizations communicate with others in ways that ramify across group boundaries. Rather than relating to one group, they cycle through interactions with a variety of others, at work or in the community. Their work and community networks are diffuse, sparsely knit, with vague, overlapping, social and spatial boundaries.
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  • The developing personalization, wireless portability, and ubiquitous connectivity of the Internet all facilitate networked individualism as the basis of community.
  • Computer-supported communication is everywhere, but it is situated nowhere. It is I-alone that is reachable wherever I am: at a home, hotel, office, highway, or shopping center. The person has become the portal.
  • This shift facilitates personal communities that supply the essentials of community separately to each individual: support, sociability, information, social identities, and a sense of belonging. The person, rather than the household or group, is the primary unit of connectivity. Just as 24/7/365 Internet computing means the ready availability of people in specific places, the proliferation of mobile phones and wireless computing increasingly is coming to mean an even greater availability of people without regard to place. Supportive convoys travel ethereally with each person (Ling & Ytrri, 2002; Katz, 2002).
  • Networked individualism should have profound effects on social cohesion. Rather than feeling a part of a hierarchy of encompassing polities, like nesting Russian dolls, people believe they belong to multiple, partial communities and polities. Some may be global, such as is found in electronic diasporas linking dispersed members of emigrant ethnic groups (Mitra, 2003). Some may be traditional local groups of neighbors with connectivity enhanced by listservs and other forms of computer-mediated communication (Hampton, 2001), for NetLab�s research has fit into the growing realization that the McLuhanesque �global village� (1962) complements traditional communities rather than replacing them. McLuhan argued, �the new electronic interdependence recreates the world in the image of a global village.� Yet, in a person�s �glocalized� world (Wellman, 2003, in press), extensive local involvements fit together with far-flung communities of friendship, kinship and shared interest. This is especially true today when almost all computers are physically wired into the Internet, rooting people to their desk chairs. Yet even as the world goes wireless, the persistence of tangible interests, such as neighborly get-togethers or local intruders, will keep the local important. E-citizenship will be both local and global.
Eric Calvert

elearnspace. Connectivism: A Learning Theory for the Digital Age - 0 views

    • Eric Calvert
       
      Karen Stephenson - bibliography search? "I store my knowledge in my friends."
  • Gonzalez (2004) describes the challenges of rapidly diminishing knowledge life: “One of the most persuasive factors is the shrinking half-life of knowledge. The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete. Half of what is known today was not known 10 years ago. The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • Limitations of Behaviorism, Cognitivism, and Constructivism A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence – i.e. brain-based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology). They also fail to describe how learning happens within organizations
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  • When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important. Additional concerns arise from the rapid increase in information. In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge. The ability to synthesize and recognize connections and patterns is a valuable skill.
  • How are learning theories impacted when knowledge is no longer acquired in the linear manner? What adjustments need to made with learning theories when technology performs many of the cognitive operations previously performed by learners (information storage and retrieval). How can we continue to stay current in a rapidly evolving information ecology?
  • Learning, as a self-organizing process requires that the system (personal or organizational learning systems) “be informationally open, that is, for it to be able to classify its own interaction with an environment, it must be able to change its structure…” (p.4). Wiley and Edwards acknowledge the importance of self-organization as a learning process: “Jacobs argues that communities self-organize is a manner similar to social insects: instead of thousands of ants crossing each other’s pheromone trails and changing their behavior accordingly, thousands of humans pass each other on the sidewalk and change their behavior accordingly.”. Self-organization on a personal level is a micro-process of the larger self-organizing knowledge constructs created within corporate or institutional environments. The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
  • Albert-László Barabási states that “nodes always compete for connections because links represent survival in an interconnected world” (2002, p.106).
    • Eric Calvert
       
      Get Barabasi article.
  • Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing.
  • Principles of connectivism: Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
  • Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality.
    • Eric Calvert
       
      Intersection with lifelong learning and metacognition
  • Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning.
    • Eric Calvert
       
      We have a lot of educational "data" that is not used at the level where the system interacts with the student. We have a lot of "information," relatively little "knowledge"
  • “quantum theory of trust” which “explains not just how to recognize the collective cognitive capability of an organization, but how to cultivate and increase it”.
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