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Keith Hamon

Introducing the Collaboration Curve - John Hagel III, John Seely Brown, and Lang Daviso... - 1 views

blogs.hbr.org/...oducing-the-collaboration.html

John Hagel III John Seely Brown social networking Web 2.0 rhizome

shared by Keith Hamon on 01 Apr 10 - Cached
  • the more participants--and interactions between those participants--you add to a carefully designed and nurtured environment, the more the rate of performance improvement goes up.
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      This implies for QEP that the more our students write to more people, then the more their rate of improvement will go up. Is this the case? Is writing in someway like playing WoW?
  • we're seeing the emergence of a new kind of learning curve as we scale connectivity and learning through pull, rather than scaling efficiency through push. We call it the "collaboration curve."
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      A new kind of learning curve is what QEP is after, and it seems that connective, collaborative social networks are the way to achieve them.
  • The evidence for the collaboration curve is, as yet, mostly anecdotal.
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      Here's a great opportunity for QEP-based research.
  • Keith Hamon on 01 Apr 10
     
    the more participants--and interactions between those participants--you add to a carefully designed and nurtured environment, the more the rate of performance improvement goes up.
Keith Hamon

Brown - 0 views

firstmonday.org/...387

documents John Seely Brown writing Paul Duguid

shared by Keith Hamon on 24 Mar 10 - Cached
  • As new technologies take us through major transformations in the way we use documents, it becomes increasingly important to look beyond the conduit image. We need to see the way documents have served not simply to write, but also to underwrite social interactions; not simply to communicate, but also to coordinate social practices.
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      This touches directly on Deleuze & Guattari's admonition to ask not what a document means but what it does.
  • Printed documents, Anderson maintains, were essential to replacing the ideology of sovereigns and subjects by creating the idea of a self-constructed society built around shared ideals and shared practices.
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      Creating documents of our own empowers us in all ways.
  • Anderson calls the resulting community an "imagined" one. This is no slight. An imagined community is quite distinct from an imaginary community. It is one, Anderson notes, whose members "will never know most of their fellow members, meet them, or even hear of them, yet in the minds of each lives the image of their communion." Where an imaginary community does not exist, an imagined one exists on too large a scale to be known in any other way. And the central way they can be imagined is through the documents they share.
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      I really like this imagined community. Actually, I think all communities are imagined, but this makes a useful distinction.
  • ...6 more annotations...
  • In this way, document forms both old (like the newspaper) and relatively new (like the television program) have underwritten a sense of community among a disparate and dispersed group of people.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      Connectivity enables community, and it's the documents created in that community that provide the tell-tale markers and sign-posts about the function of that community.
  • In offering an alternative to the notion that documents deliver meaning, both arguments instead suggest connection between the creation of communities and the creation of meaning, for communities seem to create meaning for themselves.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      This is a very challenging notion in education, where we usually assume that it's the job of experts to provide or channel meaning to the students and verify that they got it. This says that a group of students create meaning in a community and that teachers assist in that construction.
  • Providing a shared context for constructing meaning, documents are the beginning rather than the end of the process of negotiation.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      To my mind, this inverts the usual role of documents in most classrooms.
  • Indeed, writing on writing is both literally and metaphorically an important part of the way meaning is negotiated. Annotation is a rich cultural practice which helps, if only by the density of comment attached, to signify the different cultural importance of texts and parts of texts. The thin trickle of original text overflowing a vast dam of commentary, the long introduction, and the separate subject entry in a library catalog offer clear indications that a particular text is socially and culturally valued.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      How often do we ask students to write on writing, and then tell that their constructed meaning is wrong?
  • Hypertext software, however, has revived the immediacy of intertextual links.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      Software such as Diigo allows for easy annotation and for sharing such annotations within a community.
  • The interpretation of a document always depends on community standards. Nonetheless, documents can and do play important roles in negotiating differences and coordinating practices between communities.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      Nice: documents at once define a community and act as a point of negotiating between that community and other communities. What does that say about our classes as communities of discourse?
  • Keith Hamon on 24 Mar 10
     
    To fully assess the document's evolving role requires a broad understanding of both old and new documents. For documents are much more than just a powerful means for structuring and navigating information space -- important though that is. They are also a powerful resource for constructing and negotiating social space. It is the latter quite as much as the former that has made the documents of the World Wide Web so popular.
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