Collective Intelligence and E-learning 2.0: Implications of by Harrison Hao Yang, Steve Chi-Yin Yuen, Harrison Hao Yang,

By Harrison Hao Yang, Steve Chi-Yin Yuen, Harrison Hao Yang, Steve Chi-Yin Yuen

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It is common to see the discussion community created with the first class and disbanded with the last. The community owes its existence to the course, and ends when the course does. But the relation ought to be the other way around: that the course content (if any) ought to be subservient to the discussion, that the community is the primary unit of learning, and that the instruction and the learning resources are secondary, arising out of, and only because of, the community. What needs to be understood is that learning environments are multi-disciplinary.

Schramm, W. (1997). The beginnings of communication study in America: A personal memoir. Thousand Oaks, CA: Sage. , & Paul, S. (2006). Personal learning environments: Challenging the dominant design of educational systems. net/1820/727 Searle, J. R. (1980). Minds, brains, and programs. Behavioral and Brain Sciences 3(3), 417-457. Retrieved November 3, 2008, from http://www. searle2. html Siemens, G. (2004). Connectivism: A learning theory for the digital age. htm Stalnaker, R. C. (1987). Inquiry.

While it may be tempting to take this as a statement of some sort of ontology (‘the world is divided into networks and groups, and these are their essential characteristics’) it is better to think of the two categories as frames or points of view from with one may approach the creation of learning environments. After all, the same words may be used to describe the same entities at the same time, and this reflects not an error in categorization but rather the gestalt nature of the distinction. If the network theory applies to individual minds as well as to societies, then the network pedagogy I am proposing may be summarized as follows (and I know it’s not original, or even substantial enough to be a theory properly So Called): While this may not appear to amount to much on the theoretical side, it – in combination with the four elements of the semantic condition – amounts to a robust pedagogy.

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