Reading Littlejohn’s „Connected knowledge, collective learning“
Posted Oktober 6, 2011on:
„People have to learn to solve real-world problems faster and more effectively“ – the problems are too complex for one person => the knowledge of „the many“ is needed (Siemens, 2005, p 27: „Learning is an in-process activity. We need to lay aside the desire to know, and embrace instead the desire to continue to learn. …Knowing is a process of walking in varying degrees of alignment with a dynamic environment.“)
Collective learning = learning through social knowledge creation (Paavola, & Hakkarainen, 2005, p 537: learning as a process of knowledge creation which concentrates on mediated processes where common objects of activity are developed collaboratively).
4 trends which frame collective learning
- knowledge is becoming increasingly openly available – and learners create knowledge together, based on discovery, synthesis and sharing – but what binding force connects them? A learning goal could be the social object (Knorr Cetina, 2001), which binds people together. Learners „chart“ together = journey together, navigate, make sense of the cooperative processes
- our view of what constitutes learning is broadening – e.g. learning at work moved from individual learning to cooperative knowledge building. It is not clear how knowledge workers learn.
- new knowledge practices connecting people and knowledge are emerging – ability to navigate knowledge as a holistic network with multiple links, experts perceive the links between loosely related knowledge fragments. Gap between learning at universities and at the job – how can students achieve the necessary competences „new literacies„
- we increasingly rely on networked technologies – learning analytics examines our traces in the network, our learning paths are a valuable resource for future learners
Link to Knorr Cetina, K (2001) Objectual Practice. In Schatzki, T. R., Knorr-Cetina, K., & Savigny, E. V. (Eds). The practice turn in contemporary theory. p175-188 Routledge.