Idea log Monday April 09, 2012

Implications of distributing knowledge / notes / ideas / database over many sites

• from Moodle/Blackboard to Web 2.0
• from WikiLit/AcaWiki/Mendeley to lot's of Researchr/PhD wikis etc

• ownership / control
  • from one central system
  • can be controlled by individual or by corporation (YouTube, blogger.com etc)
• anyone can write, but someone controls who is “indexed”
• requirement to have open APIs, open standards
• if I don't like your index, I can make my own (with open APIs, permissive licenses etc)
• generativity / building mashups etc, because of necessity of open APIs

• Mozilla federated social web
• Diaspora
• RSS, blogs, trackbacks

• in my extensive use of researchr, is there knowledge in researchr, or only in my head?
• does the knowledge in researchr exist independent of me, or only in conjunction with me
• ie. what is the value of information in researchr to others
• as opposed to to me
• because I created it
• function as memory triggers
• if you took away researchr tomorrow, what would be the value of all the work I've already put in?
• if you took away researchr, but gave me somebody else's notes?
• searching vs information processing - making clippings and dumping them in DevonThink, so that I can “find everything I know about something when I need it” - Steven Johnson (?)
• versus forcing yourself to continually integrate knowledge in the wiki… going higher and higher levels, chunking…
• again - how much of the value is the continuous learning, and how much in the final result
• “knowledge system - man machine” - but not so much about machine, same thing with people using annotations, commonplace books etc before

• what do I know? what I can do - knowledge is shown through action? so by being able to solve problems, combine ideas etc, I show knowledge?

• is this related to lurking - people who learn without producing? 1200 people in a MOOC, only 80 people write something. do they learn more than the other people? but does that mean the other people learn nothing? can I learn from coming to the MOOC later. have they sorted through their stuff, found the golden nuggets? game theory - it pays off to wait, until the best stuff rises? (of course, the 1200 might be lurking publicly, but might be taking notes, making mindmaps etc locally. egoistic not to share?)

• relationship research, learning. literature review.

• how many percentage of an academic article is “new to you”?
• a lot of it is literature review
• common ground is important for learning (as is diversity). if we don't share anything, too tiresome
• if we share a huge amount, communication is much quicker. don't have to start with “RSS feeds are…”
• how many percentage new information is average in an academic paper? new information for whom? :)
• (also accumulative through a researcher's career - if you've been working on the same research project for years, each new paper might only add a tiny bit…)
• also depends on how much you are guided by the data - is the data just an afterthought, most of it is your theoretical perspectives? does the data ever surprise you? change the way you think?

• Abedin, 2011Abedin, B. (2011). Web 2.0 and Online Learning and Teaching: A Preliminary Benchmarking Study. Asian Social Science, 7(11), p5.
• Alevizou, 2010Alevizou, P. (2010). Distributed mentoring: peer interaction and collaborative learning in P2PU. In Open Education Conference 2010.
• Alevizou & Forte, 2010Alevizou, P., & Forte, A. (2010). Engaging with open education. In Proceedings of the 6th International Symposium on Wikis and Open Collaboration (30).
• Bachelet, 2008Bachelet, R. (2008). Building a wider learning community in higher education through the PeopleWiki approach.
• Bacsich, Phillips & Bristow, 2011Bacsich, P., Phillips, B., & Bristow, S. F. (2011). Learner Use of Online Educational Resources for Learning (LUOERL)–Final report.
• Bouchard, 1998Bouchard, P. (1998). Training and work: some myths about human capital. Learning for life: Canadian readings in Adult Education. Toronto. Thompson Educational Publishers.
• Bouchard, 2001Bouchard, P. (2001). Experiential Teaching and Learning. In T. Barer-Stein & M. Kompf (Eds.), The Craft of Teaching Adults. Culture Concepts.
• Bouchard, 2003Bouchard, P. (2003). Four dimensions of learner autonomy. In Proceedings 22 nd Annual conference of Canadian Association for the Study of Adult Education.
• Bouchard, 2006Bouchard, P. (2006). Human capital and the knowledge economy. Contexts of adult education: Canadian perspectives, 164–172.
• Bouchard, 2008Bouchard, P. (2008). Some factors to consider when designing semi-autonomous learning environments. In The Proceedings of the 7th European Conference on e-Learning, Agia Napa, Cyprus, 6-7 November 2008 (120).
• Bouchard, 2009Bouchard, P. (2009). Pedagogy without a teacher: What are the limits. International Journal of Self-Directed Learning, 13.
• De Liddo & Alevizou, 2010De Liddo, A., & Alevizou, P. (2010). A method and tool to support the analysis and enhance the understanding of peer-to-peer learning experiences.
• Waard et al., 2011de Waard, I., Abajian, S., Gallagher, M. S., Hogue, R., Keskin, N., Koutropoulos, A., & Rodriguez, O. C. (2011). Using mLearning and MOOCs to understand chaos, emergence, and complexity in education. The International Review of Research in Open and Distance Learning, 12(7), 94--115.
• Fournier & Kop, 2011FournierHélène, & Kop, R. (2011). Researching the design and development of a Personal Learning Environment: Research on super-users. In PLE Citylab Conference.
• Fournier, Kop & Sitlia, 2011FournierHélène, Kop, R., & Sitlia, H. (2011). The Value of Learning Analytics to Networked Learning on a Personal Learning Environment. In 1st International Conference on Learning analytics and Knowledge 2011, Banff, February 27-March 1st, 2011.
• Hrimech & Bouchard, 1998Hrimech, M., & Bouchard, P. (1998). Spontaneous learning strategies in the natural setting. In H. Long & Associates (Eds.), Developing paradigms in self-directed learning (27–44). University Press.
• Kop & Hill, 2008Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past?. The International Review of Research in Open and Distance Learning, 9(3), Article–9.
• Kop, 2010Kop, R. (2010). Networked Connectivity and Adult Learning: Social Media, the Knowledgeable Other and Distance Education (PhD thesis).
• McAndrew, 2010McAndrew, P. (2010). Defining openness: updating the concept of “open” for a connected world. Journal of Interactive Media in Education, 2010(02).
• Schejbal, 2012Schejbal, D. (2012). In Search of a New Paradigm for Higher Education. Innovative Higher Education, 1–14.
• Weller & Robinson, 2001Weller, M., & Robinson, L. (2001). Scaling up an Online Course to Deal with 12 000 Students. Education, Communication & Information, 1(3).

• Weller & Dalziel, 2007Weller, M., & Dalziel, J. (2007). Bridging the gap between web 2.0 and higher education. In Proceedings of the 2nd International LAMS Conference (76).

• Anna De Liddo
• Katarzyna Kozinska
• Lev Vygotsky
• Panagiota Alevizou
• Paul Bouchard
• Edutech Wikis
• Individual Academic Wikis
• Learning Strategies
• Presence
• Ruby
• Science 2.0
• Start
• Wikis