Memphis_Connectives_Collectives

3,410 views
3,311 views

Published on

presentation starts with a focus on "the self" as the beginning point for all discussion of collective intelligence

Published in: Business, Education

Memphis_Connectives_Collectives

  1. 1. Connectives and Collectives : Learning alone, together D2L Fusion 2008 George Siemens July 21, 2008
  2. 2. <ul><li>a box, </li></ul><ul><li>an encyclopedia, </li></ul><ul><li>a news site, </li></ul><ul><li>a marketplace </li></ul>
  3. 3. Dabbawala: One who carries the box
  4. 6. Seekers, solvers, and a marketplace
  5. 7. The big question:
  6. 8. <ul><li>How can people and computers be connected so that-collectively-they act more intelligently than any individuals, groups, or computers have ever done before? </li></ul>
  7. 9. Most thinking on working / thinking/ learning together is wrong
  8. 10. huh?
  9. 11. <ul><li>Don’t fight the internet </li></ul><ul><ul><li>Eric Schmidt </li></ul></ul>
  10. 12. <ul><li>Don’t fight human nature </li></ul>
  11. 13. Humanity is overlooked
  12. 14. Basis of collective intelligence is “the self”
  13. 15. Brain is physical and confined
  14. 16. Mind is extensible
  15. 17. Mind is flexible
  16. 18. Mind is plastic
  17. 19. Mind is external (as well as internal)
  18. 20. Mind is social
  19. 21. Social is external
  20. 22. The individual mind must communicate
  21. 23. Language
  22. 24. Symbols
  23. 25. <ul><li>Technology as language?? </li></ul>
  24. 26. Concepts held (partly) externally, expressed socially
  25. 28. Where do we end and our tools begin ?
  26. 29. <ul><li>“The intelligences…are distributed …across minds, persons, and the symbolic and physical environments” </li></ul><ul><li>Roy Pea </li></ul>
  27. 30. Rubber hands… … and bananas
  28. 31. Polysensory (Paul Bach-y-Rita)
  29. 33. Our mind accepts and integrates with, well, all kinds of stuff
  30. 34. with tools
  31. 35. with language
  32. 36. with technology
  33. 37. and symbols
  34. 38. <ul><li>“Literates can rotate concepts in their mind abstractly, orals embed their thoughts in stories” </li></ul><ul><li>Crain 2007 </li></ul>
  35. 39. But.
  36. 40. Our integration/extension involves a protection of self
  37. 41. What is self?
  38. 42. The self is not created through socialization
  39. 43. It is shaped and expressed through socialization
  40. 44. Connectives : autonomy of self (mosaic)
  41. 45. Collectives : subsumption of self (melting pot)
  42. 46. Coercion to the norm
  43. 47. Achievement of the complex
  44. 48. Innovation is deviation
  45. 49. Freedom vs. Control <ul><li>Multiplicity of networks </li></ul>
  46. 50. Nature of type of connections
  47. 51. <ul><li>“ Intense connectivity can homogenize the pool …high cohesiveness can lead to the sharing of common rather than novel information” </li></ul><ul><li>Uzzi, Spiro (2005) </li></ul>
  48. 53. <ul><li>“ Diverse people working together and capitalizing on their individuality, out-perform groups of like-minded experts” </li></ul><ul><li>Scott Page </li></ul>
  49. 54. Networked Individualism
  50. 55. Pedagogical implications?
  51. 57. <ul><li>Do we need to organize ourselves differently in a networked world than we have traditionally? </li></ul>
  52. 58. Design of technology
  53. 59. Process of teaching and learning
  54. 60. <ul><li>“ a new medium that adds means and opportunities for previously unconnected others to communicate will have positive effects on weak ties…in particular in laying an infrastructure of latent ties (ones that exist technically but have not yet been activated)” </li></ul><ul><li>Haythornthwaite (2002) </li></ul>
  55. 61. <ul><li>“ To ‘know’ something is to be organized in a certain way, to exhibit patterns of connectivity . </li></ul><ul><li>“ To ‘learn’ is to acquire certain patterns ” </li></ul><ul><li>Stephen Downes </li></ul>
  56. 62. So this is learning?
  57. 64. How about…
  58. 66. That’s a bit better…
  59. 68. Almost, but something is still missing…
  60. 70. Associative trails of content
  61. 71. Ideas lead to ideas
  62. 72. Duh.
  63. 73. Freedom of fragmentation
  64. 74. End of grand narrative
  65. 75. Personally created narrative
  66. 76. Personal context narrative
  67. 77. Frustration of fragmentation
  68. 78. <ul><li>“gossip, people curiosity, and small talk, all of which are seemingly non-functional… </li></ul>
  69. 79. <ul><li>and are often popularly understood as mere distraction or deviation… </li></ul>
  70. 80. <ul><li>are in essence the human version of social grooming in primates” </li></ul><ul><li>Zufekci (Dunbar)(2008) </li></ul>
  71. 81. Challenge: preserve unique values of connectives and collectives
  72. 82. Role of educators <ul><li>Design for varying levels of connectedness </li></ul><ul><li>Value collective effort (contribution to whole) </li></ul>
  73. 83. Technology capabilities and human sociability outstrip design of institutions
  74. 84. <ul><li>a box – social and procedural </li></ul><ul><li>an encyclopedia – a storehouse </li></ul><ul><li>a news site – a flow </li></ul><ul><li>a marketplace – a forum of exchange </li></ul>
  75. 85. It’s a bird, it’s a plane, ah man, it’s a Massive Open Online Course <ul><li>Connectivism Online Course </li></ul><ul><li>with Stephen Downes </li></ul><ul><li>http://ltc.umanitoba.ca/connectivism/ </li></ul>
  76. 86. Websites and Newsletters <ul><li>www.elearnspace.org </li></ul><ul><li>www.knowingknowledge.com </li></ul><ul><li>www.connectivism.ca </li></ul><ul><li>http://ltc.umanitoba.ca/wordpress/ </li></ul><ul><li>gsiemens AT elearnspace DOT org </li></ul>

×