Collective Intelligence and Idea Generation Lambropoulos Vivitsou


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Collective Intelligence and Idea Generation in eLearning environments is a presentation for the Education for the Digital World by Niki Lambropoulos & Marianna Vivitsou (28/04/2010)

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  • Niki
  • Marianna
  • Marianna --- Co-creativity Hypertext – usability Interactivity, collaboration Adaptability of the interface most suitable to out skills Publication of personal creation to an unknown audience Web 1.0 reading, Web 2.0 co-creation Web 1.0 websites, e-commerse Web 2.0 blogs Web 1.0 instructional teaching, Web 2.0 collaborative learning and tutoring Web 1.0 structured data. Web 2.0 unstructured data - brainstorming. Web 1.0 for the few. Web 2.0 everyone. W eb 1.0 alone . W eb 2.0 together Web 1.0 companies, Web 2.0 communities . Web 1.0 information. Web 2.0 opinion.
  • Niki
  • Marianna ---- Group of people working together towards a common purpose, some times they have roles and the group evolves into a network. Participation> engagement > collaboration Newmann (1992)> engagement as the student’s psychological investment in and effort directed toward learning, understanding or mastering the knowledge, skills or crafts that academic work is intended to promote. Absence of engagement => disengagement or alienation => failure Following (Fredricks et al., 2004), all three types of engagement were present: (a) behavioural engagement as students’ involvement and participation; (b) emotional engagement as students’ positive feelings; and (c) cognitive engagement, as it is evident that the students made efforts for excelling in acquiring comprehensive knowledge and skills.
  • Marianna ----------- Therefore Web 2.0 is not only a technological tool but also a social phenomenon that enables collaboration and creativity (Berners-Lee, 2007). Consequently, users’ competencies are not only related to using the devices but also working on procedures that give access to information in order to skilfully transform information into knowledge.
  • Marianna
  • Niki --- Collective Intelligence – idea generation Development of skills through others – 1+1 does not equal 2 but 3 or 4 or 5. – empathy 30% of the skill Positive and intrinsic motivation Continuous self-development –learn about thyself via discovery, communication, opinion generation, critical thinking Co-creativity and collaborative culture via dialogue Engagement is active participation, it is a requirement for learning, has long term results and change of behaviours, is meaningful adn applicable in everyday life, and most importantly engagement is based on the creativity of the participant. Therefore all together the e-learners and e-tutors create collective intelligence. Link school with real life via informal learning
  • Niki One of the tools for engagement we created is the HySynTAg. It is based on dialogical argumentation to enhance critical thinking.
  • Niki
  • Marianna --- e.g. feeling of community the learner experiences (Tu & McIsaac, 2002), the degree to which a person is perceived as a ‘real person’ in a mediated communication (Gunawardena, 1995), Social presence theory is defined as the ‘degree of salience of the other person in the interaction and the consequent salience of the interpersonal relationships…’ (Short et al., 1976:65), Rafaeli (1990) argues that social presence is a subjective measure of the presence of others, while ‘interactivity’ is the actual quality of a communication sequence or context. salience-=projection, salient=outstanding (important, striking)
  • Niki --- E-learners can work on their own on: Blogging Podcasting Animating Planning Recording Designing Programming What do the tutors should do then??
  • Marianna ---
  • Marianna ----------- Το blog είναι ένας ιστοτόπος, όπου οι εγγραφές απεικονίζονται κοινώς με χρονολογική σειρά.Τα blogs είναι εντελώς ανοιχτά και δυνητικά υποστηρίζουν πολύ ευρύτερες κοινότητες. Με τον τρόπο αυτό μπορούν να συνεισφέρουν σε πολύ μεγαλύτερο βαθμό στη μεταφορά της γνώσης μέσα και έξω από την εκπαιδευτική κοινότητα, από ότι τα παραδοσιακά μέσα. Επομένως υπάρχει ήδη άφθονη πληροφορία στην «blogosphere» και στα «Virtual worlds», ειδικά στα «public commons» του Second Life και το μόνο που υπολείπεται είναι η ανάδειξη πλέον των καλύτερων πηγών πληροφοριών και των καλύτερων παραδειγμάτων από τα οποία όλοι μπορούν να διδαχθούν v irtual worlds communities (Second life) Τα Podcasts : Είναι μία συλλογή από ψηφιακά δεδομένα τα οποία διατίθενται μέσω διαδικτύου χρησιμοποιώντας syndication feeds για την αναπαραγωγή τους σε φορητές συσκευές ή υπολογιστές. Τα Extended networks είναι εργαλεία που βοηθούν στη διάχυση της γνώσης από επιστημονικά προγράμματα. π.χ. OTM Backnetwork: εφαρμογή web 2.0 βασισμένη σε αναδυόμενα microformat standards που καθιστά δυνατή την επικοινωνία και δικτύωση μιας εκτεταμένης κοινότητας ανάμεσα και κατά τη διάρκεια πραγματικών γεγονότων και συναντήσεων που διαδραματίζονται. Αυτόματα συλλέγονται δεδομένα από τα blogs του καθενός, φωτογραφίες από το flickr και άλλες σχετικές πληροφορίες της κοινότητας από το διαδίκτυο.
  • Niki & Marianna ------------------- -Pedagogy 2.0 is proposed as the innovative learning paradigm based on the key elements of personalisation, participation and productivity. New requirements for Web 2.0 for creativity and collaboration brings in education and the new learning opportunities which this environment conveys -In the Web 2.0 context, educators may have to revise their instructional plans by seriously considering the integration of multiple intelligences and new technologies into their courses. -ESS integration in the classrooms brings numerous issues to address: professional development, interactivity, feedback, collaboration, user attitude, and the future of the ESS. Support online interaction analysis and classification in relation to the use of this communication tool. -e-tutors: Orchestrating eLearning activities, E-tutoring & e-moderating, Work within a Community of Practice (CoP), Active life-long training
  • Collective Intelligence and Idea Generation Lambropoulos Vivitsou

    1. 1. Dr. Niki Lambropoulos London South Bank University - Intelligenesis.EU Marianna Vivitsou, University of Helsinki
    2. 2. Agenda <ul><li>Web 2.0 </li></ul><ul><li>User/Learner Generated Context </li></ul><ul><li>Collective Intelligence </li></ul><ul><ul><li>Idea Generation </li></ul></ul><ul><li>eLearning 2.0 Context </li></ul><ul><li>Pedagogical Challenges </li></ul><ul><li>Technical challenges </li></ul><ul><li>Conclusions & Insights </li></ul>
    3. 3. From Web 1 . 0 to Web 2 .0 <ul><li>Information </li></ul><ul><li>E-Commerce </li></ul><ul><li>Co-Publishing </li></ul><ul><li>Social networks </li></ul>
    4. 4. <ul><li>Web 2.0 social and knowledge-based society </li></ul><ul><li>User interaction in intra-cultural settings </li></ul><ul><li>User-generated context: new skills and competencies </li></ul><ul><li>Co-creation </li></ul><ul><li>Self-organised communities via engagement for collaboration </li></ul>Web 2 .0 characteristics
    5. 5. Social Evolution Group Network Participation Engagement
    6. 7. User/Learner Generated Context/Content
    7. 8. Collective Intelligence Idea Generation
    8. 9. Hybrid Synergy analytical framework > Hybrid Synergy
    9. 10. HySynTag tool in Moodle LMS
    10. 11. Degree of salience Other people being real Feeling of being together tangibility proximity accessibility connectedness Ability to emotionally and socially project oneself Being Human Awareness of relations affiliation intimacy immediacy sociability Co-presence Attentional allocation Perceived message understanding Perceived affective understanding Perceived affective interdependence Perceived behavioural interdependence engagement participation Psychological involvement Mutual awareness Feeling accessibility Co-location empathy Interaction Collaboration Engagement
    11. 12. The Learner Perspective <ul><li>Redefining the role of the learner: </li></ul><ul><li>Engaging in eLearning activities </li></ul><ul><li>Self-organised learning </li></ul><ul><li>Work within teams and communities </li></ul><ul><li>Recognise and appreciate formal and informal learning </li></ul><ul><li>Active life-long learning </li></ul>
    12. 13. The Tutor Perspective <ul><li>Redefining the role of the tutor: </li></ul><ul><li>Orchestrating eLearning activities </li></ul><ul><li>E-tutoring & e-moderating </li></ul><ul><li>Work within tutors’ Community of Practice (CoP) </li></ul><ul><li>Active life-long training </li></ul>
    13. 14. Web 2. 0 Methods <ul><li>Collaborative eLearning </li></ul><ul><li>Project method </li></ul><ul><li>Vicarious Learning </li></ul><ul><li>Self-organised Learning </li></ul>
    14. 15. Conclusions & Insights <ul><li>Pedagogy 2.0 for Life-Long Learning </li></ul><ul><li>New requirements for Web 2.0 bring new learning opportunities in eLearning 2.0 </li></ul><ul><li>Collective Intelligence </li></ul><ul><li>Social media tools </li></ul><ul><li>E-tutors as e-moderators: orchestrating learning </li></ul><ul><li>New learning ecologies: formal & informal user-generated contexts </li></ul>
    15. 16. <ul><li>Sustainability </li></ul><ul><li>eLearning Context </li></ul><ul><li>Pedagogical Approaches </li></ul><ul><li>Technical advantages </li></ul><ul><li>Teachers’ Effective Practices </li></ul><ul><li>Learners’ Knowledge & Skills </li></ul>New eLearning Ecologies
    16. 17. Muchas gracias! / Kiitos paljon! / Merci beaucoup! / Hartelijk bedankt! / Thanks! Questions? Contact Niki & Marianna: [email_address] [email_address]