&lt;number&gt; http://www.flickr.com/photos/aphrodite/66231929/ Learning institutions have been built on the idea that we learn together. Today we are redefining what ‘learning together’ means, both in the formal academy and in our life long learning. I’ll share a few stories about connections.
&lt;number&gt; http://www.flickr.com/photos/lynetter/653541864/in/set-72057594139269787/ Photo via Flickr CC www.flickr.com/photos/azlijamil01/231592469/
Statue in Boston, info http://flakmag.com/misc/parkman.html Really.You can’t do this alone. So get used to it. REALLY. Huge design implications. Tools are designed for a group, experienced by an individual Large practice implications Open hand… Learning as a practice Gift economy Collaboration Networks
&lt;number&gt; http://www.flickr.com/photos/nicmcphee/31304194/in/set-72157594373420115/ How being, doing, working in the world and connecting with others helps us forge our individual learning pathways, discovering things we could not possibly discover alone.
&lt;number&gt; http://www.flickr.com/photos/lynetter/421323707/in/set-72057594139269787/ Here’s the quote in full: &quot;It is when people stop thinking of something as a piece of technology that the thing starts to have its biggest impact. Wheels, wells, books, spectacles were all once wonders of the world; now they are everywhere, and we can&apos;t live without them. The internet hasn&apos;t quite got to that point, but it is getting there.&quot; - The Guardian Nov 4 2006technology.guardian.co.uk/news/story/0,,1940641,00.html?g... Image from Flickr CC www.flickr.com/photos/mr_magoo_icu/172281846/ thanks to Mr Magoo ICU Add your co
&lt;number&gt; First, don’t take this diagram too literally. It is a tool for helping us have conversations about technology and communities. Tools are placed as a point of departure, not a definitive taxonomy! We have attempted to place each tool in a location that gives some insights as to its intended use with respect to the three tensions, and when possible, its relation to other tools. The time/space dimension is represented on the horizontal axis, with primarily asynchronous tools toward the left and primarily synchronous tools toward the right. The donut of the middle band represents the tension between participation and reification by classifying tools along a continuum between interacting in the upper half and publishing in the lower half. The tension between the group and the individual is represented by the center circle and the outer band respectively. The center circle focuses on the collective, with group and site management tools. The outer band focuses on the individual, with tools for managing participation from the perspective of individual members.
&lt;number&gt; Given all this, technology is becoming intrinsically part of the life of communities. And they are under pressure to figure it out. Caring about technology and its use is becoming a community practice. Welcome to community technology stewardship! Mount Hamilton Wildnerness story – the nature conservancy Photo Credit: NASA
&lt;number&gt; Technology stewardship is not a solo gig, but by, of and for the community. It is about that balance between control and emergence, between &quot;self-organizing&quot; and &quot;organizing on behalf of others.&quot; It balances the wisdom of the group, with the reality of getting things done.
&lt;number&gt; Stewardship typically includes selecting and configuring technology, as well as supporting its use in the practice of the community.” It’s not just an “up front set up role” but something that is part of the life of the community. Etienne says &apos;Design and little and practice a lot.&apos; That applies to any aspect of community leadership!
&lt;number&gt; So how do we figure out how to leverage these possibilities in our teaching and learning? Here is a little bit of help. Photo credit: http://www.flickr.com/photos/philwalter/348238734/
Grounding thought – what lies beneath is where it gets interesting! Tools and how we deploy them (learning environment design) have an impact on the learning experience The processes we use to work with and around the technology have an impact. Our perceptions of an online space (as opposed to what the participants may perceive) can be a blinder! How we present this to our participations needs to reflect where we want their ATTENTION and what we want to happen – INTENTION.
Am I bumblebee…
Or a tortoise and do I or others care?
&lt;number&gt; The third lens is the lens of activities of a learning group, network or community.
&lt;number&gt; http://www.flickr.com/photos/nicmcphee/418922552/in/set-72157600218310366/ In the end, this connected learning is about practice, invention and finding a way to metaphorically make music together.
Value of networks: ODI working paper http://www.odi.org.uk/Rapid/Projects/PPA0103/Functions.html
The most important competency is self awareness -- online and offline. If we cannot stop and see ourselves, we cannot see others. Nor &quot;hear&quot; them!
Get used to it Control is an ILLUSION
Facilitating online chversion
Nancy White, Full Circle Associates
are people with enough
experience of the
workings of a
technology needs, and
enough experience with
technology to take
leadership in addressing
Stewardship typically includes
selecting and configuring
technology, as well as supporting
its use in the practice of the
Wenger, White and Smith, 2007