This document summarizes key points from the provided text about produsers in collaborative communities: 1) In collaborative communities, all participants can both produce and consume information, taking on hybrid roles as "produsers" where using information necessarily means also producing or adding value. 2) Activities and interactions in a community can produce "knowledge capital" whose value is realized later, and this potential value remains even if never realized. 3) The document cites authors Etienne Wenger, Beverly Trayner and Maarten de Laat's work from 2011 on produsers and knowledge capital in collaborative communities.

1. Produsing resources for
coaching and teaching
#SCP13: Week 7

2. Produsing
In collaborative communities the creation of shared content
takes place in a networked, participatory environment
which breaks down the boundaries between producers and
consumers and instead enables all participants to be users
as well as producers of information and knowledge –
frequently in a hybrid role of produser where usage is
necessarily also productive.
Link

3. 13.2
27.1
49.7
64

4. Young people born in the early- to
mid-1990s will make up 13.2 per cent of
Australia's population by 2015

5. 27.1 per cent of young adults are involved in
volunteer work. Yet while they spend their working
days helping others, they're less trusting than the
rest of us - 49.7 per cent think people can be
trusted, compared to 54.1 per cent of the general
population.

6. The number of young people receiving
financial assistance from their parents went
up from 57 per cent to 64 per cent in the
four years to 2010

7. 13.2
27.1
49.7
64

8. Link

9. Link

10. Link

14. Link

15. Link

16. http://www.vivoom.co/

17. http://www.techsmith.com/camtasia.html

18. Link

19. Link

20. Link

22. Link

24. https://en.wikiversity.org/wiki/SportCoachingPedagogy

26. Not all the value produced by a community or a
network is immediately realized. Activities and
interactions can produce “knowledge capital” whose
value lies in its potential to be realized later. Note that
this potential can be useful even if it is never realized.
Etienne Wenger, Beverly Trayner and Maarten de Laat’s (2011)

27. http://keithlyons.me/blogging-underway-spcp13/

28. we're about to career into a Great Collision — people
bumping up against the self-imposed perimeter of their own
carefully constructed lives; human potential crashing
headlong against choices that make the least of it. It's a
collision of values against value. It's a collision of
preferences against expectations; the lives we want versus the
choices we're willing to make; what we give versus why we
take; what we find in each other versus what we seek from
each other. It's a collision that's going to happen inside each
of us — and then, maybe, result in a collision that happens
outside each of us.
Umair Haque (2012)

29. If our ultimate goal is to educate human beings,
then we must focus not only on knowledge and
information, discipline and surveillance as
measured by tests, but also on non-academic
pleasures, motivations, skills, and the full array
of human engagement that sustains attention
and meaning.
Susan Bloom, 2013
Huffington Post

30. Link