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Notes from the Working Session on Open Social Learning, organized by UOC UNESCO Chair in E-Learning and held in Barcelona, Spain, on June 30th, 2009. More notes on this event: uocunescoosl.
Open Social Learning in Spain. Clarifying Concepts
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Dolors Reig. Photo by Carlos Albaladejo
Traditional e-Learning: everything preset, all paths settled. The evolution has then been, from the web to the social web, and from the social web to the personal web (Nova Spivack).
New ideas that shape the social web:
- Collective intelligence
- Smart mobs
- Wisdom of the crowds
- Architecture of participation
Open Social Learning
- Digital natives: It’s problable, though, that the so-called digital natives they actually are “hanging out” online (danah boyd). Thus, the digital knowledge might not be that high within digital natives as we should expect.
- Connectivism: the Internet is so shaped to learning because it works as we do, we learn as networks, learning happens when connections are created, the ability to learn is more important than knowing, etc.
- Social learning: if markets are conversations (Cluetrain Manifesto), education and learning are also conversations, the prosumers and active students being the main characters of this era and peer-to-peer being the best way to acquire information and knowledge. From the “I think therefore I am” to the “we participate, therefore we are” (Minds on Fire: Open Education, the Long Tail, and Learning 2.0).
- Informal Learning: Jay Cross states that 70-90% of corporate learning is informal. We have to enable this informal learning so that it can happen.
- e-Learning 2.0
- Generative Learning
- Communities of Learning
Creativity: We should be focusing in what motivates people (à la Maslow): that’s why social networking sites are so successful.
Autonomous learning: what really drives knowledge is the process, not the output.
Universal, free and democratic learning (Soumitra Dutta).
Minimally invasive education, taking the example of Sugata Mitra.
Lifelong learning, immersive learning, non-stop learning, ubiquitous learning.
An active role that is required to remix. At its turn, remixing asks for multiliteracies.
Metaverses: Augmented reality, lifelogging, etc.
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Changes of roles: the student is not passive, but a participant. The teacher is a facilitator, a curator. And the information becomes a perpetual beta.
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