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Fernando S's Library tagged networks →  View Popular

30 Nov 09

After social networks, what next? | Media | guardian.co.uk

Describes the notion of ’course’ as ’a unit of information transfer’ but offers the idea of course as connection-making. and Network as cognitive agent.
Open learning have got a responsive to needs of individual, Adaptative and "fluid, varied, contextual,..."

www.guardian.co.uk/...nkedin-mobile-application-next - Preview

socialnetworks future guardian after trends tendencias networks

Downes Presentation - LTCWiki

Connective knowledge is based on pattern recognition of emergent phenomena in networks. In order for a pattern to have any meaning, therefore, it must be recognized. This means that knowledge formation in a connective environment is a combination of two elements: the perception, which is the pattern to be recognized, and the perceiver, who does the recognizing. Knowledge, therefore, is not uniquely inherent in a network, but exists only insofar as it is recognized to exist. This talk will explore this argument and its implications on a theory of connective knowledge.

ltc.umanitoba.ca/...Downes_Presentation - Preview

conectivismo connectivism downes knowledge patterns networks implications

30 May 09

The Digital Panopticon - O'Reilly Radar

The social technologies we see in use today are fundamentally panoptical - the architecture of participation is inherently an architecture of surveillance.

In the age of social networks we find ourselves coming under a vast grid of surveillance - of permanent visibility. The routine self-reporting of what we are doing, reading, thinking via status updates makes our every action and location visible to the crowd. This visibility has a normative effect on behavior (in other words we conform our behavior and/or our speech about that behavior when we know we are being observed).

radar.oreilly.com/...the-digital-panopticon.html - Preview

socialmedia panoptico vigilancia social networks socialnetworks foucault

18 Apr 09

Writing in the Digital Age

In the conversation over distributed learning environments, it is important to begin by recognizing that the question is not IF our learning environments can be or should be distributed but rather HOW. A professor teaching in a lecture hall back in the halcyon days before wireless connections or mobile phones still taught in a distributed learning environment. That professor stood connected to an elaborate, non-local, distributed network of knowledge, materials, laborers, institutional polices, and social contracts that governed the relationship between professor and students and provided authority, context, and cultural value to what s/he said. Certainly a course operating in an institutional CMS is connected to a distributed network of technologies, standards, and protocols, as well as institutional budgets, bureaucracies, and practices. Students’ learning experiences are shaped by these distributed networks, and our pedagogies circulate through these networks. This may seem self-evident, but our discourse on emerging technologies in teaching regularly makes the error of situating the choice between a new “distributed” environment and an existing cohesive one (and in the case of face-to-face teaching, even an imagined “immediate” environment). These are intellectual errors we simply cannot afford to make.

mfeldstein.com/669 - Preview

ple dle distributed_learning_environments pedagoy lms plataformas networks

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