This essay argues for a paradigm shift in what counts as learning and literacy education for youth. Two related constructs are emphasized: collective Third Space and sociocritical literacy. The construct of a collective Third Space builds on an existing body of research and can be viewed as a particular kind of zone of proximal development. The perspective taken here challenges some current definitions of the zone of proximal development. A sociocritical literacy historicizes everyday and institutional literacy practices and texts and reframes them as powerful tools oriented toward critical social thought. The theoretical constructs described in this article derive from an empirical case study of the Migrant Student Leadership Institute (MSLI) at the University of California, Los Angeles. Within the learning ecology of the MSLI, a collective Third Space is interactional^ constituted, in which traditional conceptions of academic literacy and
instruction for students from nondominant communities are contested and replaced with forms of literacy that privilege and are contingent upon students' sociohistorical lives, both proximally and distally. Within the MSLI, hybrid language practices; the conscious use of social theory, play, and imagination; and historicizing literacy practices link the past, the present, and an imagined future.
This paper reports on the second phase of a joint teacher/researcher project that explored teachers’ understandings of the potential of the interactive whiteboard (IWB) as a tool for primary school children’s collaborative group work. By examining teachers’ written analyses and discussions of work carried out in their own classrooms, the paper seeks to contribute to the debate about the ways in which the use of IWBs can contribute to changes in pedagogy. It highlights the interrelationships between collaborative learning and factors identified as important in the research carried out by teachers, amongst them the children’s technical skills and confidence, the mediating role of the teacher, the IWB affordances for knowledge‐building and the teachers’ own knowledge, attitudes and professional development. The paper also provides an account of how participation by the teachers in a course with Faculty staff, focused on the collaborative co‐construction of knowledge related to learning and to classroom research grounded in the values and principles of socio‐cultural theory, supported changes in pedagogic practice.
The Collective Awareness Platforms for Sustainability and Social Innovation (CAPS) are ICT systems leveraging the emerging "network effect" by combining open online social media, distributed knowledge creation and data from real environments (Internet of Things), in order to create new forms of social innovation.
They are expected to support environmentally aware, grassroots processes and practices to share knowledge, to achieve changes in lifestyle, production and consumption patterns, and to set up more participatory democratic processes.
The MIT Center for Collective Intelligence brings together faculty from across MIT to conduct research on how new communications technologies are changing they way people work together. Our basic research question is: How can people and computers be connected so that—collectively—they act more intelligently than any individuals, groups, or computers have ever done before?'
The MIT Center for Collective Intelligence brings together faculty from across MIT to conduct research on how new communications technologies are changing they way people work together. Our basic research question is: How can people and computers be connected so that—collectively—they act more intelligently than any individuals, groups, or computers have ever done before?'
1st International Workshop on Collective Semantics:
Collective Intelligence & the Semantic Web (CISWeb 2008)
hosted by the 5th European Semantic Web Conference (ESWC-08)
Description - Scope
The Web 2.0 has introduced new style of information sharing platforms favoring mass participation of users and resulting overall interestingness over the individual quality of information content and information organization. Dynamic knowledge emerges as the outcome of the interactions of masses of users in social networks (over 40 million in facebook). Thereby, the heterogeneity of data sources (e.g. multimedia, over 1 billion photos in flickr; over 1 million streams/day from YouTube), the scale of information (25% of network traffic is estimated to be YouTube related) and the huge amount of knowledge (100 millions of postings in flickr), pose many difficulties in discovering relevant information and in arriving at a larger picture of the available content.
Tom Gruber is an innovator in technologies that extend human intelligence. Building on early work in computer-mediated learning and artificial intelligence, he focuses on creating environments for collective intelligence.
Media reform is required to enable dissident voices to be democratically heard. This paper examines the complex interface between mass media & social movements, and collective actions to improve activism's media coverage.
"what makes this board game work?", to "how can we give our players more control of our online games?", to "how do we make decisions in our company?", and of course "how did we collectively make such a mess of decision making in America?".
V. Sánchez-Anguix, V. Botti, V. Julián, and A. Garc\'ıa-Fornes. The 10th International Conference on Autonomous Agents and Multiagent Systems - Volume 3, page 929–936. Richland, SC, International Foundation for Autonomous Agents and Multiagent Systems, (2011)