Here are some of the observations and insights that were shared via Twitter this past week.
@SebPaquet – “If the computer is a tool for thinking, then the internet is a tool for thinking together.”
@britz – “Culture, the most powerful presence in your organization, is only learned socially & informally. Social Media spreads your culture quickly … for better or worse”
@nilofer – “When fear rules in the work culture, ideas are weak, stillborn or absent.” via @LucGaloppin
@josemurilo – “‘It’s not the sharing that’s bad, it’s the technological design of giving it all to someone in the middle’ ~ Eben Moglen on Facebook”
Boosting productivity with Workforce Collaboration – A common reaction to a lack of transparency & openness is we tend to work primarily with the people we already know – by @OscarBerg
The harsh reality is that companies that continue to only help a small fraction of the workforce to become well connected, such as managers, sales people and formally appointed experts, will be outperformed by companies that are able to connect all their people regardless of position, budget or whatever.
Epistemic #Games Are the Future of #Learning, Letting Students Role-Play Professions – via @aptara_learning
Epistemology is the study of knowledge and, according to Shaffer, every age has its own epistemology, i.e., what it means to know something. Computers — which are increasingly becoming ubiquitous in work and school — provide the means to think in new ways, which will fundamentally reconfigure our thinking and theories of knowledge. Computers in general, and epistemic games in particular, are structuring new epistemologies for our digital age.
“The epistemology of School,” in Shaffer’s words, “is the epistemology of the Industrial Revolution — of creating wealth through mass production of standardized goods. School is a game about thinking like a factory worker. It is a game with an epistemology of right and wrong answers in which Students are supposed to follow instructions, whether they make sense in the moment or not.”
While this kind of epistemology may have been appropriate and even innovative for the Industrial Revolution, it is outdated for our informational economy and digital age. Being literate in the digital age uses reading and writing as a foundation to build upon, but they are no longer solely sufficient. Students must learn to produce various kinds of media and learn how to solve problems using simulations.
What Video Games Have to Teach Us About Learning and Literacy (Paul Gee’s 36 principles) - via @EmmanuelleEN
33. Distributed Principle: Meaning/knowledge is distributed across the learner, objects, tools, symbols, technologies, and the environment.
34. Dispersed Principle: Meaning/knowledge is dispersed in the sense that the learner shares it with others outside the domain/game, some of whom the learner may rarely or never see face to face.
35. Affinity Group Principle: Learners constitute an “affinity group,” that is, a group that is bonded primarily through shared endeavors, goals and practices and not shared race, gender, nation, ethnicity, or culture.
36. Insider Principle: The learner is an “insider,” “teacher,” and “producer” (not just a “consumer”) able to customize the learning experience and domain/genre from the beginning and throughout the experience.
The Social Learning Revolution – by @C4LPT
The new role of the Workplace Learning Professional
He or she will need a new mindset: This means understanding it will no longer be just about using traditional “command and control” approaches (that are employed in most training solutions to try and force people to learn), but will be much more about encouraging people to engage in new collaborative activities to support one another as they (learn) to do their jobs – in many cases helping them to “connect and collaborate”. This, of course will be a key feature of building and supporting the collaborative culture of a social business.
The dangers of hydraulic fracturing (comprehensive visual) via @kimlengle
Image via : Game Junkie