(W6) Guiding attitudes in networked knowledge activities

     The six networked knowledge activities as recommended by Dennen include collect, curate, share, broker, negotiate and construct. I think they are different in actions, roles and outcomes but sharing some guiding attitudes. 

     The first is to be respectful. Whatsoever people or items are involved, we need to appreciate their contribution while creating our own work. An author gives us inspirations to generate new ideas. A peer provides feedback for us to contemplate on our own work. A public anonymous composition helps us understand a topic better. 

     The second is to be purposeful. With loads of information and high demands of outcomes, clarifying goals and aligning every activity and outcome with the goals help us stay on track. Being purposeful is prerequisite to be effective.

      The last is to be adaptive. We adapt to norms of the network that we blend into. We are open to change the way we are doing something or adjust the outputs in accordance with a changing environment.

Reference:

Dennen, V. P. (forthcoming). Networked Knowledge Activities. Excerpt from Social Media for Active Learning.

Comments

Post a Comment

Popular posts from this blog

(W3) Community of Practice Frameworks

Image
       Community of Practice (CoP) has captured my attention this week. Its applications are popular in various disciplines, as a means of   fostering both individual and group knowledge within a social learning system. According to Donald (2015), CoPs have three fundamental elements: a ‘domain’ of activity or knowledge that creates a sense of common identity, the ‘community’ who are the members who care about that domain, and the shared ‘practice’ developed by community.     I am particularly interested in guideline of building and sustaining a CoP, which is applicable for my future design work and enhancing efficiency of current learning groups that I am facilitating. My post includes some helpful frameworks that I detected in related research and handbooks of the topic.     This CoP Lifecycle is suggested by Adams et al. (2023) to guide the step-by-step design and facilitation of CoP with actionable strategies. Their guiding questions in each step are also thought-provoking in devi
Read more

(W3) Do we communicate differently in LinkedIn, Facebook, Blog, and so on?

     It is interesting to find myself naturally changing the tone of voice in different channels. Observing how others communicate in each channel (making a new post, having a reply or reaction), I learn their norms to adapt myself. It is similar to how we adapt to various offline environments to express oneself and perceive others, whether it is a party, a job interview, or a casual neighbor discourse.     In LinkedIn, my writing sounds formal and professional. The tone of voice is quite similar as the one used in my Canvas discussions: respectful and formal. I rarely use emoji to express emotions. Abbreviations or slangs are also not used frequently. The content in LinkedIn is also profession related, conveying facts, updates, or lessons. In Facebook, I feel more freedom to express feelings through emojis, replies and words. Content also plays around emotions behind, ranging from personal stories to opinions. Even job-related content conveys emotions (pride, disappointment, etc.).   
Read more

(W2) Instructional design strategies for digital native learners

 I have been coming up with some ideas of how we, as instructional designers, can cater learning experiences to digital native learners.  Some characteristics of digital native students were listed by Prensky (2001). As digital natives are used to receiving information really fast, content duration should be minimal and optimized by respective channels. For example, below 3 minutes is advised for youtube video; below 1 minute is for tiktok videos; or below 20 seconds should be for facebook stories. Digital native also prefer graphics before text, which highlights the importance of multimedia content creation in learning in replace of traditional text-based format. They function best when networked. Therefore, group work, collaborative knowledge construction and discussions are collaborative activities that can facilitate their learning nature. Additionally, digital native learners prefer games to “serious” work. That paves the way for more informal learning activities and content throu
Read more