Open source information is dangerous because it can not be controlled. Channel 4’s news report covers the search results of Google, the information available and it’s algorithms. People frequently turn to Google and most believe what they find. People behave according to their beliefs; it, therefore, becomes culturally dangerous because there is a lack of truth. No shared truth then no shared understanding, therefore, no shared intelligence.
Now, despite reading the papers and ebooks on my computer I can’t seem to process my thoughts in the same way as good old paper and pen. My thoughts are bouncing between this block (Community Cultures) and the last block (Cyber Cultures). I, therefore, need to map out my thinking to make sense of it all before I blog. I also feel that the action of writing out my thoughts helps my memory and hopefully my recollection.
from Flickr http://flic.kr/p/QHELKQ
If doing an online learning course that doesn’t have any social interaction, individuals can thrive if there is fundamental knowledge of the subject. Subject based knowledge can be transferred to supplement and develop the online independent learning process. If individuals do not have the knowledge then they can struggle; they need others to bounce ideas and validate understanding.This is dependent on self efficacy, the learners confidence and need for reassurance. Learners on the beginning of their journey will learn better in social groups where they are challenged and can make mistakes or self correct through communicative networks. The more mature learner with inquiry skills, self reflection, awareness of strengths and weaknesses will most probably work well through independent learning.
Kim, P. (Ed.). (2014). Massive open online courses: The MOOC revolution. London, United Kingdom: Routledge.
Working within higher education I unfortunately work with challenging behaviour on a daily basis. I have many behaviour management tools that can defuse the situation and influence the reactions in the classroom environment. Online aggression and virtual bullying is something that concerns me as an educator. I find that the three strike system may work within specific online group hangouts that I facilitate. I can, therefore, monitor interaction but how do I control the rest? Hand (2008, p23) states that “Societal membership, opinion formation, and moral and political responsibility need not to be confined to face-to-face relationships.” He goes further to describe divides, exclusion and insecurity, which I find are prevalent within a High School environment but are also apparent in digital facilities. The inequalities of class, gender and race can be highlighted if human emotions particularly ‘anger’ takes over and creates a virtual dystopia.
Hand, M (2008) Hardware to everywhere: narratives of promise and threat, chapter 1 of Making digital cultures: access, interactivity and authenticity. Aldershot: Ashgate. pp 15-42. (e-reserve, pdf)
I’m a Book lover but Lister (2009) implies that one must spend time online rather than read books to understand online technological development and cultural change so I have decided to purchase a few books recommended by my peers on my kindle which is technically ‘online’. The access to information was instant but despite reading vast amounts I found it difficult to keep my thoughts in check and concentrate on a bright screen. The lack of movement meant I was having to shift in my seat to stop myself falling asleep!
Lister, M. … [et al.], (2009) “Chapter 3. Networks, users and economics” from Martin Lister … [et al.], New media: a critical introduction pp.163-236, London: Routledge