Learning 2.0
Leren is een sociale activiteit.
Dit adagio voert sinds een jaartje of twee de boventoon na de voorgaande en eerder tanende leertheorieën :
- behaviourisme
- constructivisme
- cognitieve strekking
Je leest hier meer over deze theorieën. Maar nu is er dus de hype(?) van Learning 2.0 waar het sociale aspect van leren wordt benadrukt.
De grote goeroe van de “social learning” is Wenger. Zoek zeker even wat lectuur over en van deze man op. Het is natuurlijk een evidentie dat “social learning” en “web 2.0″-software (ook dikwijls “social software” genoemd) elkaar perfect vinden. We hebben het dan over (de links brengen je naar overzichtsites die de verschillende soorten software vergelijken):
Ik worstelde me door de thesis van Martin Kloos. Prachtig werk : “Web 2.0 and communities of Practice”. Je kan zijn thesis hier downloaden.
Maar de conclusie is IMHO een kleine teleurstelling : wikisoftware, blogs en socialbookmarking is slechts nuttig in kleine(re) communities (=communities of practice) waar mensen elkaar min of meer kennen en een gemeenschappelijke doelstelling hebben (=engagement, imagination, alignment). Een school, een klas zou dus perfect dergelijke software kunnen implementeren. Maar op grotere schaal zouden we volgens Kloos bedrogen kunnen uitnomen. Spijtig… Nu ja… best mijn persoonlijk adagio voor ogen houden : niet de tool maar het doel is ons project.
Maar Martin Kloos somt wel een aantal stellingen/hypotheses die ik hierna weergeef. Ook al is dit zware stuff, je leest ze best even en beslist wat je ermee aankan. Het komt er vooral op neer in dergelijke diepgaande studies de conclusies in de praktijk om te zetten. Immers een aantal hypotheses vormen echt wel een goeie leidraad.
Alleszins, het is een studie die om opvolging vraagt. Mochten er bloggers dergelijke thesissen en werken kennen, post ze in de comments. Social sharing hé !
Hypothesis 1 : By implementing a combination of blogs, wikis, and social bookmarking an architecture is created that offers facilities that cover the entire design framework of Wenger.
Hypothesis 2a : Social software can only be supportive of learning when it is applied as platform voor communities of practice, which means that a form of mutual engagement, an understanding and tuning of an enterprise, and the development of an enterprise, and the development of an eterprise can be identified, because it is when social software is applied within a community of practice that the facilities that support the work of engagement, imagination, and alignment are shown to full advantage.
Hypothesis 2b : When not applied in a community of practice, social software cannot support learning in terms of Wenger.
Hypothesis 2c : The application o social software supports the process of learning in practice, because it supports the evolvement of mutual engagement, the understanding and tuning of an enterprise, and the development of a shared repertoire.
Hypothesis 2d : The application of social software can result in cultivating communities of practice, which in turn can result in learning.
Hypothesis 3a : Learning, in terms of Wenger, can only be supported by blogs when the blog is implemented as a group blog (zoals edublogs. be 
)
Hypothesis 3b : As wikis are designed for collaboration where open source values are shared among participants and participation, engagement, and a shared common focus is self-evident, they function as a natural platform for Communities of practice, which implies that they can also be supportive of learning.
Hypothesis 3c : Social bookmarking can be supportive of learning when it is combined with aspects of social networking, like presence of user profiles, places to introduce yourself and to describe your interests and mechanisms that designate users, interests, and communities of practice, because then it offers facilities that support the work of engagement, imagination and alignment.
Hypothesis 4 : To cultivate communities of practice it is best to start with social bookmarking. Next it is best to adopt group blogging and then to start wikis. This results in a community of practice that uses every service in conjunction.
Hypothesis 5 : The application of social software in a community of practice causes social pressure, which results in an increased feeling of accountability for the quality of contributions as a result of which the quality of contributions increases, the overall knowledgeability of the community increases and the quality of learning increases.
Hypothesis 6 : Social software supports an important prerequisite of communities of practice, namely legitimate peripheral participation, because users can particiapte in a way that best suits their needs, without being obliged to become core community members who participate for the greater good.
Hypothesis 7 : The combination of blogs, wikis and social bookmarking offers the most focailties that support engagement, the second most facilities that support imagination and finally, the third most facitities that support alignment.
Hypothesis 8 : Blogs and wikis offer facilities that better support the work of engagement than social bookmarking.
Hypothesis 9 : Social bookmarking offers facilities that better support the work of exploration, while blogs and wikis offer facilities that better support the work of orientation and reflection.
Hypothesis 10 : Wikis and social bookmarking offer facilities that better support the work of alignment than blogs.
