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welcome

research discussion of trends in the development and applications of ICTs in Education

I am an ICT instructor at the University of Education, Winneba, Ghana.

ALL stakeholders welcome to join

TODAY’S session is a book review , knowing knowledge BY GEORGE SIEMENS

THE BACKGROUND TO THIS BOOK REVIEW IS THAT UP UNTIL NOW, WE’VE BEEN ANALYSING AMONG OTHER THINGS,

new media studies: new media literacies for tech. assisted learning

quality assurance, whose business?

MIT OPEN COURSEWARE : pace setters, worthy of emulation

case in point: skoool.com.gh

life long learning

archives electronic

facilitator roles

we are doing a review of
knowing knowledge, a book by an ardent educationist, mr George Siemens of the univ. of Manitoba

176 pages long and sells for $34 on Amazon A Creative Commons licensed version is available online
at http://www.knowingknowledge.com DISCIPLINE: KNOWLEDGE MANAGEMENT

relevant for academic communities

we would analyse portions of the book, peruse for sake of time

Section 1
An Exploration of Theoretical Views of Knowing and Learning. p1

Knowledge has broken free from its
moorings, its shackles. Those, like
Francis Bacon, who equate knowledge
with power, find that the masses
are flooding the pools and reservoirs
of the elite. The filters, gatekeepers,
and organizers are awakening to a
sea of change that leaves them adrift,
clinging to their old methods of creating,
controlling, and distributing
knowledge.

credit: knowing knowledge

how do you evaluate the impact of wikis on learning? CONSTRUCTIVISM AS A PRINCIPLE

” We live as an integrated experience; we see, know, and function i n
connections. Life, like knowing, is not an isolated activity; it is a rich,
interconnected part of who we are. We cannot stop the desire to know. The desire to know is
balanced with our desire to communicate, to share,
to connect, and our desire to make sense, to understand, to know the meaning. In an effort to make ourselves understood, we create structures
to hold our knowledge: hierarchies, books, libraries, encyclopedias, the
internet, search engines. We create spaces where we can dialogue about
and enact knowledge: corporations, organizations, schools, universities,
societies. And we create tools to disseminate knowledge: peer-review
journals, discussion panels, conferences.

credit: knowing knowledge

Section 2
Changes and Implication?Moving toward Application p67

As Richard Restak states,
Yesterday’s predictions have become today’s reality. And in
the course of that makeover, we have become more frenetic,
more distracted, more fragmented,in a word, more hyperactive.

credit: knowing knowledge

for the big picture LIFELONG LEARNERS

p30 join in the discussion, contribute PROPOSALS

RE:The rise of the individual. (FOR CONTEXT, SEE MY BLOG POST ON THE PERSONIFICATION OF INVENTION )

Change is shaping a new reality under the fabric of our daily lives. Seven
broad societal trends are changing the environment in which knowledge
exists:
1. The rise of the individual
2. Increased connectedness
3. Immediacy and now
4. Breakdown and repackaging
5. Prominence of the conduit
6. Socialization
7. Blurring worlds of physical and virtual

credit: knowing knowledge

so model of asynchronuous comm, NMM comes in by the use of threaded conversations
for student assessment and evaluation

The conduit is king. p75 CONTEXT 😦 TIES IN WITH THE PHENOMENON OF TECHNOLOGICAL CONVERGENCE)

Content. Context. Conduit: These shape the meaning of knowledge. Content. begins the knowledge cycle.
Context. makes it meaningful
Conduit . makes it relevant, current, and available

credit: knowing knowledge

Changed Characteristics and Flow of Knowledge. p79

Decentralization of knowledge. p92

“Decentralization of Knowledge
Things fall apart; the Center cannot hold.
William Butler Yeats85
Pieces are held everywhere, stitching together; reality is in the hands of
many.
Marvin Minsky presents intelligence as the function of many little
parts, each mindless by itself. p86
When these parts connect or join, they
create i ntelligence. The decentralization of knowledge reverses the
joining formed by others (experts, editors) and permits individuals the
capacity to connect knowledge in a manner they find useful”.

credit: knowing knowledge

Learners’ skills. p113 (THE CASE FOR NEW MEDIA LITERACIES)

” What types of skills do our learners need? pg.103
Anchoring.

Filtering.

Connecting with . . . Building networks

Being Human . . .

Creating and . . . Understanding implications, comprehending
Deriving Meaning meaning and impact.

Evaluation

Authentication and ensuring authenticity.

Altered Processes . . . Validating people and ideas

Critical and Creative . . . Question and dreaming.

Thinking

Pattern Recognition.

Navigate Knowledge.

Landscape technology

Acceptance . . . Balancing what is known with the unknown?
of Uncertainty to see how existing knowledge relates to what .
we do not know.

Contextualizing . . . Understanding the prominence of context
(understanding seeing continuums; ensuring key contextual
(context games) issues are not overlooked in context-games.
Now that we have seen things break apart,
we need better ways of putting them back together.”

credit: Knowing Knowledge

“We are able to describe, not define knowledge…All Knowledge is Information,
but Not all Information is Knowledge.”

credit: knowing knowledge (book)

QUES: What is different tomorrow?

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