Network

26 Jun

Business Communication Duplicate model

My wife and I are in very different industries. Yet we both value the impact of networking. If students and teachers work together as co-creators, then the traditional supply and demand chain of teaching and learning is usurped by a networking approach. We are in the midst of a paradigm shift in the way in which people are connected. We are moving from hierarchically arranged, densely knit groups to permeable, diverse social networks. Reminiscent of Ivan Illich’s learning webs (1971), knowledge is distributed across networks of connections and learning consists of immersing oneself in networks by creating and sharing. This networking ability is central to creative capability.
Students who make new connections beyond their immediate group or class demonstrate creative capacity building. These ‘border crossers’ who can access a diversity of networks are able to introduce new ideas and knowledge. Therefore effective teaching for creative capacity building will encourage students to actively network and build diverse connections.
Connective technologies such as Skype, Twitter, RSS feeds, wikis and YouTube offer enormous potential for teachers to introduce students to the concept of connected knowledge and networking. For instance, when students build their historical understanding of the Gallipoli campaign by communicating with students in Turkey it takes student learning into a whole different realm. The same could be said when we examined Syrian refugees.

As the old saying goes, “when the peasants learned to read, the kings began to look stupid.” Our understanding of the relationship between networking abilities and creative capacity building mean that using these connective learning technologies is central to effective pedagogy.

Illich, I. (1971) Deschooling Society, London: Marion Boyars

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