Tài liệu Knowing Knowledge pdf

The First Step toward Knowledge is to Know that We are Ignorant.PrefaCe Knowledge.has.changed;.from.categorzaton.and.herarches,.to.networks.and.ecologes ..Ths.changes.everythng.and.empha

Knowing Knowledge

© George Siemens, 2006 ISBN 978-1-4303-0230-8

A Creative Commons licensed version is available online

at www.knowingknowledge.com

Table of ConTenTs

Preface .v

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

Shftng… 3

What.has.caused.knowledge.to.leave

the.safe,.trusted.spaces.of.generatons.past? .4

What.s.the.mpact.of.knowledge.set.free? 5

Many.Faces.Explorng.Knowledge .13

What.are.trusted.sources.of.knowledge? .22

Can.a.group.be.as.effectve.as.an.expert? .22

Learnng .25

In.Relaton.to.Knowng .49

Why.do.we.want.knowledge? 50

Is.serendpty.lost? .56

Context.Games .61

What.about.power? .64

Who.are.the.new.oppressed? .64

Section 2 Changes and Implication–Moving toward Application 67

Somethng.s.Amss–Changed.Envronments.of.Knowledge 69

Cycle.of.Change .69

The.rse.of.the.ndvdual .72

Connectedness–the.world.has.become.whole 73

Immedacy .74

Breakdown.and.repackagng .74

The.condut.s.kng .75

What.s.the.mpact? 76

Socalzaton .77

Blurrng.worlds .77

Changed.Characterstcs.and.Flow.of.Knowledge .79

Abundance .80

Recombnaton 82

Relaton.to.certanty .82

Development.pace .83

Representaton .83

Flow .84

Spaces.and.structures.of.knowledge .86

How.can.organzatons.adopt.ecologes? .90

Decentralzaton.of.knowledge .92

Clear.ams.through.decentralzed.means 95

Affordance .98

Emotons.and.Creatvty .103

Control.and.acceptance .105

Quet.mnds .106

Scentst.versus.artst 107

Implcatons–Structural/Spatal.Impact .110

Complexty.corrodes.clear.paths .112

Learners’.sklls .113

Desgnng .116

Informal.learnng.s.too.mportant.to.leave.to.chance .119

Knowledge.reflexvty .120

Implementng .124

Change.forces.change .127

Doman.Implementaton.Model 128

Doman.1:.Analyss.and.valdaton .130

Doman.2:.Network.and.ecology.desgn .132

Doman.3:.Adaptve.knowledge.and.learnng.cycle .134

Doman.4:.Systems.and.patterns.revew.and.evaluaton .136

Doman.5:.Impactng.factors .138

Contnung.the.Conversaton… .143

What.s.dfferent.tomorrow.mornng? .144

Notes 146

Lst.of.Tables .157

Lst.of.Fgures .157

Index 158

Thank you…

Many.ndvduals.contrbuted.(or.sacrficed).tme.to.ths.project

In.partcular,.I.would.lke.to.say.thanks.to.famly.(my.wfe.Karen.and chldren.Alysha,.Jared,.and.Karel).for.toleratng.holdays.whnng.about.lack.of.nternet.access,.evenngs.of.dstracted.conversatons,.and.the numerous.obtuse.deas.dropped.upon.unsuspectng.recpents

My.thnkng.has.been.very.publc.for.over.five.years.(www elearnspace org) Thank.you.to.those.who.have.read.and.provded.feedback.on.countless.artcles.and.blog.postngs Your.tme.readng.and.commentng.has.been an.encouragement.and.mportant.learnng.process.for.me

Steppng.out.nto.alternatve.means.of.expressng.thoughts.(through.on-.lne.publshng,.nstead.of.tradtonal.journals),.s.an.act.of.optmsm.that.has.been.modeled.and.drected.wth.other.transparent.thnkers One.needs.to.abandon.notons.of.perfecton.to.attempt.onlne.dalogue—warts,.poor.sentence.structure,.quckly.jotted.thoughts,.embarrassngly.smple.vew-ponts—are.kept.and.preserved.by.search.engnes.and.archves Those.who.hold.to.product.vews.of.learnng.and.knowledge,.nstead.of.process.vews,.find.the.unforgvng.nature.of.archves.ntmdatng I.thank.my.fellow.sojourners.for.ther.effort.n.walkng.new.paths:.Stephen.Downes,

Jay.Cross,.Wll.Rchardson,.and.Mash.Nchan

Specal.thanks.as.well.to.those.who.have.taken.the.tme.to.provde.revews of.the.thoughts.contaned.n.text Those.who.prevously.held.the.power.to.filter.content.are.findng.a.dmnshng.world.as.many.are.now.able.to.cre-ate,.valdate,.and.share.freely The.revew.efforts,.thoughts,.gudance,.advce,.and.nput.of.these.people.are.nvaluable:.Zad.Al.Alsagoff,.Wayne.Batch-elder,.Doug.Belshaw,.Mark.Berthelemy,.Alson.Bckford,.Stephen.Downes,.Patrca.Duebel,.Denham.Grey,.Bll.Hall,.Davd.Hawkes,.Pam.Hook,.Davd.Lee,.Karla.Lopez,.Corrado.Petrucco,.John.D Smth,.Susan.Spero,.Louse.Starkey,.Lz.Stevenson,.Peter.Tttenberger,.John.Vetch,.Jack.Vnson, Peter.West,.Gerry.Whte,.Terry.Yelmene,.Steve.Yurkw,.and.Chrstopher.Zelnsk

Thanks.to.Euan.Semple,.Dave.Snowden,.and.Denham.Grey.for.ntervew/onlne.dscussons.relatng.to.knowledge.n.our.world.today

The.mages.n.ths.book.are.the.work.of.Murray.Toews I.spent.much.tme.wth.hm.n.creatng.a.non-structured,.non-lnear.model.for.expressng.key.concepts I.have.read.too.many.books.on.knowledge.and.knowledge.management.that.assume.advanced.theores.must.be.expressed.n.complex,.ntmdatng.mages Structure.does.not.equate.wth.knowledge.(structure.s.qute.dfferent.from.organzaton) As.an.actve.partcpant.n.the.transparent.world.of.onlne.wrtng, I.know.the.value.of.buldng.on.the.work.of.others I.have.tred.to.cte.orgnal.deas.(I.went.through.the.panful.process.of.tryng.to.locate.orgns.of.popular.quotes—a.task.not.readly.acheved,.beyond.lnkng.to.a.quote.database) The.rapdly.evolvng.nature.of.knowledge.some-tmes.results.n.areas.beng.overlooked If.you.find.expressons.n.ths.text.that.have.not.been.sourced,.please.let.me.know

The.onerous.task.of.edtng.fell.on.Karen.Graham…

Thank You

The First Step toward Knowledge is to Know that We are Ignorant.

PrefaCe

Knowledge.has.changed;.from.categorzaton.and.herarches,.to.networks.and.ecologes Ths.changes.everythng.and.emphaszes.the.need.to.change.the.spaces.and.structures.of.our.organzatons

● But what is knowledge?

● How is it created?

● How is it sHared?

How.does.knowledge.flow.through.our.organzatons.today? Is.t.dfferent.than.t.was

● 10 years ago?

● 50 years ago?

●.a century ago?

What does our Future hold as a Knowledge-Based Society?

Why.does.so.much.of.our.socety.look.as.t.dd.n.the.past?.Our.schools,.our.government,.our.relgous.organzatons,.our.meda—whle.more.complex,.have.mantaned.ther.general.structure.and.shape Classroom.structure.today,.wth.the.excepton.of.a.computer.or.an.LCD.projector,.looks.remarkably.unchanged—teacher.at.the.front,.students.n.rows Our.busness.processes.are.stll.bult.on.theores.and.vewponts.that.exsted.over.a.century.ago.(wth.perodc.amendments.from.thnkers.lke.Drucker2) In.essence,.we.have.transferred.(not.transformed).our.physcal

dentty.to.onlne.spaces.and.structures

Ths.book.seeks.to.tackle.knowledge—not.to.provde.a.defnton—but to.provde.a.way.of.seeng.trends.developng.n.the.world.today Due.to the.changed.context.and.characterstcs.of.knowledge,.tradtonal.defntons are.no.longer.adequate Language.produces.dfferent.meanng.for.dfferent.people The.meanng.generated.by.a.sngle.defnton.s.not.suffcently reflectve.of.knowledge.as.a.whole

We are able to describe, not define knowledge.3

Most.leaders.today.would.settle.for.a.vew.of.knowledge.that.enables.them.to.take.acton.consstent.wth.core.changes—so.ther.organzatons.do.not.suffer.from.outdated.actons

Knowledge.possesses.two.broad.characterstcs:

1 It.descrbes.or.explans.some.part.of.the.world.(how.atoms.act,.whch.companes.to.nvest.n.for.future.growth,.how.dseases.are.spread),

2..We.can.use.t.n.some.type.of.acton.(buldng.partcle.accelerators,

nvestng,.preventng.dsease) .

All Knowledge is Information,

but Not all Information is Knowledge

It.s.my.hope.that.ths.book.wll.not.be.seen.as.a.product,.but.rather

an.nvtaton.to.dalogue.and.debate You.can.dscuss.the.book.at.the

www.knowingknowledge.com.webste Artcles,.ntervews,.and.news

on.the.changng.context.and.characterstcs.of.knowledge.wll.be.avalable as.well Readers.are.nvted.to.share.ther.comments.on.the.book.or.assst

n.re-wrtng.t.n.the.wk

I.would.have.to.rewrte.(and.you.would.have.to.reread).my.thoughts.numerous.tmes.n.numerous.places The.repetton.would.be.annoyng I.ntroduce.smlar.concepts.n.varous.places.to.show.connectons

Vewng.learnng.and.knowledge.as.network.phenomena.alters.much of.how.we.have.experenced.knowledge.n.the.last.century Networks

are.adaptve,.flud,.and.readly.scale.n.sze.and.scope A.hierarchy

imposes.structure,.whle.networks reflect structure

W ri ti n g in a li n e ar fo rm at is c h a l e ngi ng !

v 5

Mass.meda.and.educaton,.for.example,.have.been.largely.desgned.on.a.one-way.flow.model.(structure.mposed.by.herarchy) Herarches,.unlke.networks.and.ecologes,.do.not.permt.rapd.adaptaton.to.trends.outsde of.establshed.structure Structure.s.created.by.a.select.few.and.mposed on.the.many

The.newspaper.publshes,.we.consume

The.teacher.nstructs,.we.learn

The.news.s.broadcast,.we.lsten

An.alternatve.to.ths.one-way.model.has.been.developng.momentum over.the.last.few.years Smple,.socal,.end-user.control.tools.(blogs,4.wks,5.taggng.and.socal.bookmarkng,6.podcastng,7.vdeo.loggng8).are.afford-

ng.new.methods.of.nformaton.connecton.and.back-flow.to.the.orgnal.source Feedback.s.more.common.n.meda.and.advertsng.than.n

g Knowing Knowledge.s.dvded.nto.2.dstnct.sectons

SecTion one provides a chaotic exploration of knowledge and associated concerns.The.exploraton.of.learnng,.connectvsm,.and.connectve.knowledge.forms.a.lens.through.whch.we.can.see.and.understand.trends.mpactng.learnng.and.knowledge.development The

theoretical basis of learning.s.presented.n.ths.secton

SecTion Two provides a description of the changes relating

to knowledge today Implcatons.of.changes,.suggested.revsons.to.spaces.and.structures.of.our.socety.and.corporatons,.and.models.for

mplementng.are.suggested The.practical basis of connectivism.s.

presented.n.ths.secton

Knowing Knowledge.s.drected.at.two.broad.audences:.

(desgners,.nstructors,

and.admnstraton).

Whle.ths.may.be.an.nterestng.parng.of.target.audence,.t.extends.from.my.asserton.that.lfe.s.a.learnng/knowledge-based.process Lteracy,.marketng,.leadng,.producng,.nstructng—n.our.developng.knowledge.socety,.these.tasks.requre.knowledge Anyone.who.works.wth.knowledge.needs.to.be.acquanted.wth.learnng.processes

edge.that.mpact.creatng.effectve.teams.to.acheve.corporate.strategy An.educator.needs.to.understand.the.new.context.of.knowledge.n.order.to.prepare.learners.for.a.lfe.of.learnng.and.workng.wth.knowledge Smply.put,.lfe.s.learnng If.we.are.nteractng.wth.people,.deas,.or.concepts.(n.a.classroom.or.corporate.boardroom),.knowng.and.learnng.are.our.constant.companons

to set himself up

as a judge of Truth and Knowledge

is shipwrecked by

Albert Einstein 9

We.are.n.the.early.stages.of.dramatc.change—change.that.wll.shake.the.spaces.and.structures.of.our.socety Knowledge,.the.buldng.block.of.tomorrow,.s.rdng.a.tumultuous.sea.of.change Prevously,.knowl-edge.served.the.ams.of.the.economy—creaton,.producton,.and.marketng Today,.knowledge.s.the.economy What.used.to.be.the.means.has.today.become.the.end

Left.n.the.wake.of.cataclysmc.change.are.the.knowledge.creaton.and.holdng.structures.of.the.past The.deologes.and.phlosophes.of.realty.and.knowng—battle.spaces.of.thought.and.theory.for.the.last.several.mllenna—have.fallen.as.gudes Lbrares,.schools,.busnesses—engnes.of.productvty.and.socety—are.stretchng.under.the.heavy.burden.of.change New.epstemologcal.and.ontologcal.theores.are.beng.formed,

as.we.wll.dscuss.shortly.wth.connective knowledge These.changes.do.

not.wash.away.prevous.defntons.of.knowledge,.but.nstead.serve.as.the.fertle.top.of.multple.sol.layers

The.task.of.ths.book.s.to.provde.an.overvew.of.what.s.happenng.to.knowledge.and.to.the.spaces.n.whch.knowledge.s.created,.dssem-nated,.shared,.and.utlzed

The.pursut.of.knowledge.s.ongong Unlke.most.desres,.ths.desre.s

nsatable 12.We.tnker.wth.the.constructs.of.realty:.What.causes.weather.patterns?.Why.dd.t.(pck.any.event).happen?.What.s.that.(pck.any.phenomenon)?.If.we.change.ths,.how.does.t.mpact.that?

Changes do not manfest themselves

sgnfcantly n socety untl they are

of suffcent weght and force The

buldng of many small, ndvdual

of the elte The filters, gatekeepers,.and organzers are awakenng to a.sea.of.change.that.leaves.them.adrft,.clngng.to.ther.old.methods.of.cre-atng, controllng, and dstrbutng.knowledge

Human.exstence.s.a.quest.to.understand Our.spaces.and.structures.need.to.be.algned.wth.our.new.understandng.of.knowledge…and.the.manner.n.whch.t.moves,.flows,.and.behaves

We.lve.as.an.ntegrated.experence—we.see,.know,.and.functon.n.connectons Lfe,.lke.knowng,.s.not.an.solated.actvty—t.s.a.rch,

nterconnected.part.of.who.we.are We.cannot.stop.the.desre.to.know The.desre.to.know.s.balanced.wth.our.desre.to.communcate,.to.share,.to.connect,.and.our.desre.to.make.sense,.to.understand—to.know.the.meanng In.an.effort.to.make.ourselves.understood,.we.create.structures.to.hold.our.knowledge:.herarches,.books,.lbrares,.encyclopedas,.the

nternet,.search.engnes We.create.spaces.where.we.can.dalogue.about.and.enact.knowledge:.corporatons,.organzatons,.schools,.unverstes,.socetes And.we.create.tools.to.dssemnate.knowledge:.peer-revew.journals,.dscusson.panels,.conferences

.◆ Relate.to.the.deluge.of.nformaton,.requrng.that.we.become.much.more.selectve.and.that.we.start.usng.external.resources.(socal.bookmarkng,.user-generated.and.fltered.content,.personal.taggng).to.cope

.◆ Functon.n.knowledge-ntense.envronments.(mass.movement.to.knowledge-based.work,.dmnshng.physcal.or.ndustral.work actvtes)

What has caused knowledge to leave

the safe, trusted spaces of generations past?

Changes.are.occurrng.on.several.levels:

the context (or.envronment).n.whch.knowledge.exsts;.and

the flow.and.characteristics.of.knowledge.tself

What is the impact of KnoWledge Set Free?

Yocha Benkler, n hs exploraton of the growng promnence of works.n.socety,.offers.a.glmpse.nto.what.s.at.stake.n.our.world.of.morphng.knowledge:

net-Information, knowledge, and culture are central to human

free-dom and human development How they are produced and

ex-changed in our society critically affects the ways we see the state

of the world as it is and might be…for more than 150 years,

modern complex democracies have depended in large measure

on an industrial information economy for these basic functions

In the past decade and a half, we have begun to see a radical

change in the organization of information production 13

These.changes.are.stll.beng.nterpreted.through.exstng.belefs.of.how.we.should.structure.our.organzatons.and.what.t.means.to.know.and.learn How.deep.must.change.penetrate.our.organzatons.before.we.see.systemc.change?.The.frst.attempt.at.mplementaton.usually.nvolves.forcng.decentralzed.processes.nto.centralzed.models

We.stand.wth.our.feet.n.two.worlds:.one.n.the.models.and.structures.that.orgnated.n.(and.served.well).the.ndustral.era,.and.the.second.wthn.the.emergng.processes.and.functons.of.knowledge.flow.n.our.era.today Our.dual.exstence.s.notced.n.busness,.educaton,.and.me-da—we.have.new.tools.beng.used.to.serve.old.needs Ths.phenome-non.was.found.n.the.early.days.of.vdeo Intally,.vdeo.was.thought.to.be.best.suted.for.tapng.and.recordng.lve.stage.shows Vdeo.was.seen

as a second-rate experence to lve shows Over tme, once producers.and.edtors.understood.the.unqueness.of.the.medum,.vdeo.developed

nto.ts.own.art.form

The.most.substantal.changes.wll

be felt n how we organze

our-selves The spaces and structures

of.socety—corporatons,.churches

and.relgous.bodes,.schools,.and

government—wll experence a

dfferent relatonshp wth

knowl-edge Instead of relatonshps of

control/montor and cause/effect,

these.organzatons.requre.a.shft

nect Customers,.students,.and.cl-ents.no.longer.tolerate.pre-packag-

n.vew.to.foster,.nurture,.and.con-ng.(musc,.news,.meda) Knowledge set free enables dyna-mc, adaptve, and personalzed.experences

Or.consder.emal.n.ts.earler.days—many.prnted.out.a.paper.copy.of.emals,.at.least.the.mportant.ones,.and.fled.them.n.a.fle.cabnet Today.we.are.begnnng.to.see.a.shft.wth.emal.products.that.archve.and.make.emal.searchable.and.allow.ndvduals.to.apply.metadata.at.pont.of.use.(taggng)

Smlarly,.we.are.n.the.n-between.stage.of.organzatonal.models—we.are.tryng.to.force.the.changed.context.and.expressons.of.knowledge.nto.structures.and.processes.that.served.a.prevous.age

Knowledge is not static

The.knowledge.flow.cycle.(see.Fgure.3).begns.wth.some.type.of.knowledge.creaton.(ndvdual,.group,.organzaton).and.then.moves.through.the.followng.stages:

co-creation (lke.end-user.generated.content).s.a.recent addton.to.the.knowledge.cycle The.ablty.to buld.on/wth.the.work.of.others.opens.doors for.nnovaton.and.rapd.development.of.deas

dissemination .(analyss,.evaluaton,.and.flterng.elements through.the.network).s.the.next.stage.n.the

actng.on.t,.versus.only.theorzng.or.learnng

(It.s.worth.notng,.even.the.dagram.provded.to.support.ths.lne.of.reasonng.falls.nto.statc,.almost.herarchcal.representatons—our.text/vsual.tools.perpetuate.and.feed.our.lnearty—a.concept.we.wll.explore

n.greater.detal.when.dscussng.the.changed.attrbutes.of.knowledge)

A.smple.example.s.the.process.of.communcatng.va.text ally,.a.book.was.the.created.knowledge.object Once.wrtten,.t.was.

Tradton-released.for.others.to.read.and.dssemnate As.an.object,.the.flow.of.dscusson.was.essentally.one.way—from.the.author.to.the.reader

(though.readers.may.form.book.clubs.to.dscuss.the.work.of.an.author) The.orgnal.source.was.not.updated.regularly,.perhaps.only.n.subse-quent.edtons.occurrng.every.several.years

In.today’s.onlne.world,.an.author.can.post.a.seres.of.deas/wrtngs,.and.receve.crtque.from.colleagues,.members.of.other.dscplnes,.or.peers.from.around.the.world The.deas.can.be.used.by.others.to.buld.more.elaborate.(or.personalzed).representatons The.dalogue.contn-ues,.and.deas.gan.momentum.as.they.are.analyzed.and.co-created.n.dfferent.varatons After.only.a.bref.tme.(sometmes.a.matter.of

days),.the.deas.can.be.sharpened,.enlarged,.challenged,.or.propagated The.cycle.s.dzzyng.n.pace,.process,.and.fnal.product,.whch.s.then.fed.back.nto.the.flow.cycle.for.contnual.teraton

We.do.not.consume.knowledge.as.a.passve.entty.that.remans.un-changed.as.t.moves.through.our.world.and.our.work We.dance.and.court.the.knowledge.of.others—n.ways.the.orgnal.creators.dd.not

ntend We.make.t.ours,.and.n.so.dong,.dmnsh.the.promnence

of.the.orgnator

Many processes tug at and work the fabric of knowledge.

Figure 3 Knowledge Flow Cycle

Knowledge flow is in this space

Rather, knowledge comes to us through

a network of

prejudices, opinions, innervations, self-corrections, presuppositions and exaggerations,

in short through the dense, firmly-founded but by no means

uniformly transparent medium of experience (Theodor Adorno)14

We exist in multiple domains15

Physical cognitive emotional sPiritual

It.s.to.our.own.ll.that.we.consder.any.one.doman.above.the.others We.are.most.alve,.most.human,.and.most.complete.when.we.see.the.full.color.of.our.mult-doman.contnuums

Figure 4 Domains of Knowing

Figure 5 Knowledge Types

Knowledge consists of different types:

Knowing aBout .news.events,.bascs.of.a.feld,

reflecton.and.nformal.learnng,.where.we.engage.wth.knowledge.to.gan.new.understandngs The.sklls.and.processes.that.wll.make.us.people.of.tomorrow.are.not.yet.embedded.n.our.educatonal.structures Whle.there.are.many.who.are.attemptng.new.approaches,.the.vast.majorty.are.ensconced.n.structures,.preparng.students.and.employees.for.a.future.that.wll.not.exst

The.quad-space.of.self.occurs.n.the.larger.space.of.organzatons.and.socety;.just.as.we.exst.n.dfferent.domans:.physcal,.cogntve,.socal,.and.sprtual.(see.Fgure.4),.we.exst.n.dfferent.spaces:.self,.collectve,.organzatonal,.and.socetal.(see.Fgure.6)

Each.space.of.exstence.holds.ts.own.culture Knowledge.experenced

n.the.space.of.self.holds.a.dfferent.context.(and.thereby,.meanng) than.knowledge.experenced.n.our.collectve.spaces.(hobbes,.volunteer.groups,.socal.spaces) Each.sphere.of.exstence.has.an.accompanyng.culture.and.feel.(an.evolvng.zetgest)…whch,.themselves,.become.perspectve-ponts.for.percevng.(and.flterng).knowledge

Figure 6 Our Structures of Existence

The.complextes.of.functonng.n.numerous.(and.ambguous).spaces.requres.ncreased.lnes.of.communcaton Duncan.Watts.addresses.the.challenge.of.rapdly.changng.envronments.through.“ntense.commu-ncaton,”.ensurng.that.each.agent.n.the.space.s.aware.and.nformed

When solving complex problems in ambiguous environments, individuals compensate for their limited knowledge of the interdependencies between their various tasks and for their uncertainty about the future by exchanging information— knowledge, advice, expertise, and resources—

with other problem-solvers within the same organization

Duncan Watts16

Figure 7 What is Knowledge?

In order to understand beauty, we kill it

the categories of human thought are never fixed

in any one definite form; they are made, unmade and remade incessantly; they change with places and times

Emile Durkheim 18

Understandng.knowledge.n.a.partcular.era.s.mportant.n.ensurng.that.we.have.algned.our.spaces.and.structures.wth.the.nature.of.knowledge Untl.recently,.we.have.been.able.to.make.knowledge.ft.our.models Now.that.we.are.enterng.a.two-way.flow.model,.(where.org-

nal.sources.receve.feedback.from.end-users).we.need.to.adjust.our

models.to.ft.the.changed.nature.of.“what it means to know.”

As.promsed.n.the.preface,.ths.book.s.not.ntended.to.provde.a.defnton.of.knowledge Rather,.the.ntent.s.to.present.characterstcs.we.may.consder.n.explorng.the.rchness.of.the.landscape A.hker.enterng.a.new.terrtory.would.thnk.t.foolsh.to.settle.on.a.smple,.myopc,.dluted.defnton.of.the.ecology Instead,.the.rch.space.s.explored.for.plant.and.anmal.lfe,.streams.and.lakes;.sounds.and.smells Any.sngular.defnton.of.the.landscape.would.fal.to.defne.the.whole Each.defnton.of.the.landscape.becomes.valuable.when.t.abandons.pretences.of.beng.the.only.one.and.acknowledges.other.perceptons Ths.does.not.embrace.relatvty.(n.each.context,.one.vew.may.be.the.most.approprate Paul.Boghossan,.n.hs.exploraton.of.truth,.belef,.and.facts,.rejects.the.noton.that.“all.vews.are.equally.vald”19) It.does,.however,.embrace.dversty,.acknowledgng.that.many.dfferent.vews.exst,.and.dfferent.ones.wll.be.more.applcable.n.dfferent.stuatons.(each.context.may.better.algn.wth.one.partcular.vew,.elmnatng.the

noton.of.equal.valdty.of.all.vews.n.a.partcular.context)

• Justfed.true.belef.(Socrates.and.Plato);

• A.gradent.of.data,.nformaton,.knowledge,.understandng, and.wsdom;.20

• Defned.by.tact.and.explct.sprals:.socalzaton.(tact.to.tact), externalzaton.(tact.to.explct),.combnaton.(explct.to

quanttatve Knowledge.rests.n.an.ndvdual;.t.resides.n.the.collectve

Whle.not.ascrbng.to.pure.subjectvty.vews.of.knowledge.(some.thngs.are,.and.we.must.algn.ourselves.wth.them—pure.subjectvty.s.the.play-ground.of.theorsts.and.phlosophers Realty.often.presents.both.objectve.and.subjectve.elements25),.we.can.see.that.certan.thngs.may.be.appro-prate.n.one.context,.whle.not.n.another

Knowledge.n.the.pharmaceutcal.feld.wll.possess.dfferent.trats.than.knowledge.n.agrculture Dfferent.defntons.wll.apply.based.on.df-ferent.understandngs A.knowledge.product.(a.mathematcal.formula)

s.dfferent.from.a.knowledge.process.(ongong.attempt.to.stay.current.n.a.world.of.acceleratng.knowledge) To.see.n.monochromatc.vews.s.to.fal.to.see.the.full.breadth.of.knowledge

We must become skilled at seeing continuums and context.

Today.we.may.be.able.to.say.that.“the.bran.works.ths.way,”.but.only.f.we.acknowledge.that.the.dscoveres.themselves.are.emergng We.are.constantly.expandng.our.understandng.(revstng.our.preconceved.notons).and.forcng.the.bran.to.reveal.ts.functonng Our.under-standng.s.a.transtory.state,.nfluenced.by.our.domans.of.knowng.(see.Fgure.4):.cogntve,.emotonal,.physcal,.and.sprtual,.and.types of.knowledge.(see.Fgure.5):.about,.to.do,.to.be,.know.where,.and

transformng,.as.well.as.our.structures.of.exstence.(see.Fgure.6):.self,.collectve,.organzatonal,.and.socetal

Socal.tools.are.emergng.whch.permt.rapd.exchange.of.knowledge,.and.hgh.levels.of.dalogue Communcaton.can.now.occur.collabora-tvely.(wk,.onlne.meetngs),.through.ndvdual.broadcast.(blogs, podcasts,.vdeo.logs),.and.n.shared.spaces.(socal.bookmarkng)

Knowledge,.when.buffeted.by.numerous.forces.and.factors,.s.under.constant.scrutny.by.the.masses

Perhaps.we.should.pursue.a.therapy.vew.of.knowledge Therapes.create.understandng.only.after.all.elements.(whch.are.constantly

changng).have.been.consdered We.must.resst.the.urge.to.gve.shape.too.early Ambguty.s.an.unfalng.companon Constructs,.and.class-

fcatons.represent.only.part.of.the.knowledge.space—prmarly.those.knowledge.elements.that.have.hardened.(see.Fgure.8)

In.a.broad.sense,.knowledge.has.hstorcally.been.defned.or.categorzed.along.two.lnes:.quanttatve.or.qualtatve We.requre.an.epstemology.that.subsumes.or,.at.mnmum,.extends.these.vewponts.nto.our.world.today

Knowng.and.learnng.are.today.defned.by.connectons

connectivism26formng.process

.s.the.asserton.that.learnng.s.prmarly.a.network-We may perodcally ascrbe

ob-ject-lke elements to knowledge,

zaton, mplementaton, and on-.gong cycles of buldng and.sharng

A property of one entity must lead to or become a property of another

entity in order for them to be considered connected;

the knowledge that results from such connections is

interactivity Is.the.knowledge.beng.produced.the.product

of.an.nteracton.between.the.members, or.s.t.a.(mere).aggregaton.of.the.members’.perspectves?

openneSS Is.there.a.mechansm.that.allows.a.gven

perspectve.to.be.entered.nto.the.system,.to.be.heard.and.nteracted.wth.by.others?

We.must.negotate.knowledge.defntons,.as.a.doctor.provdes.therapy.for.a.patent Our.knowledge.defntons.and.actvtes.are.dances.of.context.(or,.to.abuse.Wttgensten28,.much.of.the.process.of.knowledge

s.a.context.game) We.may.encounter.stuatons.where.tact.and.explct.vews.serve.our.purposes…or.where.justfed.true.belef.s.an.appropr-

ate.defnton Context.and.purpose.often.reveal.the.needed.defnton.

(not.the.defnton.formulated.n.advance.and.appled.to.dfferent.stuatons)

The.context.game.should.reveal.the.nature.of.knowledge.n.each.space

Some.thngs.are,.and.we.are.most.effectve.when.we.algn.to.what is 29

In.other.nstances,.the.nature.of.knowledge.s.vague,.ambguous,.or.chaotc Our.treatment.and.approach.must.be.defned.by.the.nature.of.knowledge.we.are.consderng

to arrive at a true definition of knowledge

is to render it useless for

diverse implementation

acterstcs.to.mammals),.and.whle.the.specfc.functons.n.the.larger.whole,.we.must.see.each.knowledge.element/experence/nteracton.for.what.t.unquely.s.(lke.we.ascrbe.certan.characterstcs.to.dogs,

A.broad.defnton.s.possble.(much.lke.we.can.ascrbe.broad.char-or cats…and further provde detaled breakdown of speces and.types) The.more.precse.the.defnton,.the.less.applcable.n.multple.stuatons

If.a.fnancal.servces.organzaton.s.seekng.to.mprove.the.ablty.of.employees to provde rapd loan approvals, the needed knowledge.cannot.be.defned.n.advance Decsons.are.made.based.on.multple.factors—each.carryng.a.dfferent.weght.n.the.fnal.outcome The.supportng.processes,.whch.allow.employees.quck.access.to.needed.knowledge—credt.ratng,.debt.ratos.n.dfferent.sectors,.enable.and.foster decson makng Access to knowledge s not enough—the.mark.of.complex.functonng.s.the.followng.of.a.few.smple.rules 30.Instead.of.defnng.the.construct.of.knowledge.and.decson-makng,.smple.rules,.guded.by.access.to.needed.knowledge,.permt.ndvdu-als.to.make.complex.decsons

Figure 8 Knowledge States

Knowledge.possesses.dfferent.states…along.a.contnuum edge.occurs.n.felds.and.eras.where.change.s.slow Through.a.process.of.expert.valdaton.and.acceptance.of.the.publc,.knowledge.acqures.sold.states Over.the.last.several.decades,.more.of.our.knowledge.has.shfted.to.soft.knowledge When.thngs.change.rapdly,.many.knowledge.elements.do.not.have.tme.to.harden.before.they.are.replaced.or.amended Manag-

Hard.knowl-ng.hard.and.soft.knowledge.(as.a.contnuum,.not.dstnct.ponts).requres.dfferent.processes

We.have.a.dfferent.relatonshp.wth.knowledge.that.has.been.crystallized

n.the.form.of.a.book.or.a.journal Why.do.we.respect.t.more?

Knowledge.s.subject.to.numerous.processes.(see.Fgure.9)—how.t.s.created;.by.experts.or.the.masses,.structured;.n.preset.contaners.or.clouds.and.networks.of.nebulous.shape,.dssemnated;.one-way.models.lke.books.or.journals.or.soft.two-way.flow.of.the.nternet,.valdated; by.experts.or.peers,.and.acqured.and.mplemented;.through.content.consumpton,.dalogue,.or.reflecton

Figure 9 Knowledge Process/Elements

Each.of.these.processes.s.currently.beng.reshaped.and.changed.as.knowledge.changes Technology.s.provdng.new.affordances.for.n-dvduals.to.become.nvolved.n.publshng,.knowledge.exchange,.and to.access.experts

ness:.language.and.meanng,.context,.culture,.and.perspectve We.cannot.defne.a.feld.by.one.defnton Instead,.defntons.need.to.be.created.on.a.one-to-one.bass Explore.the.entty Then.decde Do.not.force.the.entty.nto.preformed.contaners

Defntons.are.subject.to.numerous.elements.that.reduce.ther.effectve-Organzatonally,.our.challenge.s.to.work with knowledge based on its characteristics, not on our pre-created viewpoints We.need.to.resst.the.

urge.“to.make.somethng.“famlar”.even.at.the.cost.of.destroyng.what.[we.have].found ”31.We.can.no.longer.create.our.flters.n.advance We.must.learn.to.dance.(engage.and.nteract).wth.knowledge.n.order.to.understand.what.t.s

Figure 10 Categorization

Knowledge is organization.not Structure.

arches.and.contaners Organzaton.today.conssts.of.dynamc.networks.and.ecologes—models.capable.of.adaptaton.(adjustng.and.reactng.to.changes) Structure.s.the.outgrowth.of.organza-ton,.not.the.pre-requste.to.organzaton

Tradtonal.knowledge.organzaton.conssted.of.farly.statc.her-What.we.defne.as.knowledge.s.the.codfcaton.of.nformaton or.data.n.a.partcular.way The.prncples.of.gravty.exsted.long.before.they.were.artculated.n.a.manner.that.could.be.commun-cated,.analyzed,.and.explored Seeng.the.pattern.(how.thngs were.organzed.and.what.that.organzaton.meant),.s.the.resultng.knowledge

Smlarly,.the.ablty.to.perform.a.heart.transplant.exsted.as.a.theory.before.actual.dong.n.realty The.knowledge.to.buld.the.machnes,.procedures,.and.accompanyng.elements.resulted.from.a.partcular.recombnaton.of.nformaton

Knowledge.comes.from.systems.and.ntegrated.structures Better.qualty.networks.and.connectons.result.n.better.qualty.knowledge.sharng Formng.effectve.networks.s.as.mportant.a.challenge.as.utlzng.the.networks.for.our.knowledge.needs

Whle.buldng.our.networks,.we.cannot.unearth.knowledge.by.only.focusng.on.one.doman To.exclude.socal,.emotonal,.or.sprtual.d-mensons.s.to.grey.the.pcture The.wder.the.lens.of.our.percepton, the.brghter.(and.more.complete).the.mage

What are trusted sources of knowledge?

What.sklls.and.processes.do.we.need.to.work.wth.soft.knowledge (see.Fgure.8)?.We.have.spent.our.hstory.wth.hard/codfed.knowledge as.a.product.We.now.need.to.learn.to.work.wth.soft.knowledge.as.a

process

How.does.t.happen.today?.How.s.knowledge.vetted.for.valdty.and.authentcty?.The.opnons.and.vews.of.experts.are.augmented.by.trusted.networks.(lke.recommender.systems.n.many.communtes—to.valdate

ndvduals.based.on.ther.hstory.and.prevous.actvtes.wthn.a.space) Checks.and.balances,.not.herarchcal.structures,.create.vettng.models

can a group be as effective as an expert?

We.experence.knowledge.n.tme.and.space.allowng.us.to.see.from.only.one.pont.at.a.tme.(we.cannot.hold.opposng.perspectves,.even.though.we.are.aware.of.others)

A.network.reflects.on.tself I.am.a.node.on.my.own.network I.can.only.see.and.thnk.from.where.I.exst If.I.move,.I.lose.the.ntal.perspectve We.cannot.mantan.two.ponts.n.our.network.smultaneously

Figure 12 Time and Space

The.newspaper.edtor,.the.news.staton,.the.rado.host,.who.s.able.to promote.and.flter.based.on.certan.vewponts.(poltcal,.phlosophcal),

s.losng.ground.to.the.ndvdual Indvduals.can.form.and.create.ther.own.spaces.and.networks.of.news,.nformaton,.and.knowledge.flterng.and.dssemnaton

We.do.not.lve.our.lves.n.actve.cognton We.spend.much.of.our.tme

n.contaners.that.we.have.created instead of thinking, we are merely sorting and filtering (Or.has.sortng.become.the.thnkng.of.our.era?) Even.user-created.networks.resst.actve.cognton.n.order.to.flter.out.contrastng.vewponts The.new.spaces.of.knowledge,.whle.conceptually.democratc,.are.subject.to.the.same.quest.for.certanty.and.consstency.that.we.desre.n.other.knowledge.sources Wkpeda,.an.onlne.encyclopeda.wrtten.by.numerous.contrbutors,.(not.necessarly.experts.as.tradtonal.encyclopedas.requre),.stll.requres.certanty.and.valdty Wkpeda.requres.structure.and.control—though.of.a.dfferent.nature Instead.of.command.and.control.models,.gudelnes.are.created.through.dalogue and.transparency

Our.contaners.of.organzaton.are.crackng We.are.enterng.a.new.stage.of.actve,.ongong.cognton We.can.no.longer.rely.on.categorzaton.to.meet.our.needs.n.a.rapdly.evolvng,.global.knowledge.clmate We.must.rely.on.network-formaton.and.development.of.knowledge.ecologes We.must.become.dfferent.people.wth.dfferent.habts

valuable.currency,.lke.land.n.a.feudal.economy.or.captal.n.an

ndustral.economy The.new.scence.of.learnng.should.tell.us.that.knowledge.s.not.just.a.prze.to.be.won.n.some.desperate.test-takng.struggle.for.places.n.the.contemporary.mandarnate Instead.t.s,.lterally.and.not.just.rhetorcally,.our.unversal.human.brthrght ❞

Figure 13 Learning

The future of learning is written in the future of knowledge

Stephen Downes 33.

Mass education designed for the industrial age meets the needs of neither the pre-industrial village nor the post-industrial future indeed, all education—has to be totally reconceptualised

Alvin Toffler 34

In.Educating the Net Generation 35.Dana.and.James.Oblnger.present.an.example.of.today’s.youth—nfluenced.and.changed.by.technology Erc.(the.ndvdual.n.ther.ntroducton),.lves.a.dfferent.realty—not.because.of technology,.but.because.of.affordances.provded by.technol-ogy For.Erc,.connectng.wth.people.and.content.s.a.constant,.ongong,.daly.actvty Hs.learnng.s.a.contnual,.network-formng.process Ths.model.s.ganng.promnence.n.both.academc.and.corporate.envron-ments As.we.encounter.new.resources.(knowledge,.people,.and.technol-ogy.nodes),.we.may.choose.to.actvely.connect.and.create.our.personal.learnng.network

Learnng.s.more.than.knowledge.acquston Often.t.s.a.process.of.several.stages.wth.several.dstnct.components Exploraton,.nqury,.decson.makng,.selectng,.and.deselectng.are.all.preparatory.actvtes.before.we.even.enter.the.learnng.experence.(the.learnng.experence.beng.defned.as.the.moment.when.we.actvely.acqure.the.knowledge.that.s.mssng.n.order.for.us.to.complete.the.needed.tasks.or.solve.a.problem)

ments.are.occurrng.that.measure.f.the.learnng.needed.has.occurred Each.stage.has.dfferent.requrements Preparatory.learnng.reles.more.on.nformal.tools;.the.learnng.experence.most.lkely.utlzes.structured.content.and.dalogue.wth.gurus;.the.evaluaton.stage.requres.nformal.dscusson,.reflecton,.and.self-expresson One.tool.or.approach.does.not.adequately.address.the.entre.process

Durng.(and.followng).the.learnng.experence,.evaluatons.and.assess-We.need.to.ensure.that.we.do.not.talk.about.learnng.n.ts.entrety.when.we.are.really.only.referrng.to.a.certan.stage.or.a.certan.type.of.learnng For.example,.f.I.was.to.say.“learnng.communtes.are.great.for.learnng,”.but.fal.to.specfy.that.I.am.referrng.to.the.preparatory.stage.of.learnng.n.order.to.foster.nnovaton,.my.ambguty.makes.t.dffcult.to.dalogue.wth.others.on.the.concept.(we.wll.address.ths.phenomena.as.context.games.n.the.next.chapter) The.lstener.may.have.a.dfferent.focus.of.a.partcular.learnng.stage.or.learnng.type.and.wll.attempt.to.engage/refute.my.comments.from.her/hs.own.perspectve

We.end.up.talkng.past.each.other When.we.talk.learnng,.we.need.to.state.the.stage,.the.type,.and.the.process.to.whch.we.are.referrng Ths.dscus-son.s.smlar.to.the.knowledge.dscusson.presented.n.the.frst.two.sec-tons.of.ths.book Defnng.the.entty.tself,.not.mplementng.our.pre-defned.processes,.s.crtcal

Learning is a peer to knowledge To.learn.s.to.come.to.know To.know.s.to.have.learned We.seek.knowledge.so.that.we.can.make.sense Knowledge.today.requres.a.shft.from.cogntve.processng.to.pattern.recognton Our.metaphors.of.thought.over.the.last.century.nclude:

our mind is a BlacK Box .We.can.not.fully.know.what.goes.on

These.establshed.metaphors.fall.short.n.an.era.defned.by.rapd.knowl-we.are.slowly.llumnatng.the.box Constructon,.whle.a.useful.

metaphor,.fals.to.algn.wth.our.growng.understandng.that.our.mnd

s.a.connecton-creatng.structure We.do.not.always.construct.(whch.s.hgh.cogntve.load),.but.we.do.constantly.connect

We.need.to.break.false.modes.of.thnkng.n.relaton.to.knowledge

Our mind is a network…an ecology

It adapts to the environment.

We.cannot.thnk.of.new.drectons.whle.we.are.n.battle.wth.the.boundares.of.exstng.thought.and.context Our.thoughts.exst.n.tme.and.space.(as.neural.ponts.n.an.ntegrated.network)

How.we.create.corporate.polces.(how.we.desgn.our.knowledge.flows).should.be.n.lne.wth.how.we.learn.and.thnk Cold.logc.does.not.serve.an.organzaton.well Nether.does.untamed.emoton

Holstc,.mult-faceted.vews.of.learnng,.knowledge,.corporate.actvtes.are.requred Gan.dverse.perspectves…test/plot/experment…nurture…select…and.amplfy Meyer.and.Davs.reduce.the.concept.even.further:

Seed, Select, and Amplify test many diverse options, and reinforce the winners Experiment, don’t plan.

Co-CreaTion

Instead.of.content.consumpton.(or.passve.learners.nvolved.n

knowledge.acquston),.experts.and.amateurs.are.now.co-creators.n.knowledge

ComPlexiTy

Learnng.s.a.mult-faceted,.ntegrated.process.where.changes.wth.any.one.element.alters.the.larger.network Knowledge.s.subject.to.the.nuances.of.complex,.adaptve.systems

ConneCTed sPeCializaTion

Complexty.and.dversty.results.n.specalzed.nodes.(a.sngle.entty.can.no.longer.know.all.requred.elements) The.act.of.knowledge.growth.and.learnng.nvolves.connected.specalzed.nodes

ConTinual susPended CerTainTy

We.know.n.part An.atttude.of.tolerance.for.ambguty.and.uncertanty

s.requred Certanty.s.for.a.season,.not.a.lfetme

Figure 14 Traits of Learning Today