Emergent Learning Networks, Part 2
Thursday, September 8th, 2005In my last post on this topic, I left off with a reference to Yochai
Benkler, a professor at Yale Law School, who has become an influential
writer on new economics. Today's economy has been called the Internet
economy, but I prefer Benkler's term: “networked information economy.”
Here's how he defines it in a
paper originally delivered at Duke Law School on March 26,
2002:
an
economy of information knowledge, and culture that flow through society
over a ubiquitous, decentralized network.“Within this new economy,
Benkler
describes a new mode of production which he calls ”peer production.“
Here's how he defines it:
Peer production describes a process by which many
individuals, whose actions are coordinated neither by managers nor by
price signals in the market, contribute to a joint effort that
effective produces a unit of information and culture.
In
our work with the Otter Group, we have come to believe that learning is
going to be transformed by the peer-production economy and that the
benefits to organizations who adopt new systems and methods that can
harness the energy of the peer-production economy will be enormous. Now
the diverse talents and intelligence of large numbers of people can be
better harnessed. Here's Benkler again:
People have different innate capabilities, personal,
social, and educational histories, emotional frameworks,and ongoing
lived experiences. These characteristics make for immensely diverse
associations with, idiosyncratic insights into, and divergent
utilization of, existing information and cultural inputs at different
times and in different contexts.
In
our work designing and managing e-learning programs we see first-hand
how true this statement really is. We have worked with some of the
great minds of our generation of thinkers. And yet our best programs
are those that manage to tap the “idiosyncratic insights” of the
participants. This palpable experience has led us to expand as much as
possible the time devoted to the participant content. It was the desire
to find new ways to get participant thinking into the mix that led us
to weblogs and RSS as learning technologies. And they have proven to be
very powerful at bringing the intelligence at the edge of network
forward and into view. Now we are working on using our new method
combined with these new tools to make learning emergent and continuous.
This is why we call what we do an ”emergent learning network.“
The mental model for an emergent learning network is not a hierarchical
model. Rather, the intelligence of the network is in the end users. An
emergent learning network looks more like a bee hive than a traditional
organizational chart. It is also like the brain.
In my next post, I'll start to look at how new technologies are making
it easier to capture and share learning as it emerges and what we are
developing at the Otter Group to capture and manage emergent learning.






