A hive mind?

I was quite taken by Gaurav Mishra's 4Cs Social Media Framework when I saw it a few days ago. It brings to mind the diversity of possibilities that are available for learners using Web 2.0 tools such as wikis and blogs and also places emphasis on the conversational nature of social media. Most importantly, there is reference to the 'wisdom of the crowds' - Mishra refers to it as collective intelligence. Several years ago I talked to some of my colleagues about the idea of a 'hive mind', drawn loosely from my interest in science fiction and in particular Star Trek (TNG)'s Borg collective (Note: The Borg characters are cold, unemotional, and ruthlessly efficient parodies of humanity - they should not to be confused with a certain Swedish tennis player of the 70s with the same name).

Superficially, there are similar lines to draw between the Borg and those who operate within a collective thinking. But there is a distinct difference if we dig deeper. In TNG the Borg were 'assimilated' from diverse races and cultures into a homogenous collective. They thought as one, and all traces of previous lives were erased or subsumed into the greater good of the hive. With learners using shared online spaces, thoughts remain individualised, and individual contributions to the space come from individuals. The outcome appears to be one generated by a hive mind, but in reality, it is a compendium of knowledge from many individuals that is buit up over a period of time, refined, edited and updated as the need arises. It is not so much a case of 'being assimilated' as accommodating the information one generates into a useful body of knowledge (yes, thank you Piaget!). The great thing about Web 2.0 tools is that we all remain unique individuals, we all maintain our individual thoughts, and although we may be swayed by arguments and information we find on the web, we still have the ability to decide for ourselves and argue our cases. In fact, by its nature, Web 2.0 positively encourages discursive engagement.

Web 2.0 is all about the conversation. And resistance is futile.

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This generation learning

"Kids are so lucky!" read the tweet. This was in response to a video link I reposted on Twitter today. The title was 'Next Generation Learning' and in the short video, an 11 year-old boy called Harry takes us on a tour of his school. In year 6, he and his classmates use interactive white boards, Wii technology, voting systems and a whole range of ICTs to support and enhance their learning. There are also links so that he and his parents can participate in the life of their school wherever they are, using Internet links and handheld technology. Here's the video:



It's not so far from the truth, and some schools in the UK are already tapping into these tools. I know. I've seen them using them. How long before all schools in the UK and elsewhere in the industrialised world adopt these tools wholesale? What is stopping them? Political issues? Teachers or headteachers reluctant to use them because they are problematic? Economic constraints? Simple fear of the unknown? All of these are reasons some schools stumble in the march forward to new ideas. But I think the most trenchant barrier to grand adoption of emerging technologies is time. Teachers quite simply don't have enough time to do anything other than survive during the working academic year. And then the holidays are spent recovering from the relentless onslaught of planning, teaching and assessment cycles. When the governments of this world stop testing and measuring everything to destruction and start seeing learning as a means to an end rather than as an outcome, then we may see some changes. Then it won't be next generation learning - it will be 'this generation learning'.

OK. End of rant. (Steps down off his soapbox).