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  • Steven Warburton

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    July 2008

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    Key blogs

    • TwoFourLearning
      What it says on the tin. TwoFourLearning learning blog.
    • Brian Kelly
      Thoughts on Web developments, with an emphasis on best practices and areas of innovation.
    • Ulises Ali Mejias
      Currently a Research Consultant with Cornell University.
    • Graham Attwell
      Director of the Welsh independent research institute, Pontydysgu and a founder of the software research and development company, the Knownet.
    • Margarita Perez-Garcia
      Personal blog on digital self, ePortfolio, eLearning and education issues.
    • Lilia Efimova
      PhD researcher based in the Netherlands, with an interest in blog as a research tools and for knowledge work within corporations.
    • Scott Wilson
      Assistant director at CETIS, UK.
    • George Siemens
      Instructor, Red River College.
    • Barbara Ganley
      Barbara Ganley's reflections on teaching-with-technology.
    • James Farmer
      James Farmer is a Melbourne based education designer and social software consultant.
    • Sebastian Fiedler
      Doctoral student in Media Pedagogy at the University of Augsburg, Germany.
    • Stephen Downes
      Senior research officer with the National Research Council of Canada.
    • Josie Fraser
      UK based educational technologist.

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    Disruptive technologies in education

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    Just-in-time social networks

    I have just been having an interesting exchange with David Wilcox about the use of lightweight networking tools that can be set up quickly and easily with minimum fuss and disruption (and from an educational institution perspective - staying under the radar of IT Services departments).  I think we are talking about the 'just-in-time' social networking solution that may be for that meeting, conference or seminar day. A collaborative and social way to capture ideas and artifacts.

    This led me to ponder further on my own interest in the sustainability of social groupings and mapping communities as they rise and fall (perhaps 'wane' is a better word here). This raises for me the question of why collaborate? Why contribute? There seems to be something of a pattern here from past ... assumptions around community or group behaviours in that we naturally expect others around us to feel the desire share themselves. The course discussion board tool is a sobering reminder that actually this is often not the case. Classically the educationally situated discussion forum would fail miserably unless driven by the tutor and even then would experience a very short life-cycle. For me, uncovering a selfish motive for contributing is key and for this we need to enable channels for hooking our personal spaces into these varied and ad hoc community spaces. In other words ... I want to post to my blog/portfolio but push it to your site as well. Post once but publish many.

    BBC news clips on social software

    As if to prove the continued rise of and fascination with social software tools the BBC has posted a couple of interesting news clips about social networking.

    http://news.bbc.co.uk/1/hi/programmes/click_online/

    Social Networking:
    http://news.bbc.co.uk/1/hi/programmes/click_online/5391258.stm

    Virtual Communities:
    http://news.bbc.co.uk/1/hi/programmes/click_online/5392906.stm

    The article on virtual communities includes an interview with Howard Rheingold - seen by many as the father of social networking. I was particularly taken by the following comment on Weblo:

    "This week saw the launch of Weblo, a new concept which aims to provide a carbon copy of the real world by allowing members to buy, manage and trade virtual assets as diverse as celebrities and landmarks, making real money all the while. "

    The gap between virtual and real is becoming ever more blurry and the opening up of 'new worlds' within which one can manage an alternative virtual life that hooks into the 'real' in such a fundamental way as money feels like the final step in the collapse of the dichotomy between being online and offline.