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Which clippings match 'Social Construction Of Knowledge' keyword pg.1 of 5
28 DECEMBER 2013

Connectivist Learning Theory

"A central tenet of most learning theories is that learning occurs inside a person. Even social constructivist views, which hold that learning is a socially enacted process, promotes the principality of the individual (and her/his physical presence–i.e. brain–based) in learning. These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology)... In a networked world, the very manner of information that we acquire is worth exploring. The need to evaluate the worthiness of learning something is a meta–skill that is applied before learning itself begins. When knowledge is subject to paucity, the process of assessing worthiness is assumed to be intrinsic to learning. When knowledge is abundant, the rapid evaluation of knowledge is important. The ability to synthesize and recognize connections and patterns is a valuable skill. Including technology and connection making as learning activities begins to move learning theories into a digital age. We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections. Karen Stephenson states: 'Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people's experiences, and hence other people, become the surrogate for knowledge. 'I store my knowledge in my friends' is an axiom for collecting knowledge through collecting people.

Connectivism is the integration of principles explored by chaos, network, and complexity and self–organization theories"

(George Siemens, P2P Foundation)


accepted knowledge • Albert Bandura • Albert-Laszlo Barabasi • Andrew Clark • Brent Davis • Chris Jones • collective knowledge • complexity of views • connection forming • connections and patterns • connectivism • conventional wisdom • Dave Cormier • David Rumelhart • David Wileydigital age • embodied cognition • Ernst von GlasersfeldEtienne Wengerevaluate and select • evaluate worthiness • evaluation skills • Gavriel Salomon • George Siemens • heedful interrelating • I store my knowledge with my friendsindividualismisolated individualJames Gibson • James McClelland • Jean Lave • Jerome Bruner • Karen Stephenson • Karl Weick • know-how • know-what • know-who • knowledge collectionknowledge commons • knowledge evaluation • knowledge synthesis • learning is socially enacted • learning theory • Lev VygotskyLudwig Wittgenstein • Mark Mason • Marshall McLuhan • Martin de Laat • Marvin Minsky • meta-analysismetacognition • Michael Spivey • Neil Postmannetwork societynetworked world • networks are everywhere • P2P Foundation • patterns of connections • patterns of knowledge • paucity • Paul Churchland • recognition rules • Ronald Barnett • Roy Pea • self-organisation theories • self-organising systemsensemaking • Seymour Papert • shared knowledge • shared learning interests • situated learning • social cognitive theory • social construction of knowledge • social learning theory • social-constructivist approach • Starr-Roxanne Hiltz • systems thinkingwicked problems


Simon Perkins
23 DECEMBER 2013

Engagement with the world

"To be human is to be engaged with other people in the world. Yet, there has been a dominant strain of thought, at least in the West, which directs attention primarily to the isolated individual as naked mind. From classical Greece to modern times, engagement in the daily activities of human existence has been denigrated. Plato (340 BC/1941) banished worldly engagement to a realm of shadows, removed from the bright light of ideas, and Descartes (1633/1999) even divorced our minds from our own bodies. It can be suggested that this is a particularly Western tendency, supportive of the emphasis on the individual agent in Christianity and capitalism. But the view of people as originally unengaged has spread around the globe to the point where it is now necessary everywhere to take steps to reinstate engagement through explicit efforts."

(Gerry Stahl, p.12)

Stahl, G. (2011). "Essays in Computer–Supported Collaborative Learning"., Gerry Stahl.


being-in-the-worldcapitalism • classical Greece • Computer Supported Collaborative Learningengagement • human existence • individual agent • individual experienceindividualisationindividualismisolated individualliving in a shared worldlone geniusminds divorced of bodies • naked mind • objective realityobjectivismobjectivist epistemologyPlatorational self-interest • realm of shadows • Rene Descartessocial construction of knowledgesocial interaction • to be human • Western philosophy • Western tendency • worldly engagement


Simon Perkins
05 JULY 2013

Technologies, Texts and Affordances

"In contrast to recent sociological emphases on the social shaping of technology, this article proposes and illustrates a way of analysing the technological shaping of sociality. Drawing on the concept of affordances (Gibson 1979), the article argues for a recognition of the constraining, as well as enabling, materiality of artefacts. The argument is set in the theoretical context of one of the most recent and comprehensive statements of anti–essentialism (Grint and Woolgar 1997). The position is illustrated through a reinterpretation of some case studies used by proponents of the radical constructivist position."

(Ian Hutchby, 2001)

Ian Hutchby (2001). "Technologies, Texts and Affordances" Sociology May 2001 vol. 35 no. 2 441–456.



Simon Perkins
17 DECEMBER 2012

Material Synthesis: Negotiating experience with digital media

"Given the accessibility of media devices available to us today and utilising van Leeuwen's concept of inscription and synthesis as a guide, this thesis explores the practice of re–presenting a domestic material object, the Croxley Recipe Book, into digital media. Driven by a creative practice research method, but also utilising materiality, digital storytelling practices and modality as important conceptual frames, this project was fundamentally experimental in nature. A materiality–framed content analysis, interpreted through cultural analysis, initially unraveled some of the cookbook's significance and contextualised it within a particular time of New Zealand's cultural history. Through the expressive and anecdotal practice of digital storytelling the cookbook's significance was further negotiated, especially as the material book was engaged with through the affective and experiential digital medium of moving–image. A total of six digital film works were created on an accompanying DVD, each of which represents some of the cookbook's significance but approached through different representational strategies. The Croxley Recipe Book Archive Film and Pav. Bakin' with Mark are archival documentaries, while Pav is more expressive and aligned with the digital storytelling form. Spinning Yarns and Tall Tales, a film essay, engages and reflects with the multiple processes and trajectories of the project, while Extras and The Creative Process Journal demonstrate the emergent nature of the research. The written thesis discusses the emergent nature of the research process and justifies the conceptual underpinning of the research."

(Sasha McLaren, 2008)

McLaren, Sasha (2008). "Material Synthesis: Negotiating experience with digital media", MA thesis, The University of Waikato, Aotearoa New Zealand.



2008 • affective digital medium • anecdotal practice • Aotearoa New Zealand • archival documentaries • conceptual frame • cookbook • creative practice research method • creative process journal • Croxley Recipe Book • Croxley Recipe Book Archive Film • cultural analysis • cultural historycultural significance of objects • digital film works • digital mediadigital mediumdigital storytelling • digital storytelling form • digital storytelling practices • domesticdomestic material objectDVD • emergent nature • emergent nature of the research • experience • experiential digital medium • expressive practice • film essay • inscription and synthesis • MA • material book • material synthesis • materiality • materiality-framed content analysis • media devicesmoving imageobject • Pav Bakin with Mark • reflective journalrepresentational strategiesresearchresearch processsocial construction of knowledge • spinning yarns • tall tales • Theo Van Leeuwen • thesis • University of Waikato • useful significanceWaikato • written thesis


Simon Perkins
10 JULY 2012

KAOSPilot: enterprising leader creating value for you and others

"The KaosPilots was founded in 1991 in Århus, Denmark. It grew out of a youth organization called the Front Runners, a truly novel initiative, who worked with cultural and social projects.

The KaosPilots is a self–governing institution comprised of two parts: the school and a consultancy. The purpose of the KaosPilots is 'positive social change through personal growth'.

The consultancy offers the same capabilities that are offered to the students to companies, NGO's and public organizations, but adapted to suit their specific need. For examples of clients please click here.

The program is a three–year long education where the focus lies upon learning by doing through client assignments, from entrepreneurs, consultants, leaders and thought leaders.

The program consists of the disciplines Creative Enterprising Design, Creative Project Design, Creative Process Design and Creative Leadership Design and the education is designed around and operates according to the values Streetwise, Risk–taking, Balance, Compassion, Real World and Playful.

Based on the written application approximately 70 individuals are invited to attend a unique three–day workshop in the spring every year. Through a variety of assignments the applicant provides information to the staff and students who in the end will select a diverse team of about 35 aspiring KaosPilots to begin the program in the fall.

According to a comprehensive survey conducted in 2005 approximately 30% of the graduated KaosPilots work as an entrepreneur.

A KaosPilot is an enterprising leader who creates value for themselves and others."

(Christer Windeløv–Lidzélius)



1991action learning • alternative action • Arhus • autonomousbusiness leaderschange • Chaos Pilots • classical education system • compassionconsultancyconsultant • create value • creative enterprise • creative enterprising design • creative leadership • creative leadership design • creative process • creative process design • creative project design • creative projectscreative thinkingcreativity in the classroom • cultural projects • Denmarkdesign thinkingdivergent thinkingeducation • educational programme • enterprising leader • entrepreneurship • Front Runners (organisation) • information and communication • innovative educational programme • KAOSPilot • Kaospilot Aarhus • knowledge constructionleadershiplearning by doing • live clients • management education • network of professionals • new jobs • new pressures • novel initiative • personal development • personal growth • playfulness • private educational programme • project management • rapidly changing society • real worldrisk-takingschools • self-designed projects • self-governing institution • social changesocial construction of knowledge • social inventiveness • social projects • streetwise • thought leaders • ways of thinkingyoung peopleyouth organisation


Simon Perkins

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