Another fine paper from Ulises Mejias: A Nomad’s Guide to Learning and Social Software. (Thanks to Will Richardson for the link) His insights on the cultural working out of social software technology is as astute as usual and his framework is superb:
At a more fundamental level, models of learning based on social software can facilitate the shift from what Brown and Duguid (2000) call learning about to learning to be, or to give a more Deleuzian connotation, to learning as becoming. Learning about implies a passive consumption of knowledge in the form of facts. Learning to be implies the application of knowledge in the development of skills that allows us to fulfill a particular (professional or non-professional) role in society. But to highlight the fact that being is not static, I’m using learning as becoming to signify an ongoing process. Learning, as constant becoming, is the work of nomads, to use another Deleuzian image explained below by Semetsky (2004):
“Nomads must continuously readapt themselves to the open-ended world in which even the line of horizon may be affected by the changing conditions of wind, shifting sands or storms so that no single rule of knowing that [learning about] would ever assist nomads in their navigations, perhaps only knowing how [learning to be, or learning as becoming] would” (Semetsky 2004:447, italics in original; my additions in brackets).
Semetsky continues by quoting Casey. ‘The local operations of relay must be oriented by the discovery (and often continual rediscovery) of direction (Casey 1997:306)’. Becoming, as this continual rediscovery of direction, takes place in relation to the world and to others. What social software can do is to help us re-situate learning in an open-ended social context, providing opportunities for moving beyond the mere accessing of content (learning about) to the social application of knowledge in a constant process of re-orientation (learning as becoming).
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