This is a useful explanation of the way people use Twitter. I use the same line myself when explaining something like Facebook.Before using it, friends have said that they would rather contact someone in real life than through Facebook, not understanding that Facebook IS real life. If you think Twitter is full of people telling each other what they’re having for breakfast – you’re not wrong, but you might be underestimating how compelling that can be.I liken it to the conversation that used to happen over the garden fence, in the corner shop or waiting for a bus. It’s the little snippets that add depth to the relationships that enrich the face to face or deliberate contact when it happens.
This piece by at techLearning is getting quite a bit of attention amongst Ed bloggers. It’s a confident assessment of the importance of web2.0 in education and feels like the jigsaw pieces are fitting together. It’s great to read something that looks at both what is out there now and remains open to the wonders of what will come next.
I believe that we cannot even begin to imagine the changes that are going to take place as the two-way nature of the Internet begins to flower, and that even those of us who have spent time imagining this future will be astounded by what happens.
I love that this whole piece captures the dynamism of educational technology – it’s not about educating people about how to use what is there today. It’s about encouraging participation in whatever is there and whatever is to come. I’ve been reading up on knowledge management lately, in an attempt to finish a Masters and there seems to be a cross-over between some of that research and what has been seen in online communities and physical learning spaces. There is a common thread that access to people is key to sharing knowledge, and access to experts is the best of all. Steve Hargadon’s article has pointed me back towards John Seely Brown, whose work I have been aware of in the past but who seems to have some interesting things to say about social learning.