The New Knowledge Generator: learning that generates unpredictable variety
“ Web 2.0 is clearly architected for participation, as it attempts to harness the collective intelligence of Web users”
Bob Ivins
Web 2.0 drives participation
Web 2.0 drives participation that fosters belonging and relationship building - the practice of likes and social communities drives higher rates of collaboration resulting in richer, unpredictable generation of knowledge.
Participation and interaction, develops relational and belonging synergies, providing the opportunity to learn from exponential associations, thus collective learning is multiplied and enhanced many-fold. (Insights from Collective Learning)
Social participation is one of the key factors that drives businesses – more people know more about products and services at an exponential rate. Tesla’s exploitation of social engagement to drive its brand ranking up the ranks outstripping longer standing competitors like GM, Ford and Fiat, is a good example. (Insights from Forbes)
AI driven knowledge from non-stop virtual interaction (possibly social knowledge generation)
AI is becoming integral and crucial to knowledge generation. AI is evolving, for example, Gartner suggests that by 2020 the average person will have more conversations with a bot than with their spouse through AI connected surfaces, generating information based on every moment of our lives. (Insights from Gartner)
Statistics support the popularity of UGC sites (User generated content sites) to collaborate, whether by uploading music and videos, sharing content or providing commentary. They are designed to keep users engaged. Collectively, the leading UGC sites draw more frequent visits than non-UGC sites (4.2 vs. 3.5 average usage days per month), longer periods of engagement (79.9 vs. 33.2 average minutes per visitor), and more pages viewed (217 vs. 52 average pages per visitor). (Insights from Comstore)
Associations generate knowledge and escalate learning
Just as colds and flu are contagious, so too can ideas and information. Digital participation of individuals results in the spread of content and concepts to what can be viral proportions. (Insights from Sloan Review)
The role of making associations in learning, is key. Technology generates unpredictable participation which results in novel knowledge creation.
To explore that further: one traditional definition of learning is the process whereby a person or animal learns through association between two stimuli. The more sophisticated the organism, the better they are at making those associations. What makes humans different from any other species – able to launch rockets, invent machines and design technological innovations – is the ability to share, store and build upon information collectively.
“It is a dynamic and cumulative process that results in the generation of knowledge” (Collective Learning. Thomas N Garavan & Ronan Carbery)
The history of collective learning dates back 50 000 years back to our ancestors, who started to communicate and share information through stories and more. As humans became more sophisticated, their ability to communicate improved. This was the beginning of collaboration driving knowledge generation.
Add to that the impact of emerging technology in the form of AI and algorithms, and the quality of knowledge is enriched and multifaceted because it is generated by diverse worldviews. One of Gartner’s predictions is that algorithms will drive everything.
In an already engaged learning network driven by participation, algorithms will further enhance connections and associations beyond what is possible with a human brain. This suggests that knowledge generated in this way will be richer and deeper than any knowledge accessible to one human brain.
We know that “exponentially advancing technologies lead to exponentially accelerating innovation” (Ref: Deloitte Report 2, Shift Series, John Hagel et al)
We also know that knowledge sharing has its own form of network effects because the quantity and diversity of ideas exchanged impacts on the overall network. (Insights from The Big History Project)
We can assume that exponentially advancing participation and collaboration is furthering the exponential explosion of knowledge.
One question emerges:
What is the role of the has-been ‘guru’ or the ‘expert’ in this new world of collectively generated knowledge? The next article will suggest an exciting new responsibility.
About Mandy
Mandy Lebides is a seasoned facilitator and designer of learning interventions.
She has 25 years of experience facilitating large and small sessions that result in directed action. Mandy has directed of 500 action learning projects, some of which have involved large targets and successful outcomes, including saving a financial institution R206m in six months.
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Thank you for sharing your perspective! Food for thought!