Monday, November 29, 2010

Networked Knowledge and DLC

A friend of mine told me a new word the other day: isomorphic, meaning a change in form and shape that is not entirely different than the way it looked before. Her argument was that most educational reform was largely isomorphic in nature and none of the "innovation" really prompted true restructuring, especially transformation aligned to a different vision and purpose (one that is not based on special interests, I am sure). With social bookmarking sites, such as Diigo, I do, however, see a change that can be considered valid transformation, which is the revolution (I think that's the antonym of isomorphic) of PLCs to DLCs (digital learning communities) and PLNs (personal learning networks). What these communities and networks represent is knowledge that has the power of organization and method running behind it. I also just read David Weinberg's blog (via Scott McLeod), who said, "Networked knowledge is abundant, unsettled, never done, public, imperfect, and contains disagreements within itself." What this idea reads beyond the quoted line is that a digital learning network (composed of engaged, self-motivated professionals) is processing through action research, testing hypotheses, applying research and working through ambiguity, finding idea derivatives and expanding the very base and foundation of knowledge of our field of study, education. Indeed, we are now immersed in a moment in time of both isomorphism and revolution, and we will need and need to contribute to our DLNs and PLNs to meaningfully subsist (instead of turning dangerously irrelevant).

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