So why aren't we talking about Connectivism?

Not meaning to get too intellectual, here (because it seems that doesn't lead to ANY discussion) but when we say that "Open source learning is here to stay," I am apt to think of Michel Foucault's masterpiece, "The Order of Things," and the notion of the "episteme," that how we think about the world is determined by the time in which we reside, that intellect collectively evolves as we add to what and how we know.

Open source learning and the collaborative nature that guides it will only accelerate what we know. The more open source learning becomes the norm, the more human thought will evolve (especially since so much of how we solve questions is facilitated by the same computing power that allows distant minds to connect). Whereas researchers and scientists were once isolated in their offices or laboratories around the globe, they can now openly collaborate on questions about the universe; more than that, problem-solving (and problem-posing) is suddenly a globally participatory function, rather than a discrete and local endeavor.

Collaborative learning, critical questioning and decompression

I have finally finished this week's individual assignment (you can view my work here as well as the lesson plan that accompanied it) and am ready to enjoy the rest of the day with some beer, baseball, and barbecue -- so nothing special about the last part, donchaknow?

Before calling it a day (and an end to Week 3), it occurs to me that I worked to include a collaborative learning element into my individual project and, in meta-fashion, asking my students to include a collaborative element into the PBL I designed for them. Additionally, I included two critical questions (one, the aforementioned collaborative element) for them to answer in response to the assignment.

Trying to walk the talk, here, it occurs to me that I need to ask a critical question for myself: Do I embrace opportunities for collaborative learning when they are assigned?

I have to say that I am enjoying this PLN immensely and, it just so happens, the current members are also on my Learning Team for school. I was fortunate that the instructor for this class accommodated us in honoring our requests for team membership. having said that, I have not always had the best experience with learning teams; indeed, I have griped in the past about being forced to work with people who seemed to have no motivation to learn or produce the best product possible but were only participating because they believed they would eventually acquire a credential but were seemingly uninterested in acquiring knowledge or skills.

Many assumptions are made about the benefits of collaborative learning and, I confess that I am largely a fan of the method. However, my critical question for today is: Is collaborative learning only effective when members are equally motivated to learn or is the potential for disparity inherent in the method, where the more motivated members actually become instructors (to a degree) when compensating for less-motivated group members?

OK, enjoy your Memorial Day Holiday and think about your answer when we're back on task. Have a beer and enjoy the barbecue!