The profound changes in how technology permits people and information to be networked have led to equally profound changes in how we learn and know in a networked society. In this talk, I discuss some of the major trends in how advances in technology are leading to qualitative shifts in learning, and some of the possible perspectives--explanatory and design-minded--that can help us understand what it means to learn or support learning, and how our ideas about knowing need to shift from an individualistic to a contextualized, socially distributed model to support collective intelligence. I propose five waves of technology-mediatedlearning, and argue that our design goals need to shift towards a relational model of knowledge as a form of culturally embedded empowerment.
Chris Hoadley is an associate professor in the Educational Communication and Technology Program, the Program in Digital Media Design for Learning, and the Program on Games for Learning. He has 40 years' experience designing and building educational technology, and has researched connections between technology, learning, and collaboration for 25 years. His research focuses on collaborative technologies, computer support for cooperative learning (CSCL), and design-based research methods, a term he coined in the late 1990s. He has recently completed a 3 years "on loan" position in the National Science Foundation (NSF) as a program officer in the Directorate for Education and Human Resources, Division of Research on Learning in Formal and Informal Settings, and in the Directorate for Computer and Information Sciences and Engineering, Division of Information and Intelligent Systems.