Crowd Learning: Innovative Harnessing the Knowledge and Potential of People

Crowd Learning: Innovative Harnessing the Knowledge and Potential of People

David Elijah Kalisz (Warsaw School of Economics, Poland)
DOI: 10.4018/978-1-4666-9691-4.ch004
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Abstract

Understanding sources of learning has become a major area of research in Education Management. Building on the assumptions that crowd learning is distributed across societies and education institutions and that it creates an innovative perspective for education for next-generation over the time, this article examines the link between formal education and innovative crowd-created knowledge. The article concludes by examining implications of crowd learning concept for actual and future education management systems. This paper explores how the crowd learns and remembers over time in the context, and how more realistic assumptions of student experience may be used in building crowd knowledge processes. The aim of the paper is to determine the assessment of crowd learning, its history, concepts and its influence on future learning process, including the changing instructor's role.
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Background

Historically, learning was almost always linked with the crowd, from methods and tools, into customs and people’s culture (Dron & Anderson, 2014). In recent times in the 21st Century, there is an increasing convergence of all forms of communication and learning using a digital platforms based on networks. The crowd learning as the element of social software existed for many years and was defined as “software that supports group interaction” (Shriky, 2003). Nowadays the Internet with its possibilities gained the capacity for human interaction and decision-making process. In theory there are three main types of interactions: one-to-one, one-to-many and many-to-many. There is a specific need of taking into account also other types of different forms of social software that aggregates interaction, i.e. many-to-one, the type of the synchronous and asynchronous communication that can transform into direct and indirect interactions. The comparison of the forms of social software, that are elements of crowd learning are listed in the Table 1 (Arthur, 2009).

Table 1.
The elements of social software – comparison
ExampleOne-to-OneOne-to-ManyMany-to-ManyMany-to-OneSynchronousAsynchronousDirectIndirect
Email
Instant messaging
Chat
Video/audio conferencing
Social tagging
Social rating
Social sharing
Shared whiteboard
Webmeeting
Discussion forum
Microblog
Social networking
Social curation
Social gaming
Social buying and selling
File sharing
Photo sharing
Video sharing
Presentation sharing
Social bookmarking
Crowdsourcing/ crowdfunding
Q&A systems
Reputation networks
Collaborative filters/ social recommenders
Publication
Scheduling
Groupware/ content management
Location-based systems
Learning management systems
Immersive environments

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