Learning and education in a world of networks

I echo with Jay’s ideas in his picky picky

The important transitions are in how people interact with one another, networked business structures, instantaneous communication, collaborative intelligence, and the demise of the industrial era. This is earth-shattering stuff, and it doesn’t do it justice to frame it as a mere transition in corporate training.


Current theorists acknowledge that learning is a social process supported through meaningful interaction with resources in the learning environment (Perkins 1992; Resnick 1989).

With the introduction of internet, Web 2.0 and social networks, knowledge and understanding have been created and recreated more readily and spontaneously.  We could examine large bodies of information and determine what is worth knowing. (Gardner 1999, 53).

Such a learning ecology provides us with the opportunity to explore various resources over the networks, to make personal choices, to assume responsibility, to reflect on our thinking and learning, and to further practice important interpersonal and cognitive skills (Perkins 1992). 

It’s an ongoing cycle of personal development that is rendered more readily through the exploitation of new and emergent technologies.  It’s personal learning networks blended in social, corporate and business, education and political networks that transform the world of education and learning.

We could witness such changes accelerating at an astronomical velocity, spearheaded by the early adopters, amongst  those ICT entrepreneurs like Google, Yahoo, Facebook, Youtube, MySpace, Tweeters, Delicious and Wikis, Blogs etc.; business users, educators and learners. 

 The coming launch of Google Wave would further test our responses to new ICT and its application in social networking,  education and businesses.

May be such “transformation” has caught the corporate world by surprise, especially within the last decade. With more “informal or natural learning” taken hold in social networks, higher education and corporate businesses; corporate, natural and formal learning  and education has taken roots beyond the systematic planning cycle or mission statements of most businesses and communities.

Here we have Education and Social Networks.

It’s blossoming, it’s pervasive. 

It’s simple in concept but complex in reality.


Gardner, H. 1999. The disciplined mind: What all students should understand. New York: Basic Books.

Perkins, D.N. 1992. Smart minds: From training memories to educating minds. New York: The Free Press.

Resnick, L.B. 1987. Education and learning to think.  Washington, DC: National Academy Press.


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