Design and Implementation of a Web-Based System to Support Collective Reflective Practice

Brailas, Alexios; Koskinas, Konstantinos C.; Alexias, George

doi:10.14434/ijdl.v7i3.18864

Cited by 13 publications

(12 citation statements)

References 5 publications

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“…The new education project should properly prepare citizens with a wide range of democratic alternatives, intervention points, a map of powerful actors and frameworks of critique (see Avin, 2019). It should also offer public participatory opportunities (Brailas et al, 2016), which can boost collective digital intelligence 13 and create new value , individual happiness, pluralism, decentralization, transparency, accountability, trust, open institutions and social capital.…”

Section: A New Education Paradigmmentioning

confidence: 99%

Surviving and thriving in the Fourth Industrial Revolution: Digital skills for education and society

Tsekeris

2019

HomVir

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This concise article maintains that, in times of structural and persistent crisis, Europe needs to effectively tackle the multiple challenges and existential fears by cultivating a strong and dynamical digital skills ecosystem, based on collective values and the fundamental liberal principles of co-creation, co-evolution, and collective intelligence, over against the obsolete principles of optimisation and top-down administration and control. This will arguably result in upgrading humanism (humanism 2.0) and democracy (democracy 2.0), and in boosting responsible innovation and, therefore, adaptiveness, as well as in translating technological progress into inclusive and sustainable economic growth, and risks into creative opportunities for all citizens.

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Section: A New Education Paradigmmentioning

confidence: 99%

Surviving and thriving in the Fourth Industrial Revolution: Digital skills for education and society

Tsekeris

2019

HomVir

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“…A living system is always situated in a hierarchical context of isomorphic systems with emergent properties that are energy-organizing, goal-directed, and self-correcting (Agazarian, 1992). From a complex perspective, there is a need to treat the teacher, the students, and the teaching process as the Today's participatory web tools can facilitate collective and cooperative online action (Tsekeris & Katerelos, 2012); there are many ways to collectively produce innovative digital artifacts, and brand new ways are being devised and proposed almost daily (Brailas et al, 2016). However, putting complexity based pedagogy as a preliminary step to the use of participatory web tools is absolutely necessary to make the difference in learning.…”

Section: )mentioning

confidence: 99%

“…The group's transaction, in the form of a focused discussion about their substantive subject of study, takes place face-to-face in small groups, while personal blogging, post aggregation and collective narrative essay writing take place online (Brailas et al, 2016).…”

Section: Figurementioning

confidence: 99%

“…Each individual reflection was automatically pulled and aggregated on a hub site to initiate the "groupsourcing" creation of the course notes in the form of a digital document stored in the cloud. The technical design and implementation of this system are described in detail in Brailas et al (2016). Here, we present the theoretical underpinnings, and a method to organize and structure such a course mode.…”

Section: Introductionmentioning

confidence: 99%

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Teaching to emerge: toward a bottom-up pedagogy

Brailas¹,

Koskinas²,

Alexias³

2017

Preprint

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This paper focuses on the conceptual model of an academic course inspired by complexity theory. In the proposed conceptual model, the aim of teaching is to form a learning organization: a knowledge community with emergent properties that cannot be reduced to any linear combination of the properties of its parts. In this approach, the learning of the participants depends not so much on their individual action, as on being the coevolving parts of a self-organized whole. In this design, the role of the educator is to catalyze emergence and to facilitate bottom-up knowledge production. To achieve this, we present a systematic way to orchestrate in-class face-to-face activities in small groups while utilizing common web technologies to facilitate online collective action.

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“…Πρόκειται για το φαινόμενο του παγκόσμιου χωριού (six degrees of separation) (Watts, 2014) όπου, δυνητικά, οι πάντες μπορούν να παρατηρούν τους πάντες. Ποια είναι η διαφορά ανάμεσα στο γράφω ένα κείμενο, έναν προσωπικό αναστοχασμό, στο προσωπικό μου ιδιωτικό και χειρόγραφο ημερολόγιο, σε σχέση με τη δημοσίευσή του σε ένα διαδι-κτυακό blog (Brailas et al, 2016); Πόσοι θα επισκεφτούν το blog μου; Σήμερα, υπάρχουν πολλά εκατομμύρια blogs που συγκροτούν την μπλογκόσφαιρα, έναν ιδιαίτερο τόπο του διαδικτύου. Ανάμεσα σε τόσα άλλα blogs, το πιθανότερο είναι να μη δει κανείς την ανάρτησή μου, ίσως μόνο κάποιοι γνωστοί μου.…”

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From social media and grassroots movements to Mark Zuckerberg’s vision for building global community: Entropy and organization on the Internet

Brailas

Gkini

Koletsi

et al. 2018

HomVir

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Starting from the grassroots movements and the Arabic spring we examine the utopic views of social media as they emerged at the dawn of the 21st century. Inspired by Umberto Eco’s dystopic notion of an army of idiots we analyze the techno-social dynamics of trumpism, Brexit and the global raise of extremist voices on social media over the past decade. How these phenomena relate to the techno-social complexity of the modern world? Is Trump’s successful presidential campaign related to social media dynamics, and to an army of idiots that emerged due to this dynamics? How specific social media affordances, like spreadability, searchability, anonymity, pseudonymity and echo chambers contribute to the emergence of a brand new, complex and unpredictable, social landscape? To address these questions, we take into consideration the last Mark Zuckerberg’s manifest Building Global Community (published on February, 2017) and we argue on how Logos-driven, virtual communities can play a critical role in an era of liquid reality, destabilization and unpredictability.

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Design and Implementation of a Web-Based System to Support Collective Reflective Practice

Cited by 13 publications

References 5 publications

Surviving and thriving in the Fourth Industrial Revolution: Digital skills for education and society

Surviving and thriving in the Fourth Industrial Revolution: Digital skills for education and society

Teaching to emerge: toward a bottom-up pedagogy

From social media and grassroots movements to Mark Zuckerberg’s vision for building global community: Entropy and organization on the Internet

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