From social computing to reflexive collective intelligence: The IEML research program

Lévy, Pierre

doi:10.1016/j.ins.2009.08.001

Cited by 111 publications

(54 citation statements)

References 35 publications

(4 reference statements)

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“…[6] defines collective intelligence as the ability of human groups to participate in intellectual cooperation in order to create, innovate and invent. [16] states that collective intelligence refers to the measure of the collective capacity of a group, and it should be, in the near future, a key determinant of efficiency with a particular challenge that can be understood and addressed effectively by an organization.…”

Section: Literature Reviewmentioning

confidence: 99%

The ICT enhancing the creativity through collective intelligence

Meza¹,

Ortiz²,

Román³

et al. 2017

EAI Endorsed Transactions on e-Learning

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Nowadays, society and organizations face an accelerated innovation that requires of professionals with new skills and attitudes, especially those related to collective creativity. However, educational environments are slowly integrating emerging paradigms limiting the contribution to the development of key skills related to innovation. Multiple investigations claim that teachers have conservative attitudes toward collaborative schemes, while employers generally recognize the effectiveness of creativity at work. Management of ideas is the core of creativity in innovation processes in the industry and in production and service management. This depends largely on the collective work and individual social skills, as well as on the capabilities that information technology and communication (ICT) provide. This article presents a process of collective ideas refinement (CIR) and combines paradigms of swarm creativity and social skills as a means to capture the participants' emotions.

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Section: Literature Reviewmentioning

confidence: 99%

The ICT enhancing the creativity through collective intelligence

Meza¹,

Ortiz²,

Román³

et al. 2017

EAI Endorsed Transactions on e-Learning

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“…Além disso, o fórum permite discussões, simulando uma conversa presencial, em que cada comentário vai se alinhando aos demais, possibilitando uma conversa coletiva, um elo de pensamento. O objetivo do fórum, dessa forma, assemelha-se ao que Lévy (2004Lévy ( , 2009) chama de inteligência coletiva: capacidade de um coletivo de se engajar numa cooperação intelectual para criar, inovar e inventar, e tem como fundamento e objetivo o reconhecimento e enriquecimento mútuo das pessoas.…”

Section: As Práticas Acadêmicasunclassified

O discurso sobre leitura e escrita de um estudante EaD em formação

Pinto

Fischer

2014

Calidoscópio

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RESUMO -Este texto tem por objetivo compreender o Discurso sobre leitura e escrita de um acadêmico de um curso a distância de uma Universidade Federal do Rio Grande do Sul, no intuito de analisar como suas memórias infl uenciam sua vida acadêmica. A pesquisa confi gura-se como um estudo de caso e foi desenvolvida, em 2012, de forma qualitativa. As análises foram embasadas nas marcas discursivas que revelaram os sentidos nos processos de letramentos. Para análises e categorizações, buscou-se suporte teórico nos Novos Estudos do Letramento, especifi camente no modelo dos Letramentos Acadêmicos. Os resultados indicam que as práticas de letramento vivenciadas ao longo da vida infl uenciam as novas situações em âmbito universitário. ABSTRACT -This paper aims to understand the Discourse about reading and writing of an academic in a distance learning course of a Federal University of Rio Grande do Sul, in order to examine how memories infl uence his academic life. The research appears as a case study and was developed in 2012, in a qualitative way. Analyzes were based on the discursive marks that revealed the meanings in the literacy processes. For analyzes and categorizations, we sought theoretical support in the New Literacy Studies, specifi cally in the model of Academic Literacies. The results indicate that the literacy practices experienced lifelong infl uence new situations in the university environment. PalavrasKeywords: academic literacy practices, discourse, student in Distance Education. IntroduçãoVejo-me como um eterno aluno, pois sempre estou procurando aprender e interpretar corretamente todos os obstáculos que no dia a dia nos deparamos (Márcio, sujeito da pesquisa).Os Novos Estudos do Letramento, liderados, entre outros, por Street (2003), têm sido centrais na teorização da complexidade dos letramentos como práticas histórica, cultural e socialmente situadas, visão que se opõe a uma concepção instrumental dos usos da escrita. Refere-se também à apropriação da leitura e da escrita para serem utilizadas em práticas sociais específi cas. Além disso, essa concepção de 'novo' impõe o reconhecimento de múltiplos letramentos ou letramentos, no plural, variando de acordo com o tempo e o espaço, bem como com as dimensões de poder conferidas por esses processos de leitura e escrita, em diversas práticas sociais. Street (2003, p. 4) argumenta que o letramento não é "pura e simplesmente um conjunto de habilidades uniformes a serem transmitidas àqueles que não as possuem -o modelo autônomo -mas sim que existem vários tipos de letramento nas comunidades, e que as práticas associadas a esse letramento têm base social". Letramento, para o autor, oferece uma visão com maior sensibilidade cultural das práticas de letramento, na medida em que elas variam de um contexto para outro e que aparecem sempre envoltas em princípios epistemológicos socialmente construídos (Street, 2003).Surgem, assim, em contexto universitário, pesquisas voltadas para os letramentos acadêmicos, que dizem respeito às "formas pelas quais os alunos a...

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“…For students, it represents an extension of knowledge and an interactive room outside the traditional classrooms, approaching Lévy's concept (1997) on "Cyberculture", or even, on the virtualization process society faces nowadays, in which the virtual is not opposed to reality, but it complements it (Lévy, 2010). Classrooms today are no longer the only standard teaching, still less the exclusive learning area.…”

Section: The Rummentioning

confidence: 99%

“…According to Castells (2009), it is fundamental to think of communication as a necessary element of sociability, understanding the act of communicating from its symbolic nature and inherently cultural. Lévy (2010) adds to that, asserting that the Collective Intelligence is a determining factor in competitiveness, creativity and human development in a knowledge based economy, or in an information economy in the Network Society.…”

Section: Introductionmentioning

confidence: 99%

Digital Radio Broadcast: New technological resources to produce educational programs online

Teixeira

Silva

2011

Ανοικτή Εκπαίδευση

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The radio as a vehicle of mass communication has undergone many changes over the years through the development of informatics and cybernetics. The process of digitization suffered by conventional broadcasters and the availability of its content on the Internet, produced the latest step in the recent history of media -the Web Radio. In turn, the education has been used in the new technological resources to produce educational programs multidisciplinary in several areas of knowledge and in different parts of the world. Therefore, the present educational-communicative paradigm requires a new way of thought about the pedagogic models and new intervention strategies in society, which are able to respond to contemporary educational and intervenient processes. In this sense, the radio has been a great ally for Education for over one hundred and fifty years, taking the information and knowledge to the most inhospitable places. Nowadays, with a web format, the radio makes available, in virtual space, an ample group of technological interfaces with an alternative and complementary environment of teaching-learning. Appears, therefore, learning through the Internet radio, providing the virtual space and a set of interfaces for technology that teachers can disseminate their scientific work, suggest readings, stimulate debate on issues related to discipline (forums discussion), information notes, reviews, interviews with local experts and invited, promotion of academic events (congresses, seminars, lectures, conferences or meetings), lessons in podcast, beyond the possibility of synchronous communication with the network, through email, blog, facebook, forum, messenger, chat, myspace, twitter and others. In this communication, we will make a reflection about the web radio, showing its present panorama as an educational-communicative media and highlighting the case study of the Rádio Universitária do Minho (RUM).

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From social computing to reflexive collective intelligence: The IEML research program

Cited by 111 publications

References 35 publications

The ICT enhancing the creativity through collective intelligence

The ICT enhancing the creativity through collective intelligence

O discurso sobre leitura e escrita de um estudante EaD em formação

Digital Radio Broadcast: New technological resources to produce educational programs online

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