Week 6 is focusing in e-Learning Affordance – Collaborative Intelligence, and a definition is given in the course:

«Collaborative Intelligence—where, for instance, peers offer structured feedback to each other, available knowledge resources are diverse and open, and the contributions of peers and sources to knowledge formation are documented and transparent. This builds soft skills of collaboration and negotiation necessary for complex, diverse world. It focuses on learning as social activity rather than learning as individual memory.»

The four videos of the week address issues of external motivation related to institutional recognition/awards versus intrinsic motivations as tasks and collaborations one feels engaged to take over. Addresses a Generation P as peer collaboration and help, giving feedback to each other in order to progress; the importance of peer assessment and feedback on artifacts shared, contributions to improve in a knowledge environment; how positive feedback by peers can be highly motivating and higher standards set by good work of capable peers can generate and support better work.

Other related concepts are mentioned in this week topic, such as:

Distributed intelligence- Together, with people around the world, we are able to perform acts of “intelligence” that are far more efficient than if we perform them alone. Thomas Malone of the MIT Sloan School of Management and founding director of the MIT Center for Collective Intelligence, has defined collective intelligence “as groups of individuals acting collectively in ways that seem intelligent”. He uses “families, companies, countries, and armies” as examples of “groups of people working together in ways that at least sometimes seem intelligent”. (Malone, 2012) in https://blogs.commons.georgetown.edu/cctp-797-fall2013/archives/699
Example of collective intelligence: Whiteacre’s Virtual Choir

Crowdsourcing is the process of obtaining needed services, ideas, or content by soliciting contributions from a large group of people, and especially from an online community, rather than from traditional employees or suppliers. While this definition from Merriam Webster is valid, a more specific definition is heavily debated. The process of crowdsourcing is often used to subdivide tedious work and has occurred successfully offline. It combines the efforts of numerous self-identified volunteers or part-time workers, where each contributor of their own initiative adds a small portion to the greater result. The term “crowdsourcing” is a portmanteau of “crowd” and “outsourcing”; it is distinguished from outsourcing in that the work comes from an undefined public rather than being commissioned from a specific, named group.( in Wikipedia)
Example of crowdsourcing: Paul Verhoehen’s movie Entertainment Experience

Situated Cognition- Emerging from anthropology, sociology, and cognitive science, situated cognition theory represents a major shift in learning theory from traditional psychological views of learning as mechanistic and individualistic, and moves toward perspectives of learning as emergent and social (Greeno, 1998; Lave & Wenger, 1991; Salomon, 1996 .In http://epltt.coe.uga.edu/index.php?title=Situated_Cognition


Everyday Life and Learning with Jean Lave (video)

Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Three characteristics are crucial:
•The domain: A community of practice is not merely a club of friends or a network of connections between people. It has an identity defined by a shared domain of interest.
•The community: In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other.
•The practice: A community of practice is not merely a community of interest–people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. (in http://wenger-trayner.com/theory/)
Communities of Practice – Etienne Wenger (video)

Peer-to-peer learning- The term peer-to-peer (P2P) refers to a network of equals (peers) in which two or more individuals are able to spontaneously collaborate without necessarily needing central coordination (Schoder & Fischbach, 2003). In http://www.irrodl.org/index.php/irrodl/article/view/641/1389
Peer-to-peer learning is where one student leads another through a concept, in which the first student is an ‘expert’ and the second is a novice. The peers don’t necessarily need to be from the same class or age group.(…) We all know students learn at different paces, so encouraging the faster learners to help others is always a good idea. But peer-to-peer learning is helpful for both students: by explaining and presenting a concept, the ‘expert’ student takes their own understanding on a level, and develops their exposition skills .in http://www.itworx.education/collaborative-learning-vs-peer-to-peer-learning/
Journal of Peer Learning

• Ida Brandão