A New Culture of Learning

They also all point to the same thing: the fact that technology has now made connecting personal interests to collectives possible, easy, fun, and playful because people are inspired to think past the boundaries and limitations of their current situations. Kiva’s funding of microloans, for example, does more than make new businesses in the developi

When we think about engaging the passion of the learner, we need to think about her sense of indwelling, because that is her greatest source of inspiration, but it is also the largest reservoir she has of tacit knowledge.

A collective is very different from an ordinary community. Where communities can be passive (though not all of them are by any means), collectives cannot. In communities, people learn in order to belong. In a collective, people belong in order to learn. Communities derive their strength from creating a sense of belonging, while collectives derive t

with an interest or passion that they want to explore are faced with a set of constraints that allow them to act only within given boundaries.

learning with one another.

A blogger is not writing to an audience; he is facilitating the construction of an interpretive community.

Asking questions is not an act of demonstrating whether knowledge has been transferred. It is, instead, an act of imagination. Inquiry is the process by which we ask not “What is it that we know?” but “What are the things that we don’t know and what questions can we ask about them?” The possibilities of that exercise are almost limitless, but they

When we build, we do more than create content. Thanks to new technologies, we also create context by building within a particular environment, often providing links or creating connections and juxtapositions to give meaning to the content. Learning now, therefore, goes far beyond a simple transfer of information and becomes inextricably bound with

What we do in play may best express the sense of becoming. Whatever one accomplishes through play, the activity is never about achieving a particular goal, even if a game has a defined endpoint or end state. It is always about finding the next challenge or becoming more fully immersed in the state of play. In play, therefore, learning is not driven