What is Collective Intelligence?


Collective intelligence describes the knowledge embedded within societies or large groups of individuals. In its explicit form, collective intelligence appears to be the knowledge gathered and recorded by many people, a model being Wikipedia, which is a repository of content that has been refined through the contributions of thousands of authors. Collective intelligence also accounts for intelligence that is generated implicitly simply through an individual’s clicking patterns and other activities online. On the whole, collective intelligence is a phenomenon made possible by the internet that can be used to educate humanity as well as inform profit-seeking stakeholders about what people know and do in the modern era.

INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the [[#|toolbar]]).

Please "sign" your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: - Larry Larry Oct 30, 2011

1) How might this technology be relevant to the educational sector you know best?

  • Communication in the digital world has led children and adults to engage in more cultural and social uses of media, as demonstrated in the ever growing popularity of social media. But it remains to be seen as how we should evaluate these uses in terms beyond the functional, or whether these can be soundly integrated into more significant activities - for example, collaborative learning, constructing collective intelligence or sharing knowledge. Introducing collective intelligence in the classroom has challenged educators to re-examine the purpose of integrating technology in education. Are transmedia story-telling or participation in digital media production of value in themselves or merely a means to an end of knowledge creation and negotiating new practices in learning? Certainly it is widely hoped that forging links between literacy, learning and pleasure in both informal and formal, traditional and non-traditional learning environments will encourage children and young people to acquire new ways of thinking through participating in new forms of practices and prepare them to adapt and negotiate new spaces and new technologies that continuously develop in a mediatized society. Such a vision motivated the BBC, for example, to mobilise some 1,000 UK schools to produce their own news in 2012 (BBC News School Report, 2012): over 30,000 11-16 year olds turned their classrooms into newsrooms, choosing and making news for publication on their school websites and a total of 90,000 young people were involved over the academic year.- papaioannou.t papaioannou.t Oct 30, 2013
  • tapping into the collective intelligence of maker communities or those with knowledge of a minority skill/language can be an important way to maintain that knowledge within communities and through informal/non-formal learning experiences. This can include oral narratives/histories and can be linked to formal teaching/curricula and classroom activities in order to make it relevant to formal learning activities and outcomes. - elizabeth.fitzgerald elizabeth.fitzgerald Oct 30, 2013
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(2) What themes are missing from the above description that you think are important?

  • What children and young people do with media and information technologies in school and outside school is a pressing question for educational models which aim to facilitate learning through harnessing the affordances of digital culture. It remains to be seen whether collective intelligence or collective learning in informal and formal learning contexts can be integrated creatively, viewed as complementary elements of a fluid learning process, recognising that they exist in different contexts and have different characteristics.- papaioannou.t papaioannou.t Oct 30, 2013
  • Reputation management - beware the "stupidity of the swarm". Crowd-sourced information sites such as Wikipedia and Trip Advisor have been criticised for lacking the authority and scholarly provenance of traditional encyclopaedias and reference guides. But that misses the point. These sites rely on the ‘wisdom of the crowd’ to produce continual updates and revisions, and they may offer a more personal and local perspective than centrally published media.- elizabeth.fitzgerald elizabeth.fitzgerald Oct 30, 2013
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(3) What do you see as the potential impact of this technology on European schools education?

  • See comments above
  • Firstly, scale is a major benefit - many people can share and contribute to the learning, blurring the distinctions between teachers and learners. Secondly, it can transfer ownership of the learning process to the learner. If this is achieved in a manageable way, then setting personal objectives and judging one’s own learning outcomes help to shape and integrate learning and reflection. - elizabeth.fitzgerald elizabeth.fitzgerald Oct 30, 2013
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(4) Do you have or know of a project working in this area?

  • Forvo: http://www.forvo.com/ - online guide to pronouncing words and phrases in 306 languages, powered by recorded contributions from users
    iSpot: http://www.ispot.org.uk/ - combines novice and expert crowd learning, by enabling anyone to take a photograph of a living organism, such as a flower or insect, and upload it with relevant information and a provisional identification. Others on the site either confirm and extend the identification or propose an alternative. A sophisticated method of reputation management promotes people who have contributed agreed identifications, rewarding them with virtual badges.
    Lingobee: http://itrg.brighton.ac.uk/simola.org/#lingobee - Lingobee is a project designed to engage international students in the process of improving their language vocabulary by encouraging learners or native speakers to add a word, a definition and a picture of a colloquial or unusual word (such as the English phrase ‘modesty board’: “a board fixed to the front of desk to hide a person’s legs and feet from view”).
    PebblePad: http://www.pebblepad.co.uk/
    PeerWise: http://peerwise.cs.auckland.ac.nz/ - free online learning tool that allows students to design multiple-choice questions related to their course for their classmates. - elizabeth.fitzgerald elizabeth.fitzgerald Oct 30, 2013
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