Anyone looking for knowledge now likely views the web as an indispensable source, even given the challenges of navigating its endless variety and volume. This places the highest possible priority on how we decide to accept what we find: its authenticity, credibility, and utility.
Some of the acceptance must be based on proof-by-experience, from the results of applying what we believe is knowledge. Meanwhile we have completely unprecedented exposure to information that is presented to us as transferable knowledge, which makes us reliant on the criteria we use to select the presenters. Additionally, we choose from various processes that intend to convert ideas into new knowledge, or derive new ideas from existing knowledge.
Giving and receiving knowledge is now a more openly diverse set of efforts and options than ever before, yet the basic underlying mechanism of going from not knowing to knowing has not changed. in the Archestra notebook Big Learning, we have done a sweeping survey of what goes into the before-and-after changes. why it does, and how the teaching-learning relationship is now structured.