Three Web 2.0 Concepts

Collective Intelligence

I chose collective intelligence as a concept that illustrates the best of what all of us can contribute and gain from universal access and interactive contributions. (O’Reilly, 2006) When there’s an opportunity for many people to interact and contribute to a problem or to respond to an issue, there’s the potential for more than just quick, snappy comments or eye-catching photos. For example, when an issue and perhaps a person representing an issue becomes more than just that issue. Collective knowledge, concern, and future action over that issue can be influenced. Unfair and abusive behavior can be checked by the larger entity of concerned citizens.

An example of the power of collective intelligence in action is Greta Thunberg, the young Swedish climate activist. A young girl in Sweden who is different than a lot of her classmates realizes the importance of climate awareness. She has an idea to strike each Friday from school. Instagram photos and tweets spread the word and she becomes an internet celebrity. But it resulted in more than that. When rallies were organized and late-night talk show hosts discussed her and tweets flew by the hundreds of thousands, a new awareness of what’s possible regarding climate activism arose. Ordinary adults and kids started to realize they can have an effect. (O’Reilly, 2006) When climate naysayers started mean criticisms of Greta, it was as if the collective internet rose up and slapped them down and shamed them. This is an example of collective intelligence working at its best. More knowledge, more contributions, and a variety of means of social interaction all served to lift up an issue, increase the collective knowledge and the power of the group and the individual in a positive way. (O’Reilly, 2006)

The same positive process can occur at the level of a business or website. Many users contributing suggestions is actually crowdsourcing your business development. (James, 2009) Ideas can come from many angles that may have otherwise not been thought of. When users see their ideas implemented, they feel a sense of collective participation that can lead to greater brand, site, or company loyalty. (James, 2009)

The Dumbness of Crowds

I chose the idea of the dumbness of crowds because even though collective intelligence and universal contribution and interaction are great concepts, they can easily slide into the least offensive, the least interesting, the least challenging – the dumbest outcome. (Sierra, 2007) As social media use has increased to the point of Twitter being where government policy and the latest news are found, there’s been a corresponding decrease in the majority of Americans believing in the importance of intellect. Because such power has been realized through the impact of tweets, those who wield this power would prefer less scrutiny and more mob appreciation of that which is the most shocking. (Sierra, 2007)

Collective interaction on social media can result in influence and power being awarded due to nothing more than volume. Quality of content becomes irrelevant. In fact, those gaining power through social media in this way want to keep followers in the dark. Real intelligence and awareness might lead to scrutiny. Complex questioning does not lend itself to tweets or high-impact photos. The dumbness of crowds can also mean the expression of mob mentality. (Sierra, 2007) Anonymous social media is an excellent example of this. Many people have Twitter accounts that do not reveal their true identity. Groups of people can become threatening is ways they would never get away with if they had to reveal their identities. To effectively use collective intelligence and not succumb to the dumbness of crowds, an entity using social contribution and interaction would need to not confuse good ideas with popular ideas. (Sierra, 2007) Volume does not equal brilliance. 

Cognitive Theory of Multimedia Learning

I chose the cognitive theory of multimedia learning to compare and contrast with collective intelligence and the dumbness of crowds because I feel the ideas behind this theory of learning can help many people understand a lot of what’s going on in a particular arena. This can facilitate a more informed collective intelligence or at least a more informed interactive populace (hopefully resulting in less lowest common denominator thinking).

My daughter is homeschooling through an online school that uses dynamic video instruction. When short, effective videos teach something, students stay interested longer in the topic because they do not reach working memory saturation. (Cognitive Theory, 2015) The videos are images, spoken interaction, and words. Kids have success at learning after having difficulty with traditional instruction. Now it is clear to me that this school uses cognitive theory of multimedia learning in order to teach more effectively. Multi-sensory presentation of knowledge should include the elimination of extra information, highlighting that which is important, not wasting working memory of repetition, and well-organized information with pictures and their captions in proximity. (Contreros, 2011)

Most adults were not taught this way. Possibly, underlying (false) beliefs of an inability to learn have contributed to some Americans viewing learning as elitist. They are empowered by the collective influence of social media without appreciating that more isn’t better. Still, the ability of almost everyone (considering the pervasiveness of mobile communication) to be able to connect and contribute could be used in a very positive way to increase awareness of any issue. Any kind of influencer would be wise to integrate the principles of multimedia learning into their communications.

Resources

Cognitive Theory of Multimedia - Dual Channels, February 11, 2015. https://apus.intelluslearning.com/lti/#/document/23366219/1/369e0bd0602d235c8b1f1b31ac5953b7/49720e83c0d723982aaa4c4f884d9c30/browse_published_content/15291/74539/122253/4/lesson/lesson?hideClose=false&tagId=141013&external_course_id=415740&external_course_name=WEBD220%20B001%20Fall%2019

Contreros, Jean Marie, December 11, 2011. Cognitive Theory of Multimedia Learning, https://apus.intelluslearning.com/lti/#/document/21716113/1/c2b397987074cfdf24b5ec8f2a4a55be/24a539126d1b5ddc7b3a9b23424c66fb/browse_published_content/15291/74538/122253/3/lesson/lesson?hideClose=false&tagId=141013&external_course_id=415740&external_course_name=WEBD220%20B001%20Fall%2019

James, March 16, 2009. Harnessing Collective Intelligence – Getting Other People to Make Your Site Great. Retrieved on October 30, 2019 from http://kintek.com.au/blog/harnessing-collective-intelligence-getting-other-people-to-make-your-site-great/

O’Reilly, Tim, November 10, 2006. Harnessing Collective Intelligence, Radar. Retrieved on October 30, 2019 from http://radar.oreilly.com/2006/11/harnessing-collective-intellig.html

Sierra, Kathy, January 2, 2007. The “Dumbness of Crowds,” Passionate: Creating Passionate Users Blog. Retrieved on October 30, 2019 from https://headrush.typepad.com/creating_passionate_users/2007/01/the_dumbness_of.html