GLOSSARY: Crowdsourcing – Wikipedia, the free encyclopedia

From Wikipedia, the free encyclopedia

Crowdsourcing is a neologism for the act of taking tasks traditionally performed by an employee or contractor, and outsourcing them to a group (crowd) of people or community in the form of an open call. For example, the public may be invited to develop a new technology, carry out a design task (also known as community-based design^[1] and distributed participatory design), refine or carry out the steps of an algorithm (see Human-based computation), or help capture, systematize or analyze large amounts of data (see also citizen science).

The term has become popular with business authors and journalists as shorthand for the trend of leveraging the mass collaboration enabled by Web 2.0 technologies to achieve business goals. However, both the term and its underlying business models have attracted controversy and criticisms.

via en.wikipedia.org

I’ve just come across this term… I knew about the process… but had no word for it… happily now I have one.

I think Crowdsourcing (CS) is related to the concept of SOCIAL PROSTHETICS (SP), or rather SP can be thought of as a small version of CS… Because the SP process can involve only one or two people, while CS is, by definition, implying a large group of people… but both concepts describe processes where a task is performed in a distributed way.

Posted via web from the material mind

About me

I am a senior lecturer at the University of Luxembourg in the field of learning and teaching sciences. My PhD thesis was in cognitive psychology, focusing on implicit learning processes. I have always been interested in the integration of ICT in education, especially the strategic use of technology in teaching. With the advent of the digital revolution, I became interested in exploring the socio-cultural changes in learning caused by the use of digital technologies.

My current research focuses on the subjective theories of learning held by teachers and how these influence their use of ICT in the classroom. I am particularly interested in identifying factors that enable or hinder the use of ICT in teaching, and how these factors can be addressed.

Throughout my career, I have worked extensively as a teacher trainer in the field of educational technologies. I have experience with various forms of active pedagogy approaches, including problem-based, project-based, and design-research approaches. My goal is to help teachers integrate technology into their teaching practice in a way that enhances student learning and engagement.