The Stackexchange software allows a group of people who share an interest but perhaps little else, to function as a community of people who ask for and give help, who and share and improve (context-specific) knowledge. This is an amazing achievement. I wonder what are the individual or perhaps group dimensions of participation that we would like to recognize in a classroom (or differently, in an inter-classroom) KB community?
There is danger of course in this, when one quantifies something it becomes a type of currency in a sense and will change relationships w/in the community. However, this could be good if it makes the community more open and more focused, and participation more fun. Imagine if it were to somehow quantify ones contribution to the transformation of, deepening of, knowledge!
The Stackexchange software allows a group of people who share an interest but perhaps little else, to function as a community of people who ask for and give help, who and share and improve (context-specific) knowledge. This is an amazing achievement. I wonder what are the individual or perhaps group dimensions of participation that we would like to recognize in a classroom (or differently, in an inter-classroom) KB community?
There is danger of course in this, when one quantifies something it becomes a type of currency in a sense and will change relationships w/in the community. However, this could be good if it makes the community more open and more focused, and participation more fun. Imagine if it were to somehow quantify ones contribution to the transformation of, deepening of, knowledge!