During an H817open synchronous session on Personal Learning Networks last night I suggested that PLN and social media in general provided an outlet for intellectual personality. Let me develop that thought a bit.<\/p>\n
In a blog last year Shankar (2012) suggested that personality was a combination of physical, emotional, intellectual and spiritual components.\u00a0 Because the intellectual component is typically only visible in problem solving, it is often (wrongly) evaluated through IQ.\u00a0 This may be particularly true when the physical personality is not outgoing, hence intellectual ideas have little likelihood of expression or no obvious forum.<\/p>\n
This does not mean that people have nothing sensible to say, merely that they are disempowered by their isolation from expressing their views.\u00a0 In the context of adult entrants to Higher Education, O\u2019Donnell and Tobbell (2007) suggested \u201cLegitimate peripherality entails complex power relations. When peripherality is a position from which an individual can move forwards toward fuller participation, it is an empowered position. When peripherality is a position from which an individual is prevented from fuller participation, it is disempowering.\u201d<\/p>\n
My suggestion is that social networks provide a form of empowerment and voice for peripheral participants in education.\u00a0 Historically, this voice was available only to the few through literary salons, debating societies or learned articles in the press.\u00a0 In academia, the voice was available only to those with access to journals.\u00a0 Those on the periphery with something to say might only be able to voice this to a tutor or to a narrow tutor group, for example through discussion of an essay.<\/p>\n
The availability of social media and open courses changes all that.\u00a0 Even the most timid lurker on an open course is likely to be able to identify participants or groups with whom s\/he senses some common ground.\u00a0 The asynchronous nature of most media means that contributions can be considered in depth before submission, reducing the perceived risk.<\/p>\n
In the more robust forum of professional dialogue, social media are similarly empowering.\u00a0 Weller (2012) stated \u201cIn terms of intellectual fulfilment, creativity, networking, impact, productivity, and overall benefit to my scholarly life, blogging wins hands down.\u201d<\/p>\n
So my suggestion is that social media, in complete contrast to their popular image as trivial gossip, can in fact be a conduit for the untapped intellectual personality of a large group of learners who have previously been disempowered by lack of access to debate or by their own reticence.<\/p>\n
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O’Donnell, V, and Tobbell, J (2007) ‘THE TRANSITION OF ADULT STUDENTS TO HIGHER EDUCATION: LEGITIMATE PERIPHERAL PARTICIPATION IN A COMMUNITY OF PRACTICE?’,\u00a0Adult Education Quarterly<\/i>, vol. 57, no. 4, pp. 312-328 [Online]. DOI 10.1177\/0741713607302686 (accessed 12\/04\/13)<\/p>\n
Shankar, R. (2012) \u2018Vedantic Wednesday: Recipe for your\u00a0personality!\u2019 Blog posting 14th<\/sup> March, Raj\u2019s Lab<\/i> [Online]. Available at http:\/\/rajshankar.wordpress.com\/tag\/intellectual-personality\/<\/a> (accessed 12\/04\/13)<\/b><\/p>\n