The epiphany is that what I have been thinking around native collaboration and what Stephen and participants of the Critical Literacies open course (which I regret not being actively part of) have been discussing have a great deal of resonance. Like in CCK08, I was approaching the topic more from the tools and implementation perspective while the CritLit group focused on what builds the capacity of the learner to perform as a learner in a networked learning environment.
What the learner would actually use was where I proposed newer collaboration techniques leveraging the networked learning environment, but the term “native” meant a certain capacity on the part of the learner to be able to operate in a networked learning environment. What the CritLit discussion has done, therefore, is lay out a framework and taxonomy through which tools and techniques for collaboration can be imagined and created, much more rigorous than the regular 21st century skills discussions we have been reading about.
Stephen lays out a framework for Pedagogical Foundations for Personal Learning and Steve has an excellent post and a compilation on his wiki of a Critical Literacies Taxonomy.
The Critical Literacies discussion contributes a lot more. It builds on Stephen’s framework for literacies deemed to be “critical” in a networked learning environment. Steve puts a taxonomy together for Critical Literacies and more – he connects the understanding of these literacies to George’s original attempt to put together a taxonomy for Connectivism.
If I may articulate the impact this can have, I think it will significantly impact a whole set of design and development techniques and directly address, in ways other existing theories have in their own beliefs addressed, problems of personalization, assessments and collaborative learning. I think it will pave the way for a structured understanding of how to meaningfully use or engage with digital networks for the purpose of learning.