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    <title>Adaptation of sperm whales to open-boat whalers: rapid social learning on a large scale? | Biology Letters</title>
    <dc:date>2021-03-19T04:48:05+00:00</dc:date>
    <link>https://royalsocietypublishing.org/doi/10.1098/rsbl.2021.0030</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Animals can mitigate human threats, but how do they do this, and how fast can they adapt? Hunting sperm whales was a major nineteenth century industry. Analysis of data from digitized logbooks of American whalers in the North Pacific found that the rate at which whalers succeeded in harpooning (‘striking’) sighted whales fell by about 58% over the first few years of exploitation in a region. This decline cannot be explained by the earliest whalers being more competent, as their strike rates outside the North Pacific, where whaling had a longer history, were not elevated. The initial killing of particularly vulnerable individuals would not have produced the observed rapid decline in strike rate. It appears that whales swiftly learned effective defensive behaviour. Sperm whales live in kin-based social units. Our models show that social learning, in which naive social units, when confronted by whalers, learned defensive measures from grouped social units with experience, could lead to the documented rapid decline in strike rate. This rapid, large-scale adoption of new behaviour enlarges our concept of the spatio-temporal dynamics of non-human culture."]]></description>
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<item rdf:about="https://soundcloud.com/joi-ito/33-conversation-with-mimi-ito">
    <title>33 : Conversation with Mimi Ito by Joi Ito</title>
    <dc:date>2017-02-13T00:13:40+00:00</dc:date>
    <link>https://soundcloud.com/joi-ito/33-conversation-with-mimi-ito</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Talking to my sister Mimi about learning, social science and digital media."

[video: https://www.youtube.com/watch?v=P0CxCR9Uj60 ]]]></description>
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    <title>The Speculist » Blog Archive » In the Future Everything Will Be A Coffee Shop</title>
    <dc:date>2012-02-20T00:28:43+00:00</dc:date>
    <link>http://blog.speculist.com/scenarios/the-coffee-shop-take-over.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["Eventually you could have local campuses becoming places where MITx students seek tutoring, network, & socialize—reclaiming some of the college experience they’d otherwise have lost.

Phil thought this sounded like college as a giant coffee shop. I agree. Every education would be ad hoc. It would be student-directed toward the job market she’s aiming for.

This trend toward…coffeeshopification…is changing more than just colleges:

Book Stores Will Shrink to Coffee Shops…

The Coffee Shop Will Displace Most Retail Shops…

Offices Become Coffee Shops…Again…

What Doesn’t Become a Coffee Shop?…

…houses of worship…

What will remain other than coffee shops? Upscale retail will remain…[for] experience…Restaurants remain. Grocery stores remain.

Brick and mortar retail stores will be converted to public spaces. Multi-use space will be in increasing demand as connectivity tools allow easy coordination of impromptu events…"
]]></description>
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<item rdf:about="http://www.c4lpt.co.uk/blog/2011/11/23/the-non-training-approach/">
    <title>» The Non-Training Approach to Workplace Learning Learning in the Social Workplace</title>
    <dc:date>2011-11-25T19:52:15+00:00</dc:date>
    <link>http://www.c4lpt.co.uk/blog/2011/11/23/the-non-training-approach/</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["What is needed quite urgently is a new approach to helping those in the workplace do their jobs, or do them better – in more effective, efficient and relevant ways in the modern workplace. An approach that is NOT about designing and delivering courses, but is about working with individuals and teams at the grass roots to both encourage and support continuous learning practices as well as to identify more appropriate solutions to business and performance problems through non-training interventions."
]]></description>
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<item rdf:about="http://www.learninggeneralist.com/2011/07/social-media-in-learning-and-social.html">
    <title>The Learning Generalist: Social Media in Learning and Social Learning are just not the same thing</title>
    <dc:date>2011-07-15T20:43:13+00:00</dc:date>
    <link>http://www.learninggeneralist.com/2011/07/social-media-in-learning-and-social.html</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA["…true social learning has a few important characteristics…this is where the 'new' social learning is different from old…non-negotiable criteria to dub any learning as social:

1. Democratic: To me the classic example of social interaction is gossip at a watercooler. Gossip emerges from the ground up…doesn't need someone to lead…crowd decides the agenda…the conversation…Learning is truly social when individuals can decide what they want to learn & how they wish to collaborate on it.

2. Autonomous: …it moves by itself & is not controlled by a facilitator…facilitator can help make the flow of the interaction smoother, but in no way does the facilitator become responsible for the direction of these interactions…

3. Embedded: …it's about life in general…not a separate exercise…'just in time' learning.

4. Emergent: …structure emerges from the natural interactions of a participating group. A big problem w/ enterprise social learning is the desire to structure before you start…"]]></description>
<dc:subject>education sociallearning networkedlearning tcsnmy lcproject cv learning learningnetworks deschooling unschooling emergent emergentcurriculum autonomy hierarchy wirearchy social democratic democraticschools grassroots embedded reallife meaningmaking engagement justintime justinintimelearning 2011 sumeetmoghe structure</dc:subject>
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    <title>Constructivism (learning theory) - Wikipedia, the free encyclopedia</title>
    <dc:date>2010-03-08T08:21:27+00:00</dc:date>
    <link>http://en.wikipedia.org/wiki/Constructivism_(learning_theory)#The_learner_as_a_unique_individual</link>
    <dc:creator>robertogreco</dc:creator><description><![CDATA[“Social constructivism views each learner as a unique individual with unique needs and backgrounds. The learner is also seen as complex and multidimensional. Social constructivism not only acknowledges the uniqueness and complexity of the learner, but actually encourages, utilizes and rewards it as an integral part of the learning process.”
]]></description>
<dc:subject>constructivism sociallearning individuality learning tcsnmy process complexity</dc:subject>
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