Collective Intelligence Questions
From Horizon Project
 2008 Research Agenda Topics
 2007 Activity
 The 2008 Horizon Report: Toward a Research Agenda
With the release of the 2008 edition in this annual series, the NMC is continuing the concerted, international effort started last year to describe a research agenda based on the six practices and technologies featured in the 2008 edition of the Horizon Report. You are invited to participate in this process, contribute to the discussion, and help shape directions for future research in these topics across higher education.
 What are the missing pieces for Collective Intelligence to be implemented in higher education?
- Ways of authenticating information.
- The ethics related to who & why & when the information from the collective can be used, what is considered misuse?
- Soft skills; ability to adapt. Cognitive science - How does collective intelligence work? Connecting tools - ie, we have existing tools, but too much info is a problem.
- Easy of usersicle (not server-side) implementation of wikis.
- Privacy - learning by sharing information means you are learning in a public forum. Learners have been used to learning privately and sharing when they feel confident in their knowledge. We need to figure out how to get people to feel confident in sharing their learning process.
- A Shifting of focus from what faculty do with technologies to how students use them in learning. More emphasis on students rights to fare use.
- Soft skills.
- Barriers - Fear about not controlling all knowledge production; copyright (capitalist system)
- Missing piece: reward for risk and innovation.
- The barrier of the fact that contributions are seen by all. Copyrights (people like to make money). Fear of saying too much.
- Issues of intellectual ownership and property so firmly entrenched in academic and business culture!
- Re-engage the public engagement missions of the university and the faculty.
- How do we help faculty understand their role in collective intelligence. What kind of tasks are we'll be served by this model.
- Which tasks will motivate participation? Will faculty value "collective intelligence" versus their own expertise.
- Confidence that this technology provides/creates valid, substantive, accurate information.
- Filtering, relay, managing signal noise.
- The interplay between experts and novices.
- Acceptance by faculty that, in many cases, they are content experts, but not learning experts.
- Silo-ized info, institutional competition, expert mentality.
- How do we re-define "reliable information?" Is wikipedia a legitimate research resource?
- Institutional support/acceptance; loss of power by those in power, giving up expertise.
- What practical use for classes or research - what projects are a best use of this technology.
- Critical mass - can CI flourish at a small school, or are 3.8 million users needed?
- Most of us aren't sure that collective intelligence is obviously useful without reliable systems of authority and identity.
- Ontologies made available.
- Are there issues related to personal privacy when capturing data?
- Evaluation and assessment.
- Instructors need to be education on the theories behind and practical application of CI
- Development of a 'Standards for Acceptability' of CI resources
- Language integration - translation piece to integrate world knowledge - international translation data input
- Bridge to cross cultural boundaries within a given tool
- A means of collection, organization and moderation of the data
- A way to moderate/ameliorate the impact of ‘majority’ (sheer numbers of posters) on the ‘data’
- Might lead to 'knowledge dictatorship' of the majority
- Connection between open access knowledge base and "expert" confirmation of accuracy of information
- Means of keeping up with dynamically changing information
 What kind of research would you like to see around Collective Intelligence
- What is missing from those not contributing.
- A re-evaluation of what copyright actually means.
- Sense-making in shifting environments.
- At what point do you hit what is difference between collective and personal intelligence? "Writing encyclopedia articles for wikipedia" is not valued.
- Pedagogical outcome (interesting use of analysis problems).
- Information literacy skills.
- Assessment of how such use affects student learning.
- Buzz words need to give way to research.
- Pilot innovation options; provide examples/showcase to expose others to ideas; provide full-disclosure report.
- Pilots, value of articles in relation to number of authors.
- Faculty/student opinions or feedback on intellectual property issues related to collective intelligence.
- How students use these methods even when faculty do not assign it...
- How do we evaluate the expectations of collective intelligence processes? What scale works best - local campus or national? Global?
- What makes you an expert? Where does that expertise come from?
- The process they have/teach people to add meaningful, accurate information to the collective.
- How can user-generated content systems be rolled-out in a way that enables users to filter content and identify high-quality or inaccurate content?
- How do we help novices interact with and then become experts?
- Success stories - case studies.
- How can we achieve balance between expert and amateur?
- To what degree would the "truthiness" of a minimally mediated collective intelligence (eg, without moderation) suffer from subversively motivated contributors?
- More research is needed on the accuracy of wikipedia/collective intelligence site vs. traditional sources of information.
- What are potentials for falling into crowd mentality, group think leading into a skewed outlook?
- What benefits outweigh input by non-experts, authorities. Portability for data sets across platforms and applications.
- I have been waiting for brain clouds or similar spatial visualization tools to improve understanding ways in which people really are.
- Who uses it, why - are they forced or free will, how does this change the approach authors of books and textbooks the way they write and publish.
- Survey of how Academic Communities are already using CI
- What are the differences between CI and Collaboration?
- How does collective intelligence change the world or the perception thereof?
- Bridge to cross cultural boundaries within a given tool
- Collect data re: How does culture affect group & individual thought process?
- Coupling to existing (or future classroom technologies (like audience response systems) to provide database on learning patterns, misconceptions etc.
 What are the learning implications of Collective Intelligence?
- Making the leap from information to knowledge.
- How do you cite the collective?
- Understanding how to apply to classrooms, How to use for different learning tasks? Know when to use it.
- New areas of scholarship for faculty/students; implications for lifelong learning. If process, not product - learning overtime.
- Who is the expert?
- Shifts classroom to culture of inquiry - increases access ones space of time.
- Sense making/transitions/critique, when it is good and when it is not.
- Students own more part of process = responsible for knowledge. Students encouraged to work creatively.
- Students own more of the process; diversity of points of view.
- Buy-in for faculty and student on different, progressive notions of knowledge, expertise, learning and teaching.
- How might C.I. processes force us to think differently about diversity?
- Getting students to think about "legitimate" sources of information. Developing research skills.
- If students learn to co-create meaning, they will become owners of the content and responsible for creating their world.
- Strategies for faculty adoption; motivation to find and contribute high quality content.
- New students in a major-orientation of transitions to professions.
- Inter-institutional collaborations for large scale knowledge webs.
- How can you effectively add your voice to a collectible intelligence entity?
- We all need to evaluate all information all the time. Question everything.
- Lack of "vetted" information - is this important/significant?
- Willingness to adjust the usual balance of power - students/prof - individual vs group work - how to give credity for new forms of research/collaboration.
- This topic is focused on the process of LEARNING and construction of knowledge, rather than repeating finds - A Good Thing.
- This has great implications and applications for local neighborhood history projects.
- To see the information we have in new ways.
- Availability of information, summarization, connection with other topics.
- How can the academy address the ethos of CI?
- Collective Intelligence is very important to businesses, so CI may be better suited for Business Management-oriented programs.
- We need to teach students how to use CI as a source versus tool
- How would a collective intelligence system work in the classroom? Is the ‘database’ reset at the beginning of each course or does each course build on the information?
- ‘Guided discovery’ – reinvent/rediscover the data
- Students must be involved in contributing & growing the collection of data
- Collective intelligence is most important in ‘creative expression’ as opposed to basic education of the knowledge base
- Multi-institutional data collection on learning practices teaching successes and failures, assessing problem areas in specific courses/classes