Learning Community Communication Architecture

There are two very distinct types of communication – Public and Private.  All Learning Communities must respect this.
This then is replicated to any number of Learning Communities.

Each Community can decide what it keeps private and what it makes public.  The only requirement is that the format of the communication between learning communities.

@lantis Learning Community Inter-Community Public Communication Codes

The Inter-Community Communication Codes are divided into two broad categories; Transport and Content.

The details are as follows:

  • Transport
    • TCP/IP
    • HTML (latest Version)
    • IPv6 (or latest Version)
  • Content
    • Data – bits of “1’s” and “0”s”
    • Facts – groups of bits that the community agrees represent reality. (see page on Evidence Based learning for a description of what Facts are.)
    • Conclusions – Analysis of  Data and Facts to form an Actionable direction.  Directly linked to “Learning Tracks.”
    • Learning Tracks – Specific Questions the Learning Community is trying to answer.

USING THIS PAGE AS EXAMPLE

    • Transport
      • You are probably reading this on a browser that uses HTML to display the bits.
      • You probably used the Internet, which uses TCP/IP and IPv4 or IPv6, to move the bits between you and me.
    • Content
      • Data
        • The “page” itself is simply data.  This pages lives as a group of bits on a server somewhere.  These bits can change at any time, they are dynamic.  But, they are at their base, just bits of data.
      • Facts About this Page
        • Fact 1 – This page exists.
        • Fact 2 – It is stored and written in HTML5
        • Fact 3 – I used TCP/IP and IPv4(6) to move the bits from my computer to the server the bits are stored on.
      • What are not facts about this Page
        • It is not a fact that I wrote this.  At least not yet.  As you read this, you don’t know if I wrote this or if I copied it.
      • Conclusions
        • The data and facts on this page led me to conclude that using the information presented will improve learning.
      • Learning Tracks
        • How can we Improve Communication?

 

Valuing Information

The problem with information is that its value is determined not by the sender but by the receiver.  Just as “Beauty is in the eye of the beholder” so to “Value of information is in the eye of the beholder.”  What is of little value to one may be of great value to another.

There are a lot of good reasons for this.  I’ve provided my initial thoughts on this at “Valuing Information.”

The two key drivers of Information Value are:

  1. What is the Intent of the receiver of the information?
  2. What is the source of the information?

What is the Intent of the receiver of the Information?

The key to all communication is “Intent.”

If my intent is not to go outside today, then information about the weather is of little value.  However, if my intent today is to mow the lawn, then the weather becomes very valuable.

The same information has different value depending on the receivers intent.

What is the source of the information?

The key to valuing information is knowing the source of the information.

If I need information about the weather then I would value information from the weather channel differently than calling my friend and asking them.

The term that applies here is “transparency to the source.”  The more I know about the source of the information the better I am able to value it.

I would value information about climate change more if it comes from a climate scientist than if it comes from someone with no climate science expertise.

Additionally, having “transparency” to the intent of the source is also an important element to determining the value of information.  Lawyers are paid to represent their clients.  Advertisers are paid to represent their clients.  Any number of people presenting information have agenda’s that are more about promoting a particular paradigm than finding truth.  Hence, knowing if someone is a paid spokesperson or not is important to valuing the information they present.

Meta Data – Transparency

This transparency is provided in the form of “meta data.”

 

Learning Communication

Each Learning Community comes up with their own data, facts, conclusions, and Learning Tracks.

As each Learning Community comes up with new data, facts, conclusions, and/or Learning Tracks, they will then make those data bits, facts, conclusions, and learning tracks available to other learning communities.

Every time something changes it feeds the Cloud.  Then each learning community can receive the updated information and put out notices to the members of the community that there are new data, facts, conclusions, and/or learning tracks.

The key here is that along with data, facts, conclusions, or learning tracks, is the “meta data” that provides the transparency to the information.

 

Learning Community Communication Standard

Meta Communication

  • A fundamental positive aspect of the Internet and SS7 Based Telecommunications Systems is the use of “Meta” data.
  • Meta data is data about data.  Meta data is as small as possible because it is seen as overhead.
  • Meta data is always very structured data
  • Labeled as Meta Data

Content Communication

  • Bulk of Bandwidth by far
  • Variable length
  • Labeled as Content
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