Understanding Crowd Accelerated Learning With Chris Anderson

hris Anderson delves into crowd-accelerated learning, asserting that innovation is a collective effort. 

Take, for example, the  Legion of Extraordinary Dancers (LXD). What set this troupe apart was its electrifying talent, and several dancers were self-taught, or more precisely, Internet-taught.

Filmmaker Jon M. Chu recruited them based on their YouTube reputations, recognizing the transformative impact of online video on the evolution of dance.

This phenomenon echoed the transformative impact of TED talks, which Anderson reflects on. When TED talks became freely available on the web, speaker behaviour changed.

Anderson notes a significant increase in speaker preparation, with interviews lasting 18 minutes but often representing weeks or months of intense preparation. 

Chu's insight into the global dance laboratory and Anderson's parallel observation of TED talks on the web led to a realization that the democratizing power of online platforms was transforming the fields of dance and public speaking and fostering a culture of continuous innovation—collaboration and accelerating innovation across diverse areas.

"Dancers have created a whole global laboratory online for dance; Kids in Japan are taking moves from a YouTube video created in Detroit, building on it within days and releasing a new video, while teenagers in California are taking the Japanese video and remixing it with a Philly flair to create a whole new dance style in itself."- Jon Chu.

Drawing historical parallels, he highlights instances such as the trade networks around 3000 BC and the scientific revolution in the 1500s, driven by the pursuit of scientific fame and wealth from inventions.

The significance of London coffee houses in the 18th century became apparent, acting as hubs where intellectuals exchanged thoughts.

Moving into the 1900s, urban slums emerged as breeding grounds for shared ideas, motivated by the desire for knowledge and social status. The 1990s witnessed the open-source movement, with programmers collaborating to improve code quality and gain peer recognition.

As we progress into the 2010s, the era of online video unfolds, allowing for the global sharing of talents and concepts.

Throughout this historical journey, Anderson underscores that most innovation arises from the cumulative efforts of individuals dedicating long hours, building upon the input of others.

He suggests ideas spawn from earlier statements, bouncing from person to person and undergoing transformation. This interconnected process, fueled by a desire for recognition and the exchange of knowledge, exemplifies the intricate nature of innovation across different historical contexts.

The timeless urge to learn from and share with others has not waned; it is experiencing a resurgence.

The understanding that great teamwork yields exceptional results remains universally acknowledged, with the performance of children in groups being a testament to this principle.

Moreover, the global landscape is witnessing an unprecedented surge in knowledge-sharing on the internet. People from all corners of the world actively engage in the collaborative exchange of ideas, contributing to a collective reservoir of information that surpasses anything we've seen before.

This resurgence underscores the enduring power of collaboration and the inherent human drive to learn and share for the benefit of all.

Chris Anderson's concept of crowd-accelerated learning hinges on three vital components: the crowd, light, and desire.

The Crowd: In the digital age, the concept of the crowd extends beyond physical boundaries. It represents any community with shared interests, witnessing explosive growth in size.

Whether it's street dancers or cake makers, the skills captured on video are no longer confined to local events but can be viewed by a global audience. This phenomenon has facilitated unprecedented global connections among professionals in diverse fields.

The Light: Visibility is paramount in the crowd-accelerated learning process. Community members must know each other's activities, particularly those highly talented. Online video, accessible at any time, plays a transformative role.

It allows individuals to explore the output of countless community members, expanding their sense of what is possible. Repeatedly viewing admired skills becomes a tangible part of the learning process.

Desire: Motivation is a central driving force in active learning. Chris Anderson emphasizes that the prospect of recognition fuels the hard work involved.

Online video, providing a platform for global fame and social acknowledgement, becomes a powerful motivator for individuals, regardless of their specialized field. This newfound global recognition potential represents a shift from historical isolation to substantial international exposure.

Taking online video as an illustrative example, Chris Anderson elucidates the transformative impact on learning and innovation.

The size of a community becomes a critical factor, with a million-strong global community intensifying competition and exposure to a diverse range of stimuli, leading to what he metaphorically terms "liftoff" in innovation.

Recognition, even in the form of seemingly insignificant metrics on a computer screen, holds immense power. These metrics, visible to the individual and the entire community, tap into fundamental aspects of human motivation—status, self-esteem, and reputation.

Anderson acknowledges that individuals may be willing to invest substantial time and effort for the promise of these motivators.

The motivation for recognition, Anderson suggests, persists whether or not it leads to tangible outcomes. While real perks like press inquiries, speaking engagements, or book contracts are possible outcomes, the inherent value lies in the recognition itself.

As social animals, humans inherently appreciate acknowledgement, and this recognition can give meaning to one's work.

In conclusion, Chris Anderson's vision of crowd-accelerated learning encourages us to amplify the three essential components: the crowd, the light, and the desire. By cranking up these metaphorical dials, the wheel of Crowd Accelerated Innovation is set into motion.

The digital landscape witnesses a dynamic interplay—videos are posted, comments fly, views accumulate, and leaders emerge.

This cycle provokes a continuous wave of innovation, inviting marvel and fostering learning for everyone involved. As we navigate this era of global connectivity and online collaboration, the potential for transformative learning and innovation is not just evident.

Still, it actively shapes how we perceive, share, and acquire knowledge globally.