Networked knowledge activities, networked information and viral events

On the internet, there are many networked knowledge activities. However, as noted by Dennen et al. (2023) and Dennen et al. (2020), the concept of digital natives is not reliable in networked learning. The relationship between networked activities and the acquisition of knowledge is difficult to directly or completely observe through surveys and online footprints.

The internet is a place filled with complex information. Individuals encounter diverse information, much of which may be fragmented, containing content for emotional appeal, entertainment, advertising, and knowledge. While some information provides great resources for learning, not all of it does. Similarly, some online activities may aid learning, but not all are beneficial in that regard.

In many scenarios, people primarily use the internet to fulfill immediate needs, not necessarily to acquire knowledge. Viral events serve as profound examples of such scenarios. A recently popular event is the hot sale of the LABUBU blind box. Numerous media outlets, news reports, and forums have been discussing its recent widespread popularity. For me, the activity of watching LABUBU advertising videos or buying this type of plastic toy yields no direct knowledge. Its widespread popularity reflects impulsive consumption stimulated by the desire to follow fashion trends.

However, the successful dissemination of the LABUBU event did provide some insights. First, people might be primarily attracted by feelings, not knowledge. The success of such toys reflects that individuals may eagerly purchase something purely for enjoyment, without anticipating a long-term benefit. This phenomenon may offer insights into certain commercial principles. Second, if information about plastic toys can be so widely spread through viral events, knowledge could also be effectively disseminated through such events. I have a growing sense that some instructional content could be designed in a viral format and easily disseminated online.

References

Dennen, V. P., He, D., Shi, H., & Adolfson, D. (2023). College students, networked knowledge activities, and digital competence: Implications for online instructors. Online Learning, 27(4), 122–143. https://doi.org/10.24059/olj.v27i4.4046

Dennen, V. P., Rutledge, S. A., & Bagdy, L. M. (2020). (Dis)connected: The role of social networking sites in the high school setting. American Journal of Education, 127(1), 107–136. https://doi.org/10.1086/711016