These days, society and associations face a quickened advancement that expects of experts with new abilities and mentalities, particularly those identified with collective inventiveness. Be that as it may, instructive conditions are gradually coordinating rising standards restricting the commitment to the improvement of key aptitudes identified with development. Numerous examinations guarantee that teachers have moderate mentalities toward synergistic plans, while managers for the most part perceive the viability of innovativeness at work. The executives of thoughts is the centre of imagination in advancement forms in the business and underway and administration the executives. This relies to a great extent upon the collective work and individual social abilities, just as on the capacities that data innovation and correspondence provide.

Collective intelligence in the field of education has been reported by several authors [5][1][6]. A significant amount of research in the last decade refers to collective intelligence connected with information technologies and located in education. This interest in such advanced research contrasts with the fact that the educational systems haven’t evolved so much during the lasts decades. The incorporation of collective intelligence in education involves not only a technological change or a transformation in the attitude of teachers, but also a redefinition of education [6]. [4]. If the concept and models of collective intelligence evolve it should leverage a system of global learning, content and networking. We see currently some indicators of this tendency like MOOC or social networks applied to education.

The collective intelligence in teaching-learning processes affects both teachers and students: evaluations, educational materials or ideas management can use the web as a learning platform strengthening sharing, contribution and collaboration. In addition to the content provided by the teacher, collective intelligence strategies allow students conducting semi-independent research in class [1]. Collective intelligence allows permanent, cooperative and collective learning, guiding students in acquiring knowledge within virtual communities, reflecting a new relationship with knowledge. There is a shift in focus from the pedagogical design of learning content to collectively create and share content, which opens new fields of research for collective intelligence [2]. In their research Thompson et al., (2014) indicate that there is evidence that students can be autonomous in their learning and also participate collaboratively [3].

With the growing of cyberspace, a lot of Internet tools have been designed for catching the knowledge from small and big groups (wikipedia, digg, google, facebook and so on), in this context, we looked for tools that integrate ideas management, decision making process and also pattern recognition for forecasting behaviour of the groups.

References

[1] W. Tsai, W. Li, and J. Elston, “Collaborative Learning Using Wiki Web Sites for Computer Science Undergraduate Education: A Case Study,” IEEE Trans. Educ., vol. 54, no. 1, pp. 114–124, 2011.

[2] Z. Petreski, H., Tsekeridou, S., Giannaka, E., Rashmi Prasad, N., Prasad, R., & Tan, “Technology enabled social learning: A review,” Int. J. Knowl. Learn., pp. 7(3/4), 253– 270, 2011.

[3] C. Thompson, K. Gray, and H. Kim, “How social are social media technologies (SMTs)? A linguistic analysis of university students’ experiences of using SMTs for learning,” Internet High. Educ., vol. 21, pp. 31–40, 2014.

[4] J. B. Barlow and A. R. Dennis, “Not as Smart as We Think : A Study of Collective Intelligence in Virtual Groups,” Collect. Intell. 2014, pp. 1–5, 2014.

[5] P. Gallardo, A. Hernandez G, and Robles G Cortes, “Collective intelligence as mechanism of medical diagnosis,” Expert Syst. with Appl. 40, vol. 2726–2737, 2013.

[6] L. Ilon, How collective intelligence redefines education, vol. 113. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012.