Engelbart: Augmenting Human Intellect (1962)
These hypotheses imply great richness in the new evolutionary spaces opened by progressing from Stage 3 to Stage 4. We would like to study the hypotheses further, examining their possible manifestations in our experience, ways of demonstrating their validity, and possible deductions relative to going to Stage 4. In search of some simple ways to determine what the Neo-Whorfian hypothesis might imply, we could imagine some relatively straightforward means of increasing our external symbol-manipulation capability and try to picture the consequent changes that could evolve in our language and methods of thinking. Brains of power equal to ours could have evolved in an environment where the combination of artifact materials and muscle strengths were so scaled that the neatest scribing tool (equivalent to a pencil, possible had a shape and mass as manageable as a brick would be to us-assuming that our muscles were not specially conditioned to deal with it. 5. a. b Structure Types 1) General
The History of Social Media [INFOGRAPHIC]
Classroom 2.0
Innovating Pedagogy 2017 | Open University Innovation Report #6
This series of help sheets is designed for people who are trying out distance and online education for the first time, and for teachers who have already taught at a distance and want to try something new. Each help sheet outlines one approach to learning at a distance and provides guidance on how to put this into practice. All the help sheets are based on approaches covered in past Innovating Pedagogy reports and take into account that students may have only limited access to technology and the Internet. The latest report in our annual series explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. Download Innovating Pedagogy 2020 This eighth report, produced in collaboration with the National Institute for Digital Learning (NIDL), Dublin City University, Ireland, proposes ten innovations that are already in currency but have not yet had a profound influence on education in their current form.
Why Schools Need to Get Social, Local and Mobile
Troy Williams is Vice President and General Manager of Macmillan New Ventures, the global media company’s division that discovers, develops and markets innovative technologies that make learning more engaging. It’s not revelatory that the academic and the tech worlds move at vastly different paces. Education often lags behind when it comes tech adoption and integration. But there has never been a better time for innovation in the classroom. Although public school systems face drastic budget cuts and harsh public scrutiny, we continue to see the private sector (as well as government initiatives) invest in vibrant and disruptive education tech. SEE ALSO: Why Education Needs to Get Its Game On While movements to incorporate ebooks and develop better Learning Management Systems (or LMS) are finally taking hold in higher education, more interesting (and potentially disruptive) are the emergent tech trends of Social, Local and Mobile – or what I like to call SoLoMo. Social Imagine: Location Mobile
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Modern Learning Strategies Workshop | Modern Workplace Learning
Public online workshop runs: 5 May – 6 June 2014 About the Workshop The Networked Age demands a new set of learning skills and tools. In this fast moving age, it is no longer just about studying existing bodies of knowledge and skills in formal courses but acquiring a set of modern learning skills to “learn the new”, ie constantly discovering new ideas, new thinking, new resources to stay up to date in your industry or profession. Why are these modern learning skills important? For individuals The half life of a piece of knowledge is 5 years. For organisations: Today’s workplace requires that successful employees keep pace and continually learn new procedures, strategies and technologies to stay abreast of developments in their fields. For education Workshop Agenda Each week of this 5-week online workshop focuses on a different set of skills and tools (as shown in the diagram on the right and explained briefly below) How the workshop runs This workshop is suitable for
How do we interpret technologies in use? - Liquid Learning
This is the second in a series of tools that were released at the October 2007 Open Classroom Conference in Stockholm, alongside the socio-technical activity tool that was described in my previous post. It has benefited immensely from participant feedback during the workshop session and what feels like a finished version - or at least a version that is ready for further comment/criticism - is presented here. The development of the tool stems from my own engagement with the integration, embedding, deployment, evaluation - pick your own circumstance – of technologies in education. An ongoing and not necessarily simple process that requires some understanding of how we actually use technologies or perhaps what is more easily described as a sense of what technologies become, defined by their patterns of use. This is something I recognise as complex relationship between design, affordance and appropriation. How does it work in practice? References:Pinch, Trevor J. and Wiebe E.
Dangers of social groupthink: A case study in Enterprise 2.0, Social CRM and Social Business
For sure, there’s a lot of Goodness in social media—in our personal lives and business. But also a lot of issues to be worked out. That’s why two years ago I established a Social Business category on CustomerThink, and last year launched SocialBusinessOne, a community dedicated to the topic. One of the downsides of social media is that it can accelerate getting locked into a point of view. This is counter intuitive, because you might expect that social media would make it easier to get multiple points of view. It can, but it depends on the group dynamics and the willingness of each of us as individuals to consider alternate ideas. Image Credit: philipcarter These days it’s all too easy to find and join a group that supports a certain mindset. Groupthink means members of a group try to avoid conflict and reach consensus without critical analysis. This is fine if your group is cheering for a sports team or maybe a political party. Trends in social thinking Dr. Source: Social Radar
The Gates Foundation Funds Facebook Apps for Students
The Bill & Melinda Gates Foundation has contributed $2 million in funding to a Facebook application with the hope that it will help improve postsecondary education graduation rates in the U.S. This is the first time the Foundation has made a direct equity investment in a for-profit company as part of its charitable mission. Inigral's Schools App creates a closed community of students within Facebook's platform. Retro Venture Partners and Founders Fund also contributed to what totaled to a $4 million round of Series B funding. About 11 schools use customized versions of the app, which Inigral's CEO and founder Michael Staton describes as "a cross between Yammer and Twitter." “The key is the way that we’re designed is to help people who don’t know each other get to know each other," Staton says. Engagement with peers and school activities is widely regarded as one of the most important factors in whether a student graduates.
