a future for education: some core thoughts
DESCRIPTION
Future of Education talk presented in Seoul, 2007TRANSCRIPT
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A Future For Education:Some Core Ideas
Jack ParkSRI International, Menlo Park, California
AndKnowledge Media Institute, Open University, Milton Keynes, U.K.
National Assembly of South KoreaSeoul, Korea
26 October, 2007
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“Discovery consists of seeing what everybody has seen and thinking what nobody has thought.”
–Albert Szent-Gyorgyi
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Learning Happens
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“We are what we eat, and we think what we practice.”
Geoffrey C. Bowker, Memory Practices in the Sciences, p. 229
Let’s talk about practice
Quote
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A Story About a Future for Education
Just-in-time Life-long Collaborative Global
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From Individual Performance to Collective Sensemaking
Individual to Group
Group to Groups
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Collective Sensemaking
Blooming and buzzing ideas that
need collection, deliberation, and
organization
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Learning
is
Sensemaking
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Our story is about innovation
Image courtesy Gail Johnson http://admin-solutions.co.uk/
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What’s Important for Us
• Web 17.0* 78%• Integrated life-long learning 76%• Just-in-time knowledge 72%• Public facilities for learning 72%• Individualized education 64%• Improving collective intelligence 62%
* We think in terms of Web 3.0
From Figure 23 in 2007 State of the Future
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Education in Society
INFORMAL EDUCATION
FORMAL EDUCATION
EDUCATION FOR LIFE
EDUCATION FOR
EARNING A LIVING
Image Courtesy: Kim, Sun Tae (2005) “Development of VET curriculum”, Korea Research Institute for Vocational Education and Training
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Nature of the Universe where Events and Learning Occur
Simple Complicated Complex
Simple Things Machines Living Things
Social Systems
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Simple to Complex
Paper Pencil
Simple Complex
Marking on the paper forever changes what the paper can say
Blank paper has potential to say anything
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Memory in Cultural Knowledge Growth
Belief Space(Memory)
Population Space
Evaluate
Update
InfluenceAccept
ReproduceModify
After: Reynolds, R.G.; Stefan, J.M. "Web services, Web searches, and cultural algorithms", IEEE International Conference on Systems, Man and Cybernetics, 2003. Volume 4, 5-8 Oct. 2003, pp. 3982 - 3987
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Gowin’s VeeWhere Learning Happens
After: Novak, J. D., & D. B. Gowin. (1984). Learning how to learn. Cambridge, UK: Cambridge University Press.
Conceptual Methodological
Events, Stuff
Focus Questions
Answering
Learning
Knowledge Performance
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Hole in the wall
• Computer with touch screen and internet
• Mounted in “hole in the wall”
• No teachers• Children taught
themselves to surf the web
Source:
http://www.hole-in-the-wall.com/
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Approaches to Learning
• Individual – Personal research– Mentor schemes
• Group– Classrooms– Trade associations– Lectures – Informal (Incidental, Social, everyday)
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Let’s Focus on Group Learning
Image Courtesy Katy Borner
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A Step Toward the Future
• A Modest Proposition– A global learning support
infrastructure– Uses collaborative and
social opportunities on the Web
– Let’s call it a:
• Dynamic Knowledge Garden
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Douglas Engelbart’s Dynamic Knowledge Repository (DKR)
We will call this a
Dynamic Knowledge Garden (DKG)
Software InfrastructureMemory, Collaboration
DKR = People + Tools
Learning Communities
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Content BuildersContent Users
Subject Map
Applications
Platform
A Dynamic Knowledge Garden
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Federated Human Knowledge
Learning
Cultures
Politics
History
Religion
…Wellness
Nutrition
Addictions
Aging
Cancer
KnowledgeGarden
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Knowledge Garden Framework
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Quote
Upon this gifted age, in its dark hour
Rains from the sky a meteor shower
Of facts…they lie unquestioned,
Uncombined.
Wisdom enough to leach us of our ill
Is daily spun; but there exists no loom
To weave it into fabric.
Edna St. Vincent Millay
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A Loom: Topic/Subject Maps
Image Courtesy Steve Pepper
Topic Map:
Lies above information and weaves that information into a fabric
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Some Topic Maps People
Ann Wrightson (U.K.)
Sam Oh (Korea)
Steve Newcomb (USA)
Steve Pepper (Norway)
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The fabric of cultural memory
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Our Knowledge Garden Architecture
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Enough Theory…
• Let’s look at a few examples– Information Design Course– Bay Area Science Collaboratory– Fuzzzy Social Bookmarking– Cohere experimental knowledge portal– Journal of Interactive Media in Education– CALO Semantic Desktop Application
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Information Design Course
Source: http://www.ifi.uio.no/info-design/
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NexistWiki for Education
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NexistWiki: Topic Map + Wiki
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Topic Map Social Bookmarking
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Experimental Knowledge Garden
Source: Simon Buckingham Shum
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JIME document interface
http://www-jime.open.ac.uk/
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CALO Semantic Desktop Application
Open Source IRIS Platform:
http://www.openiris.org
http://caloproject.sri.com
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What can we do in our garden?
• Plant seeds– Create new subjects
• Cultivate the garden– Annotate subjects
• Annotate by connecting ideas in different subjects• Annotate by tagging• Discuss issues raised as subjects evolve
• Harvest the garden– Create learning opportunities
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Annotating By Connecting
A User asserts a relationship between ideas expressed at two different resources
Semantic Desktop concept
“is exemplified by”
OpenIris.org
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Annotation by Tagging
A User asserts a Tag on a Resource
“Semantic Desktop”
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Facilitating large-scale discourse• Towards a cultivated
ecosystem?…
ordered gardens
wild borders
ordered gardens
wild borders
Structured but emergent networks of claims and
arguments
Informally expressed claims and arguments,
awaiting ‘proper linkage’
Source: Simon Buckingham Shum
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Dialog Mapping
Users Ask and Answer Questions, and Discuss the Answers
Compendium Screenshot
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Collaborative sensemaking in e-Science:Meeting Replay tool for Earth scientists, synchronising video of Mars crew’s discussion as they annotate their mission plans
Copyright, 2004, RIACS/NASA Ames, Open University, Southampton UniversityCourtesy Simon Buckingham Shum
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Future prospects for learning support
• Global federation of Dynamic Knowledge Gardens
• Virtual Learning Environments
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Federation of Knowledge Gardens
Knowledge Garden
Knowledge Garden
Knowledge Garden
Knowledge Gardens communicate with each other to perform federation
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Virtual Worlds Architecture
User’sWeb Browser
Subject MapServer
Virtual WorldsServer
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Candidate Future:Virtual Learning Centers
http://www.youtube.com/watch?v=aFuNFRie8wA
http://www.secondlife.com/
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Summary
• With a Dynamic Knowledge Garden, we can:– Promote more freedom to learn– Bring more learners together for:
• Lifelong, Just-in-time, Just-in-case, Just-for-me learning
– Promote social contribution to learning environments by and for all people
– Augment collective intelligence
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Thank You
Special thanks to Jerry Glenn, Youngsook Park, and Adam Cheyer
Final thought: http://www.youtube.com/watch?v=-4CV05HyAbM