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The Quantum Funnel: Working with the black holes of knowledge

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My presentation from TCUK 2013 about how our knowledge is incomplete, and fragmented, and how we as information and training designers, can architect systems for this environment.

My presentation from TCUK 2013 about how our knowledge is incomplete, and fragmented, and how we as information and training designers, can architect systems for this environment.

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  • 1. RAY  GALLON C U L T U R E C O M Presentation  ©  2013  Ray  Gallon  all  rights  reserved THE QUANTUM FUNNEL Working  with  the  Black  Holes  of  Knowledge The  Transformation  Society Saturday, 28 September 2013
  • 2. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Who IsThis Guy? Ray Gallon -The Humanist Nerd Research  collaborator  and  principal,  The  Transformation  Society,   a  new  research  and  training  institute  in  Barcelona,  Spain ■ 20  years  in  technical  communication  with  major  companies  such  as  G.E.   Healthcare,  Alcatel,  IBM,  etc. ■ Member,  board  of  directors,  Society  for  Technical  Communication  (STC) ■ Past  president,  STC  France ■ Award-­‐winning  radio  producer  and  journalist  –  CBC,  NPR,  France  Culture,   etc.  and  former  programme  manager,  WNYC-­‐FM,  New  York  Public  Radio Owner/Consultant,  Culturecom  –  specialist  in      usability,  content   strategy,  and  user  assistance  for  software Saturday, 28 September 2013
  • 3. Presentation  ©  2013  Ray  Gallon  all  rights  reserved NUREMBERG_FUNNEL_-­‐_AD_STAMP_1910.JPG The Nürnberg Funnel Saturday, 28 September 2013
  • 4. Presentation  ©  2013  Ray  Gallon  all  rights  reserved The Quantum Funnel WIKIPEDIA TWITTER OTHER WIKIS USER FORUMS USER ASSISTANCE Saturday, 28 September 2013
  • 5. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Missing Pieces KNOWLEDGE AUTONOMY Neus  Lorenzo,  The  Transformation  Society HTTP://PHOTOGRAPHY.NATIONALGEOGRAPHIC.COM/PHOTOGRAPHY/PHOTO-OF-THE-DAY/EASTERN-SCREECH-Saturday, 28 September 2013
  • 6. Presentation  ©  2013  Ray  Gallon  all  rights  reserved HTTP://UPLOAD.WIKIMEDIA.ORG/WIKIPEDIA/COMMONS/C/CD/BLACK_HOLE_MILKYWAY.JPG Who Will Fill in the Black Holes? HTTP://THAIASTRO.NECTEC.OR.TH/NEWS/2002/IMG/NEWS2002NOV03A.JPG HTTP://UPLOAD.WIKIMEDIA.ORG/WIKIPEDIA/COMMONS/5/5E/BH_LMC.PNG HTTP://WALLSE.NET/SEARCH/T/E3/B3B.JPG IMAGE  BY  MARK  VAN  NORDEN  HTTP://FARM9.STATICFLICKR.COM/8342/8275081235_35EB0091A9_Z.JPG Saturday, 28 September 2013
  • 7. Presentation  ©  2013  Ray  Gallon  all  rights  reserved What We Used to Use Saturday, 28 September 2013
  • 8. Presentation  ©  2013  Ray  Gallon  all  rights  reserved What We Use Today Saturday, 28 September 2013
  • 9. Presentation  ©  2013  Ray  Gallon  all  rights  reserved How it’s Different Predetermined Static  Structure Flexible,  Emergent  Structure,  based  on   Contingent  Need Saturday, 28 September 2013
  • 10. Presentation  ©  2013  Ray  Gallon  all  rights  reserved What Structures an Online Search? Search  terms  you  enter Search  engine  algorithms  -­‐ Page  rank,  ontologies  (semantic  web),  etc. Geolocation  (you  get  google.fr   instead  of  google.com...) Personal  data  collected  by  the  search   engine  (“the  search  bubble”) Saturday, 28 September 2013
  • 11. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Knowledge  is  activated  in  the  world  as  much  as  in  the  head  of  an  individual. It  exists  within  systems  which  are  accessed  through  people  participating  in  activities. Cognitive Bases: Connectivism - Learning is More Important than Knowing Learning  is  the  process  of  creating  connections  and  elaborating  a   network.  In  this  metaphor,  a  node  is  anything  that  can  be  connected  to   another  node  such  as  an  organisation,  information,  data,  feelings  and   images.   Learning  may  reside  in  non-­‐human  appliances. Learning  is  more  critical  than  knowing. Maintaining  and  nurturing  connections  is  needed  to  facilitate  continual   learning. Perceiving  connections  between  fields,  ideas  and  concepts  is  a  core  skill. Currency  (accurate,  up-­‐to-­‐date  knowledge)  is  the  intent  of  learning   activities. Source: http://en.wikipedia.org/wiki/Connectivism Essential Knowledge Components: Know  howKnow  whatKnow  whereKnow  when Implied: Know  how  to  beKnow  how  to  be  with  others Saturday, 28 September 2013
  • 12. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Cognitive Bases: Constructivism - Active Social Learning Based  on  experiencing  an  environment   first-­‐hand:   Reliable,  trust-­‐worthy  knowledge   The  learner  acts  upon  the  environment  to   acquire  and  test  new  knowledge Self-­‐directed,  creative,  and  innovative Instructors  are  facilitators,  not  teachers The  context  is  central  to  the  learning  itself   Active  social  process  of  collaboration  to   arrive  at  shared  understanding Source: http://en.wikipedia.org/wiki/Constructivism_(learning_theory) Saturday, 28 September 2013
  • 13. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Active Learning: Learning by Doing Roger  C.  Schank’s  Schema  -­‐  We  remember  independent,  self-­‐ contained  scripts,  or  Memory  Organization  Packets  (MOP’s) Restaurant Airplane Clothing  Shop PayBeing   seated Eat Choose Romantic   Conversation PayBeing   seated Eat Choose Pay Choose Fasten   Seatbelt Try  on MOP’s  are  composed   of  scenes,  which  can   be  generalized  from   one  MOP  to  another Serve   wine REF:  http://cogprints.org/637/1/LearnbyDoing_Schank.html Saturday, 28 September 2013
  • 14. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Active Learning: Learning by Doing Networks  of  Scenes Restaurant Airplane Clothing  Shop PayBeing   seated Eat Choose PayBeing   seated Eat Choose Pay Choose Fasten   Seatbelt Try  on MOP’s  are  composed   of  scenes,  which  can   be  generalized  from   one  MOP  to  another Serve   wine REF:  http://cogprints.org/637/1/LearnbyDoing_Schank.html Pay  Network Eat  Network Choose  Network Saturday, 28 September 2013
  • 15. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Networks of Networks Exchanging  understandings  of   networks  of  scenes  expands  our   ability  to  mutually  communicate   them  to  beginners http://socialpsychologyeye.files.wordpress.com/2011/04/strange_group.jpg Saturday, 28 September 2013
  • 16. Presentation  ©  2013  Ray  Gallon  all  rights  reserved What is Mastery? HTTP://IMG.GAWKERASSETS.COM/IMG/18K10WY7NQ900JPG/KU-­‐BIGPIC.JPG 1.  How  to  Use   the  Camera Explicit   Instruction: Features,   buttons,   menus,  etc. Saturday, 28 September 2013
  • 17. Presentation  ©  2013  Ray  Gallon  all  rights  reserved What is Mastery? HTTP://BRAIN.PAN.E-­‐MERCHANT.COM/4/7/21007774/U_21007774.JPG 2.  Take  a  “good”   photograph Hands-­‐on  practice Implicit  and   factual   comprehension Saturday, 28 September 2013
  • 18. Presentation  ©  2013  Ray  Gallon  all  rights  reserved 3.  Decide  how,   what,  when... Collaborative   refection Contextual   reference What is Mastery? HTTP://THUMBS.DREAMSTIME.COM/Z/JOYFUL-­‐GROUP-­‐YOUNG-­‐PEOPLE-­‐TAKING-­‐SELF-­‐PORTRAIT-­‐7767413.JPG Saturday, 28 September 2013
  • 19. Presentation  ©  2013  Ray  Gallon  all  rights  reserved The Linguistic Competency Funnel Integrated  Learning Quantity Quality Literal  Content Communication Cognition A1  Beginner A2  Basic B1  Threshold Community Complexity Criteria  Selection C1  Functional B2  Advanced C2  Mastery In  moving  from  contingent  need   to  confusion,  we  still  learn  more. COMPLEXITY  ≠  CHAOS! Quantity  of  information  >  contingent   need learner  gets  confused,   sense  of  chaos Can’t  keep  track  of  it  all Interfaces,   hardware,  software,  user   assistance,  hands-­‐on  and   conceptual  combined Neus  Lorenzo,  The  Transformation  Society Saturday, 28 September 2013
  • 20. Presentation  ©  2013  Ray  Gallon  all  rights  reserved The OECD Has Added Collaborative Problem-Solving To Its PISA Tests Of Basic Competencies For 2015 And Beyond Saturday, 28 September 2013
  • 21. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Matrix of CollaborativeProblem Solving Skills for PISA 2015 (OECD) REFHTTP://21K12.FILES.WORDPRESS.COM/2013/06/CPS-­‐PISA.JPG Saturday, 28 September 2013
  • 22. Presentation  ©  2013  Ray  Gallon  all  rights  reserved The Collaborative Mastery Funnel Integrated  Learning Quantity Quality Discovering  team’s abilities Choose  type  of  collaborative   interaction A1  Understanding A2  Action Understanding  rolesA3  Team  organisation Exploring  and   Understanding Common  ground Identify  tasks B1  Understanding B2  Action Describe  team  roles (rules  of  engagement) B3  Team   organisation Representing   and  Formulating Communicating  about  tasks Enacting  plans C1  Understanding C2  Action Mutual  engagement   per  rules C3  Team   organisation Planning  and   Executing Monitoring/repairing shared  understanding Monitoring/evaluating  results D1  Understanding D2  Action Feedback  and  adaptation D3  Team   organisation Monitoring  and   Reflecting Neus  Lorenzo,  The  Transformation  Society Saturday, 28 September 2013
  • 23. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Components of Collaborative Problem-Solving PISA REF:  HTTP://WWW.AGENCIAEDUCACION.CL/WP-­‐CONTENT/UPLOADS/2013/04/PRESENTACION-­‐LOOI-­‐CHEE-­‐KIT.PDF Saturday, 28 September 2013
  • 24. Presentation  ©  2013  Ray  Gallon  all  rights  reserved How Do We Fill the Gaps in UA? Level  1  -­‐  internal,   contextual Level  2  -­‐  external,   contextual Level  3  -­‐  interactive,   contextual Saturday, 28 September 2013
  • 25. Presentation  ©  2013  Ray  Gallon  all  rights  reservedHTTP://WWW.LEARNINGREVIEW.COM/MOBILE-SOCIAL-LEARNING/3412-M-LEARNING-EN-ACCION How Do We Fill the Gaps in Training? Sequential,  instructor-­‐led  classes   Still  has  merit  for  specific  skill  acquisition Even  so,  trainees  will  have  different  knowledge   Instructors  must  plan  for  individual  work eLearning,  mLearning  -­‐  allow  for  personal,  and  self-­‐guided   skills  acquisition,  engage  the  learner: Learner  becomes  content  creator  and  author  of  his/her  own  learning  experience Demand  collaboration  and  lead  to  the  discovery  of  creative  collective  solutions Can  lead  to  the  development  of  ongoing  learning  networks Anchor  learning  through  real-­‐world  application MOOC’s Saturday, 28 September 2013
  • 26. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Mooc’s Massive  Open  Online  Course Social  learning: Mutual  exchange  of   knowledge  &  expertise Instructor  is  a  moderator   and  guide Limited  in  time Self  organizing  –  users  fill   their  own  particular  gaps Social networking Formal structure Multimedia Saturday, 28 September 2013
  • 27. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Curators, Not Gate Keepers h"p://cdn.mactrast.com/wp-­‐content/uploads/2011/09/Rotary-­‐iPhone.png XSaturday, 28 September 2013
  • 28. Presentation  ©  2013  Ray  Gallon  all  rights  reserved The Curator as Story-Teller KNOWLEDGE AUTONOMY Neus  Lorenzo,  The  Transformation  Society Saturday, 28 September 2013
  • 29. Presentation  ©  2013  Ray  Gallon  all  rights  reserved Thank  You! RAY  GALLON C U L T U R E C O M Email:   infodesign@culturecom.net Google  Plus:  +Ray  Gallon Twitter:  @RayGallon LinkedIn:  Ray  Gallon Check  out  my  blog,  Rant  of  a  Humanist  Nerd: http://humanistnerd.culturecom.net Portions  of  this  presentation  based  on  research  by   the  Transformation  Society  Research  group. Member, Board of Directors Saturday, 28 September 2013