14. âWeb 2.0 tools exist that might allow academics to reďŹect
and reimagine what they do as scholars. Such tools might
positively affect -- even transform - research, teaching,
and service responsibilities - only if scholars choose to
build serious academic lives online, presenting semi-
public selves and becoming invested in and connected
to the work of their peers and students.â (Greenhow,
Robelia, & Hughes, 2009)
18. âThe Open Scholar is someone who makes their
intellectual processes digitally visible and who invites and
encourages ongoing criticism of their work and secondary
uses of any or all parts of it -- at any stage of its
development.â (Burton, G., 2009)
21. knowledge
⢠what is k?
⢠how is k acquired?
⢠how do we know what
we know?
⢠why do we know what
we know?
⢠what do humans know?
⢠who controls k?
⢠how is k controlled?
22. human thought/ideas
human language
source code
high-level language
(e.g. C++, Java, PERL)
low-level language
(assembly language)
code irretrievable
machine code
(binary)
23.
24. âLinux is subversive. Who would have
thought even ďŹve years ago that a
world-class operating system could
coalesce as if by magic out of part-time
hacking by several thousand
developers scattered all over the
planet, connected by only tenuous
strands of the Internet.â
(Raymond, 1997)
25. âGift cultures are adaptations not
to scarcity but to abundance ....
Abundance makes command
relationships difďŹcult to sustain
and exchange relationships an
almost pointless game. In gift
cultures, social status is
determined not by what you
control, but by what you give
away. (1997)
@esrtweet
35. â60 hours of video are uploaded every
minute, or one hour of video is
uploaded to Youtube every second.â
âOver 4 billion videos are viewed a day.â
âOver 800 million unique users visit
Youtube every month.â
âMore video is uploaded to YouTube in
one month that the 3 major US networks
created in 60 years.â
36.
37. Free/Open Content
âdescribes any kind of creative work in a
format that explicitly allows copying and
modifying of its information by anyone, not
exclusively by a closed organization, ďŹrm, or
individual.â (Wikipedia)
38.
39. âToday knowledge is free.
Itâs like air, itâs like water...
Thereâs no competitive
advantage in knowing
more than the person next
to you. The world doesnât
care what you know. What
the world cares about is
what you can do with what
you know.â (2012)
@drtonywagner
44. âPublishing is not evolving. Publishing is going away.
Because the word âpublishingâ means a cadre of
professionals who are taking on the incredible
difďŹculty and complexity and expense of making
something public. Thatâs not a job anymore. Thatâs a
button. There a button that says âpublishâ, and when
you press it, itâs done.â (Shirky, C.., 2012)
66. memes
âThe gene has itâs cultural analog too: the
meme. In cultural evolution, a meme is a
replicator and propagator - an idea, a
fashion, a chain letter, or a conspiracy
theory. On a bad day, a meme is a virusâ
Lowenstein, 1999
70. â...for all the money, tax revenue and intelligence that Western
governments have at their disposal (they) seemingly cannot get
their heads around a simple enough concept that wherever one
is, someone is watching and recording.â
Zack Whitaker
84. âA key to transformation is for the
teaching profession to establish
innovation networks that capture
the spirit and culture of hackers -
the passion, the can-do, collective
sharing.â
~ Hargreaves, 2003
85.
86.
87.
88.
89.
90.
91. âTo answer your question, I did use
Youtube to learn how to dance. I
consider it my âmainâ teacher.â
â10 years ago, street dance was very
exclusive, especially rare dances like popping
(the one I teach and do). You either had to
learn it from a friend that knew it or get VHS
tapes which were hard to get. Now with
Youtube, anyone, anywhere in the world can
learn previously âexclusiveâ dance styles.â
112. âI was able to go out and learn
throughout the entire week,
the entire year, and Iâm still
learning with everyone.â
âThe best part of the course is
that itâs not ending. With the
connections weâve built, it
never has to end.â
113. What We Learned
⢠Open access, low-cost, high impact.
⢠Courses become shared, global, learning events.
⢠Students immersed in a greater learning community.
⢠Value in open spaces vs. walled gardens.
⢠Learning spaces controlled and/or owned by students.
⢠Pedagogy focused on connecting & interactions.
⢠Development of sustainable, long-term, learning
connections.
120. âThe developed world is in
the midst of a paradigm
shift both in the ways in
which people and
institutions are connected.
It is a shift from being
bound up in homogenous
âlittle boxesâ to surďŹng life
through diffuse, variegated
@barrywellman social networks.â (2002)