17. 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?
18. 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)
19.
20. 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)
21. 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, the
collective sharing.â
(Hargreaves, 2003)
28. 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)
54. Children and young people are described as âthe
collaboration generationâ, eager to work together
towards common goals, share content and draw upon
âthe power of mass collaborationâ. This combination of
individualisation and collaboration is often presented
as giving young people a propensity to question,
challenge and critique. These are individuals who
âtypically canât imagine a life where citizens didnât
have the tools to constantly think critically, exchange
views, challenge, authenticate, verify, or debunk.
The Digital Native - Myth & Reality, Selwyn (2009)
58. â... age is not a determining factor in
studentsâ digital lives; rather, their familiarity
and experience using ICTs is more relevant.â
â... the notion of âdigital nativesâ is inaccurate:
those with such attributes are effectively a
digital elite. Instead of a new net generation
growing up to replace an older analogue
generation, there is a deepening digital
divide ... characterized not by age but by
access and opportunity.â
66. 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
71. 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
81. âTechnological ďŹuency means much more
than the ability to use technological tools;
that would be equivalent to understanding a
few common phrases in a language. To
become truly ďŹuent in a language (like
English or French), one must be able to
articulate a complex idea or tell an engaging
story -- that is, to be able to make things of
signiďŹcance with these tools. â
The Computer Clubhouse: Technology Fluency in the Inner City, Resnick, Rusk, & Cooke (1998)
89. On Digital Video
⢠âTen years ago, not one student in
a hundred, nay, one in a thousand,
could have produced videos like
this. Itâs a whole new skill, a vital
and important skill, and one
utterly necessary not simply from
the perspective of creating but
also of comprehending video
Stephen Downes communication today.
105. 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