Apophenia: Understanding and meaning in information abundance George Siemens IADIS 2007 Lisbon, Portugal

Learning about Portugal Language Culture Customs History Sites/locations reflecting traits

Language

Culture

Customs

History

Sites/locations reflecting traits

Information sites Skype (Portuguese) Opinions of colleagues

Information sites

Skype (Portuguese)

Opinions of colleagues

Once here.. Tours Walking Sights, smells, sounds Food, beverages

Tours

Walking

Sights, smells, sounds

Food, beverages

What does it mean to “know” Portugal?

Gee, thanks George. We knew that.

We know, but is it reflected in practice? Ideology?

Multiple facets Multiple experience

Multiple facets

Multiple experience

To know is to connect multiplicity

We are giving our learners a one-dimensional experience

Beyond monochromatic approaches

Current methods ≠ needs Abundance Destroys current linear, expert approach

Abundance

Destroys current linear, expert approach

“In a world of rapid change, quick access to knowledge becomes as important as knowledge itself” Daniel Rosenberg

“In a world of rapid change, quick access to knowledge becomes as important as knowledge itself”

Daniel Rosenberg

New Old Ideas Conrad Gesner: “Confusing and harmful abundance of books” (1550) Journal of History of Ideas (Jan, 2003)

Conrad Gesner: “Confusing and harmful abundance of books” (1550)

Journal of History of Ideas (Jan, 2003)

Humanity’s knowledge and our means to share it are increasing at an accelerating rate. Yet, our perceptual and cognitive abilities stay nearly constant. http://www.infovis.net/printMag.php?num=170&lang=2

Humanity’s knowledge and our means to share it are increasing at an accelerating rate.

Yet, our perceptual and cognitive abilities stay nearly constant.

http://www.infovis.net/printMag.php?num=170&lang=2

Growth is accelerating 800,000 scientific journal articles in 2002, 1 M in 2006 (Boyack) IDC (six fold increase: 2010) Berkeley – How much information Data smog (David Shenk)

800,000 scientific journal articles in 2002, 1 M in 2006 (Boyack)

IDC (six fold increase: 2010)

Berkeley – How much information

Data smog (David Shenk)

Not enough experts to make sense of it all…

Knowledge needs Requires: New tools New methods New mindsets

Requires:

New tools

New methods

New mindsets

New tools Encyclopedia (aggregate) Pageflakes ManyEyes, data visualization

Encyclopedia (aggregate)

Pageflakes

ManyEyes, data visualization

New methods Patterning by software Trails of “the many” Networks

Patterning by software

Trails of “the many”

Networks

GDP http://www.worldmapper.org/

Population http://www.worldmapper.org/

Patterns, history

New mindsets Bacon: taste, swallow, chew (1612) Louis-Sebastien Mercier: Four books, eliminate the rest Interact with patterns, not with information

Bacon: taste, swallow, chew (1612)

Louis-Sebastien Mercier: Four books, eliminate the rest

Interact with patterns, not with information

How are our students interacting? Superficial (Wikipedia) NEED multiple points of input…representations…facets Need nodes to form networks

Superficial (Wikipedia)

NEED multiple points of input…representations…facets

Need nodes to form networks

Exposure of periphery: loose connections http://www.quintura.com/

http://news.com.com/The+Big+Picture/2030-12_3-5843390.html

Tags: Web of meaning

Visualization Grunt cognition Move to meaning/sensemaking Provides insight New connections

Grunt cognition

Move to meaning/sensemaking

Provides insight

New connections

Money Street World Health Chart

Mapping conversations, connections http://www.cmu.edu/joss/content/articles/volume8/Welser/

Yeah, ok, but what’s the use? Network models of learning are adaptive Multiple approaches…multiple experiences Today’s information is tomorrow’s sensemaking Complex, integrated understanding

Network models of learning are adaptive

Multiple approaches…multiple experiences

Today’s information is tomorrow’s sensemaking

Complex, integrated understanding

Challenges “ Why of” education: transformative & reactive Foster basics…but honor known (history as a conversation) (Spencer, Dewey, Piaget) New research – rewriting monthly We need to question deeply the assumptions on which we are building tomorrow’s education

“ Why of” education: transformative & reactive

Foster basics…but honor known (history as a conversation) (Spencer, Dewey, Piaget)

New research – rewriting monthly

We need to question deeply the assumptions on which we are building tomorrow’s education

www.elearnspace.org www.knowingknowledge.com www.connectivism.ca

www.elearnspace.org

www.knowingknowledge.com

www.connectivism.ca