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  • Transcript

    • 1. Connections and Conversations: What Happens to Content? George Siemens April 9, 2008 Presented to: Technology Leadership Institute Briarcliff Manor, NY
    • 2.
      • A quick look back
      • Why failure?
      • The cycle of change
      • What does technology do?
      • Information
      • Interaction
      • Networks
    • 3. Déjà Vu all over again?
    • 4. Bold predictions of tomorrow’s world
    • 5. For each successful but humble beginning...
    • 6.  
    • 7. Many, many, bold, failed visions
    • 8.  
    • 9.
      • Darryl Zanuck :
      • demise of television (1946)
    • 10.  
    • 11.
      • Ken Olson (DEC):
      • Why would anyone want a computer at home?
    • 12.  
    • 13.
      • Louis-Sebastien Mercier :
      • all learning in four books
    • 14.
      • Visionaries see a future of telecommuting workers, interactive libraries and multimedia classrooms.
    • 15.
      • They speak of electronic town meetings and virtual communities. Commerce and business will shift from offices and malls to networks and modems.
    • 16.
      • And the freedom of digital networks will make government more democratic.
    • 17.
      • Baloney.
      • Newsweek, 1995
    • 18. Education’s battle with new tools
      • New tools resisted...negative impact on learning
      • futurelab: 2020 and beyond
    • 19.
      • A quick look back
      • Why failure?
      • The cycle of change
      • What does technology do?
      • Information
      • Interaction
      • Networks
    • 20. Why do promises fail?
    • 21. Duplication of existing approaches, new medium
    • 22. We make learners use different tools, different processes, different contexts
    • 23.
      • A quick look back
      • Why failure
      • The cycle of change
      • What does technology do?
      • Information
      • Interaction
      • Networks
    • 24.
      • “ Revolutions are not easy on us”
      • Design and the Elastic Mind
    • 25.
      • Mass education designed for the industrial age meets the needs of neither the pre-industrial village nor the post-industrial future...indeed, all education - has to be totally reconceptualized.
      • -Alvin Toffler “Revolutionary Wealth”
      3
    • 26. New ideas require new structures
      • Gombrich, 1950, p.379
    • 27.  
    • 28.
      • Film - 1940s
      • Television - 1950s
      • Programmed instruction - 1960s
      • Systematic instructional design - 1970s
      • Computers - 1980s
      • The Internet - 1990s
      • Social networks & Web 2.0 – 2000s
      • Richard Schwier
    • 29.
      • Associative trails
      • As we may think, Vannevar Bush - 1945
    • 30. We cannot evolve to adapt fast enough
    • 31. So
    • 32. We extend ourselves through technology
    • 33. Distributed Intelligence
      • Information/learning/knowledge not only “in our head”
      • Wittgenstein, Spivey, Salomon, Vygotsky, etc.
    • 34. Regime transition
      • “ Development and coordination of a vast array of complementary tangible and intangible elements”
      • Paul A. David (2000)
    • 35. Fischer (2006)
    • 36. How we interact with information today creates our structures
    • 37. Our structures preserve, and help us to makes sense of, information
    • 38. But...
    • 39. Our structures also influences future affordances
    • 40. And...
    • 41. Our information structures inhibit progress
    • 42.
      • A quick look back
      • Why failure?
      • The cycle of change
      • What does technology do?
      • Information
      • Interaction
      • Networks
    • 43. What is the role of technology?
      • Loosening transitory pull of structures created based on how we have previously interacted with information and each other
    • 44. Technology encapsulates current ideas
      • Shepherd
    • 45. ...and to connect
    • 46. ...and to interact
    • 47. Our devices
      • 2.7 billion mobile phones
        • 800 million cars
        • 850 million PCs
        • 1.5 B phones
        • 1.5 B TV sets
      • http://communities-dominate.blogs.com/brands/2007/01/putting_27_bill.html
    • 48.
      • A quick look back
      • Why failure?
      • The cycle of change
      • What does technology do?
      • Information
      • Interaction
      • Networks
    • 49.
      • Capacity to stay current
      • New tools to extend ourselves to stay current, to function, in our climate
    • 50. Information Explosion
      • From 1550-1750
      • Daniel Rosenberg
    • 51.
      • “ Confusing and harmful abundance of books"
      • Conrad Gesner 1545
    • 52. How have people sought to curb information growth?
      • More books
      • Encyclopaedia's
      • Ignore books
      • Categorize and select
      • Different strategies within context (reading)
      • New approach all together...
    • 53.
      • As long as the centuries continue to unfold, the number of books will grow continually, and one can predict that a time will come when it will be almost as difficult to learn anything from books as from the direct study of the whole universe
      • Diderot
    • 54. Information is the currency & barometer of humanity’s progress
    • 55. What do we do now with information?
    • 56. create
    • 57. re-create
    • 58. co-create
    • 59. Associative trails between information
    • 60. The attributes of information dictates a new approach, not fine-tuning existing approach
    • 61.
      • A quick look back
      • Why failure?
      • The cycle of change
      • What does technology do?
      • Information
      • Interaction
      • Networks
    • 62. here
    • 63. there
    • 64. now
    • 65. then
    • 66. Social context
    • 67.
      • Participatory sense-making
      • (De Jaegher & Di Paolo)
    • 68. Associative trails between people
    • 69.
      • A quick look back
      • Why failure
      • The cycle of change
      • What does technology do?
      • Information
      • Interaction
      • Networks
    • 70. Welcome to complexity
      • Uncoupling cause-effect
      • Multiple factors interacting
        • Diversity and emergence
    • 71. Knowing today means accepting ambiguity and uncertainty
    • 72. Information is networked
    • 73. Communication is networked
    • 74. Learning is networked
    • 75.
      • “ More than anything else, being an educated person means being able to see connections so as to be able to make sense of the world and act within it in creative ways.”
      • (W. Cronon)
    • 76. And where shall we have a regime change ?
    • 77. Classroom
    • 78. Courses
    • 79. Teacher
    • 80. Books
    • 81. Institutions
    • 82. Copyright/IP
    • 83. Filtering role
    • 84. huh? How?
    • 85. Networks
    • 86.
      • “ Networks are the language of our times, but our institutions are not programmed to understand them”
      • (McCarthy, Miller, Skidmore)
    • 87. Social
    • 88. Global filtering
    • 89. Global classrooms
    • 90. What about the existing tools?
    • 91. Blogs, wikis, blah, blah, blah
    • 92. It’s not deep enough
      • Tool-based
    • 93. It’s not deep enough
      • Information
    • 94. It’s not deep enough
      • Systemic
    • 95. Significant outstanding issues
      • Control
      • Meaning making (fragmented dialogue): how does this impact society?
      • Privacy/security
      • What are the systemic changes required?
    • 96.
      • www.elearnspace.org
      • www.connectivism.ca
      • www.knowingknowledge.com
      • gsiemens AT elearnspace DOT org