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Slide 1: Connections and Conversations: What Happens to Content? Presented to: George Siemens Technology Leadership Institute April 9, 2008 Briarcliff Manor, NY

Slide 2: 1. A quick look back 2. Why failure? 3. The cycle of change 4. What does technology do? 5. Information 6. Interaction 7. Networks

Slide 3: Déjà Vu all over again?

Slide 4: Bold predictions of tomorrow’s world

Slide 5: For each successful but humble beginning...

Slide 7: Many, many, bold, failed visions

Slide 9: Darryl Zanuck: demise of television (1946)

Slide 11: Ken Olson (DEC): Why would anyone want a computer at home?

Slide 13: Louis-Sebastien Mercier: all learning in four books

Slide 14: Visionaries see a future of telecommuting workers, interactive libraries and multimedia classrooms.

Slide 15: They speak of electronic town meetings and virtual communities. Commerce and business will shift from offices and malls to networks and modems.

Slide 16: And the freedom of digital networks will make government more democratic.

Slide 17: Baloney. Newsweek, 1995

Slide 18: Education’s battle with new tools New tools resisted...negative impact on learning futurelab: 2020 and beyond

Slide 19: 1. A quick look back 2. Why failure? 3. The cycle of change 4. What does technology do? 5. Information 6. Interaction 7. Networks

Slide 20: Why do promises fail?

Slide 21: Duplication of existing approaches, new medium

Slide 22: We make learners use different tools, different processes, different contexts

Slide 23: 1. A quick look back 2. Why failure 3. The cycle of change 4. What does technology do? 5. Information 6. Interaction 7. Networks

Slide 24: “Revolutions are not easy on us” Design and the Elastic Mind

Slide 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

Slide 26: New ideas require new structures Gombrich, 1950, p.379

Slide 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

Slide 29: Associative trails As we may think, Vannevar Bush - 1945

Slide 30: We cannot evolve to adapt fast enough

Slide 31: So

Slide 32: We extend ourselves through technology

Slide 33: Distributed Intelligence Information/learning/knowledge not only “in our head” Wittgenstein, Spivey, Salomon, Vygotsky, etc.

Slide 34: Regime transition “Development and coordination of a vast array of complementary tangible and intangible elements” Paul A. David (2000)

Slide 35: Fischer (2006)

Slide 36: How we interact with information today creates our structures

Slide 37: Our structures preserve, and help us to makes sense of, information

Slide 38: But...

Slide 39: Our structures also influences future affordances

Slide 40: And...

Slide 41: Our information structures inhibit progress

Slide 42: 1. A quick look back 2. Why failure? 3. The cycle of change 4. What does technology do? 5. Information 6. Interaction 7. Networks

Slide 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

Slide 44: Technology encapsulates current ideas Shepherd

Slide 45: ...and to connect

Slide 46: ...and to interact

Slide 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

Slide 48: 1. A quick look back 2. Why failure? 3. The cycle of change 4. What does technology do? 5. Information 6. Interaction 7. Networks

Slide 49: Capacity to stay current New tools to extend ourselves to stay current, to function, in our climate

Slide 50: Information Explosion From 1550-1750 Daniel Rosenberg

Slide 51: “Confusing and harmful abundance of books" Conrad Gesner 1545

Slide 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...

Slide 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

Slide 54: Information is the currency & barometer of humanity’s progress

Slide 55: What do we do now with information?

Slide 56: create

Slide 57: re-create

Slide 58: co-create

Slide 59: Associative trails between information

Slide 60: The attributes of information dictates a new approach, not fine- tuning existing approach

Slide 61: 1. A quick look back 2. Why failure? 3. The cycle of change 4. What does technology do? 5. Information 6. Interaction 7. Networks

Slide 62: here

Slide 63: there

Slide 64: now

Slide 65: then

Slide 66: Social context

Slide 67: Participatory sense-making (De Jaegher & Di Paolo)

Slide 68: Associative trails between people

Slide 69: 1. A quick look back 2. Why failure 3. The cycle of change 4. What does technology do? 5. Information 6. Interaction 7. Networks

Slide 70: Welcome to complexity Uncoupling cause-effect Multiple factors interacting – Diversity and emergence

Slide 71: Knowing today means accepting ambiguity and uncertainty

Slide 72: Information is networked

Slide 73: Communication is networked

Slide 74: Learning is networked

Slide 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)

Slide 76: And where shall we have a regime change?

Slide 77: Classroom

Slide 78: Courses

Slide 79: Teacher

Slide 80: Books

Slide 81: Institutions

Slide 82: Copyright/IP

Slide 83: Filtering role

Slide 84: huh? How?

Slide 85: Networks

Slide 86: “Networks are the language of our times, but our institutions are not programmed to understand them” (McCarthy, Miller, Skidmore)

Slide 87: Social

Slide 88: Global filtering

Slide 89: Global classrooms

Slide 90: What about the existing tools?

Slide 91: Blogs, wikis, blah, blah, blah

Slide 92: It’s not deep enough Tool-based

Slide 93: It’s not deep enough Information

Slide 94: It’s not deep enough Systemic

Slide 95: Significant outstanding issues 2. Control 3. Meaning making (fragmented dialogue): how does this impact society? 4. Privacy/security 5. What are the systemic changes required?

Slide 96: www.elearnspace.org www.connectivism.ca www.knowingknowledge.com gsiemens AT elearnspace DOT org