Connected Intelligence 1


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by prof. Derrick de Kerckhove (University of Toronto), presented at New Media Days, Katowice 2008,

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  • Connected Intelligence 1

    1. 1. Derrick de Kerckhove [email_address] Brainframes, digital technologies,and connected intelligence
    2. 2. The acceleration of innovation in the electric age
    3. 3. Mind enhancement technologies Internal External Hardware Software
    4. 4. Towards the “Objective Imaginary
    5. 6. Gottfredson 2002 Individual Effects Cognition important protection for good life Environmental toxin models +1 IQ point = +1.763% income (Schwartz), +2.094/3.631% (Salkever, m/f) Annual gain / IQ point US $55-65 billion 0.4-0.5% GDP Effects on schooling, participation rate, social costs Weiss 1998 claim 3 point IQ increase: Poverty rate -25% Males in jail -25% High school dropouts -28% Parentless children -20% Welfare recipiency -18% Out-of-wedlock births -15%
    6. 7. Technology and generations
    7. 8. The radio kid
    8. 9. The TV kid (hippie)
    9. 10. 1981 PC kids
    10. 11. Cellular phone kid <ul><li>Always on </li></ul><ul><li>Real-time </li></ul><ul><li>Ubiquity </li></ul>
    11. 12. Digital Native: screens, mind and literacy > 10 000 hours of videogames > 250 000 hours of emails and SMS > 10 000 hours on the cellular phone > 20 000 hours of television > 500 000 hours of advertising spots < 5 000 hours reading books
    12. 13. Web users… <ul><li>Don’t read, they scan </li></ul><ul><li>They don’t want to work hard for their information </li></ul><ul><li>Need instant gratification for their info: </li></ul><ul><ul><li>Short and to the point (50% fewer words than on print - usually less than a third of a normal page) </li></ul></ul><ul><ul><li>No scrolling </li></ul></ul><ul><ul><li>No rhetoric </li></ul></ul>
    13. 14. “ Wreading”
    14. 15. The “Net Gen Wreader” <ul><li>Used to multimedia via videogames and calculators </li></ul><ul><li>Doesn’t “do” manuals </li></ul><ul><li>Used to work in groups or teams </li></ul><ul><li>Multitasking </li></ul><ul><li>Sampling </li></ul><ul><li>Does outside the head on a screen what we were taught to do inside </li></ul><ul><li>(Jeff Han’s video) </li></ul>
    15. 16. <ul><li>literacies beyond print , secondary orality [spriting] </li></ul><ul><ul><li>immigrants like filtering & editing. natives massage raw data </li></ul></ul><ul><ul><li>immigrants proceed sequentially. natives love “multi-tasking” </li></ul></ul><ul><ul><li>immigrants like text in books. native graphics/voice over text </li></ul></ul><ul><ul><li>immigrants; individual or peer-to-peer. immigrants “network” </li></ul></ul><ul><ul><li>immigrants think of assignments. Natives love ‘serious play’ </li></ul></ul><ul><ul><li>word-processing - cut and paste, quick write, [ :);;(] </li></ul></ul><ul><ul><li>[beyond emai] instant messaging, real time texting </li></ul></ul><ul><ul><li>wicki-ing , “modding”, [borrowing and] -- massaging </li></ul></ul><ul><ul><li>new ways of gathering, recording, composing story-bits </li></ul></ul><ul><ul><li>new ways of borrowing and addressing one’s creations </li></ul></ul><ul><ul><li>new ways to create, chain, assemble recorded sound </li></ul></ul>
    16. 17. Our children are doing their homework socially, even though they’re being graded and tested as if they’r doing their work in isolation booths. But in the digital order, their approach is appropriate: memorizing facts is often now a skill more relevant to quiz shows than to life (David Weinberger, Everyting is miscellaneous, 2007).
    17. 18. Ryerson’s questionnaire <ul><li>75 criteria </li></ul><ul><li>Numero 1: teamwork (4.69/5) </li></ul><ul><li>Two: how to present oneself (3.87) </li></ul><ul><li>Three: how to make a working plan (3.54) </li></ul><ul><li>Ten: network experience </li></ul>
    18. 19. New rules for a new educational system <ul><li>Multiply intelligences </li></ul><ul><li>“ Une t ête bien faite vaut mieux qu’une tête bien pleine” (Montaigne) </li></ul><ul><li>“ Plusieurs têtes presque vides mais connectées valent mieux qu’une tête bien faite” (de Kerckhove) </li></ul><ul><li>Collaborative over competitive (reward both) </li></ul><ul><li>(Ryerson study) </li></ul><ul><li>Body and mind (physical contact, meeting is never to be ignored even in distance education) </li></ul>
    19. 20. For a new pedagogical model <ul><li>Broadcast to networked </li></ul><ul><li>Memory to intelligence </li></ul><ul><li>“ Contact hours” </li></ul><ul><li>On line competencies </li></ul><ul><li>Student-centered education </li></ul>
    20. 21. New educational devices, though important, are not as central to tomorrow's schooling as are new roles for student and teacher. Citizens of the future will find much less need for sameness of function or vision. To the contrary, they will be rewarded for diversity and originality. Therefore, any real or imagined need for standardized classroom presentation may rapidly fade; the very first casualty of the present-day school system may well be the whole business of teacher-led instruction as we know it. (McLuhan, 1967)
    21. 22. (ipertestualità del pensiero cinese) Hypertextual intelligence
    22. 23. Hypertextual thinking <ul><li>Your horoscope </li></ul><ul><li>The I Ching </li></ul><ul><li>Palabra, dreaming, prayer, simulation </li></ul><ul><li>Hypertextual thinking an issue of time, not space: </li></ul><ul><ul><li>The only time that counts is NOW </li></ul></ul><ul><ul><li>All links and connections are made in REAL TIME </li></ul></ul><ul><ul><li>All simulations are manner of prediction (pregestual) </li></ul></ul><ul><li>Under electronic conditions, the delay between project and realization is shortening </li></ul>
    23. 24. fields trees cloud sky climate lake water + locality, sensations, type of photography… The era of the tag
    24. 25. On the Internet every message is divided in small packets. A “packet” is a short sequence of data, with a protocol that contains an address and some administration to find its way via routers and switchers to its destination. Thus any message can finds its way as well as the order of its reconstitution thanks to a tag.
    25. 26. fields trees cloud sky climate lake water + locality, sensations, type of photography… So realistically, in the beginning was the tag, the unique address of the digital packet to make it available for the construction of images and the building of meaning from anywhere to anywhere for any given purpose. The tag is what allows to break down all the traditional categories and classifications and rebuild connections according to need, context and circumstances instead of forced environments of knowledge and design.
    26. 27. From the hierarchy of categories Clay Shirky
    27. 28. To links Clay Shirky
    28. 29. To interlinks Clay Shirky
    29. 30. To the disappearing of categories Clay Shirky
    30. 31. The web evolution Connections between people Connections between information Email Social Networking Groupware Javascript Weblogs Databases File Systems HTTP Keyword Search USENET Wikis Websites Directory Portals 2010 - 2020 Web 1.0 2000 - 2010 1990 - 2000 PC Era 1980 - 1990 RSS Widgets PC’s 2020 - 2030 Office 2.0 XML RDF SPARQL AJAX FTP IRC SOAP Mashups File Servers Social Media Sharing Lightweight Collaboration ATOM Web 3.0 Web 4.0 Semantic Search Semantic Databases Distributed Search Intelligent personal agents Java SaaS Web 2.0 Flash OWL HTML SGML SQL Gopher P2P The Web The PC Windows MacOS SWRL OpenID BBS MMO’s VR Semantic Web Intelligent Web The Internet Social Web Web OS From Novak Spivack “ Making Sense of the Semantic Web” Cybrid Design & Bottom-up knowledge
    31. 34. Flickr
    32. 35. Flickr
    33. 36. 43 things
    34. 37. 43 things
    35. 38. Social bookmarking
    36. 39.
    37. 40. « All things must pass through Internet » Pets Office Sanity Stores Home Vehicles I.D. Public Transportation RFID
    38. 41. hy-pertinence
    39. 42. Tags and mobile NFC (Near Field Communication) NFC is a short high frequency wireless communication technology which enables the exchange of data between devices over about decimetre distance. Uses Applications <ul><li>Card Emulation </li></ul><ul><li>Reader mode </li></ul><ul><li>P2P mode </li></ul><ul><li>Mobile ticketing </li></ul><ul><li>Mobile payment </li></ul><ul><li>Smart poster </li></ul><ul><li>Ubiquitous info </li></ul><ul><li>Universal Margin </li></ul>
    40. 43. A humble barcode
    41. 47. Information Complexity <ul><li>Online information is liquid: </li></ul><ul><ul><li>Non-homogeneous dissemination </li></ul></ul><ul><ul><li>Poorly indexed </li></ul></ul><ul><ul><li>Complex and non-linear relationships </li></ul></ul><ul><ul><li>Reproduces everyday-world relationships </li></ul></ul>Emails Companies Products Services Web Pages Multimedia Documents Events Projects Activities Interests Places People Groups
    42. 48. Web 2.0 … What impact on e-learning ? <ul><li>Not merely software …but community </li></ul><ul><li>open access </li></ul><ul><li>peer production </li></ul><ul><li>not only consumers </li></ul><ul><li>but also producers </li></ul><ul><li>centrality of the “prosumer” </li></ul>
    43. 49. Hypertinent social tagging
    44. 50. Net-Folksonomy: bottom-up classification <ul><li>A new framework from data to metadata </li></ul><ul><ul><li>No definitive links between people, items and tags </li></ul></ul><ul><ul><li>Informational objects (tags) can classify other informational objects </li></ul></ul><ul><ul><li>Users share their knowledge items and their tags (web togetherness) </li></ul></ul><ul><ul><li>Open groups are organized in scalable folksonomies (from narrow to broad ) </li></ul></ul>You (anyone) can: Add infos Add items Browse infos Browse users
    45. 51. Net-Folksonomy: bottom-up classification SQUAREGREEN,C CIRCLE, B SQUARE, D TRIANGLE BLUE, A <ul><li>What is changing? </li></ul><ul><ul><li>Everyone can share everything </li></ul></ul><ul><ul><li>Informational objects depend on users , not on hierarchical structures </li></ul></ul><ul><ul><li>Many devices can grant interaction with information everywhere (wiredness) </li></ul></ul><ul><ul><li>Real life and virtual environment create a system as a whole </li></ul></ul>
    46. 52. You tube and My space can be used to product, remediate and disseminate sciences knowledge
    47. 53. This kind of environment that we have, an information environment, electrically programmed, turns the entire planet into a teaching machine, and it’s a man-made teaching machine. One of the results of the man-made environment becoming a teaching machine is that the audience becomes workforce (McLuhan, 1966).