IADIS

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  • the perception of connections and meaningfulness in unrelated things.
  • IADIS

    1. 1. Apophenia: Understanding and meaning in information abundance George Siemens IADIS 2007 Lisbon, Portugal
    2. 2. Learning about Portugal <ul><li>Language </li></ul><ul><li>Culture </li></ul><ul><li>Customs </li></ul><ul><li>History </li></ul><ul><li>Sites/locations reflecting traits </li></ul>
    3. 4. <ul><li>Information sites </li></ul><ul><li>Skype (Portuguese) </li></ul><ul><li>Opinions of colleagues </li></ul>
    4. 5. Once here.. <ul><li>Tours </li></ul><ul><li>Walking </li></ul><ul><li>Sights, smells, sounds </li></ul><ul><li>Food, beverages </li></ul>
    5. 10. What does it mean to “know” Portugal?
    6. 11. Gee, thanks George. We knew that.
    7. 12. We know, but is it reflected in practice? Ideology?
    8. 13. <ul><li>Multiple facets </li></ul><ul><li>Multiple experience </li></ul>
    9. 14. To know is to connect multiplicity
    10. 15. We are giving our learners a one-dimensional experience
    11. 16. Beyond monochromatic approaches
    12. 17. Current methods ≠ needs <ul><li>Abundance </li></ul><ul><ul><li>Destroys current linear, expert approach </li></ul></ul>
    13. 18. <ul><li>“In a world of rapid change, quick access to knowledge becomes as important as knowledge itself” </li></ul><ul><li>Daniel Rosenberg </li></ul>
    14. 19. New Old Ideas <ul><li>Conrad Gesner: “Confusing and harmful abundance of books” (1550) </li></ul><ul><li>Journal of History of Ideas (Jan, 2003) </li></ul>
    15. 20. <ul><li>Humanity’s knowledge and our means to share it are increasing at an accelerating rate. </li></ul><ul><li>Yet, our perceptual and cognitive abilities stay nearly constant. </li></ul><ul><li>http://www.infovis.net/printMag.php?num=170&lang=2 </li></ul>
    16. 21. Growth is accelerating <ul><li>800,000 scientific journal articles in 2002, 1 M in 2006 (Boyack) </li></ul><ul><li>IDC (six fold increase: 2010) </li></ul><ul><li>Berkeley – How much information </li></ul><ul><li>Data smog (David Shenk) </li></ul>
    17. 22. Not enough experts to make sense of it all…
    18. 23. Knowledge needs <ul><li>Requires: </li></ul><ul><ul><li>New tools </li></ul></ul><ul><ul><li>New methods </li></ul></ul><ul><ul><li>New mindsets </li></ul></ul>
    19. 25. New tools <ul><li>Encyclopedia (aggregate) </li></ul><ul><li>Pageflakes </li></ul><ul><li>ManyEyes, data visualization </li></ul>
    20. 26. New methods <ul><li>Patterning by software </li></ul><ul><li>Trails of “the many” </li></ul><ul><li>Networks </li></ul>
    21. 27. GDP http://www.worldmapper.org/
    22. 28. Population http://www.worldmapper.org/
    23. 29. Patterns, history
    24. 30. New mindsets <ul><li>Bacon: taste, swallow, chew (1612) </li></ul><ul><li>Louis-Sebastien Mercier: Four books, eliminate the rest </li></ul><ul><li>Interact with patterns, not with information </li></ul>
    25. 31. How are our students interacting? <ul><li>Superficial (Wikipedia) </li></ul><ul><li>NEED multiple points of input…representations…facets </li></ul><ul><li>Need nodes to form networks </li></ul>
    26. 32. Exposure of periphery: loose connections http://www.quintura.com/
    27. 33. http://news.com.com/The+Big+Picture/2030-12_3-5843390.html
    28. 34. Tags: Web of meaning
    29. 35. Visualization <ul><li>Grunt cognition </li></ul><ul><li>Move to meaning/sensemaking </li></ul><ul><li>Provides insight </li></ul><ul><li>New connections </li></ul>
    30. 36. Money Street World Health Chart
    31. 37. Mapping conversations, connections http://www.cmu.edu/joss/content/articles/volume8/Welser/
    32. 38. Yeah, ok, but what’s the use? <ul><li>Network models of learning are adaptive </li></ul><ul><li>Multiple approaches…multiple experiences </li></ul><ul><li>Today’s information is tomorrow’s sensemaking </li></ul><ul><li>Complex, integrated understanding </li></ul>
    33. 39. Challenges <ul><li>“ Why of” education: transformative & reactive </li></ul><ul><li>Foster basics…but honor known (history as a conversation) (Spencer, Dewey, Piaget) </li></ul><ul><li>New research – rewriting monthly </li></ul><ul><li>We need to question deeply the assumptions on which we are building tomorrow’s education </li></ul>
    34. 40. <ul><li>www.elearnspace.org </li></ul><ul><li>www.knowingknowledge.com </li></ul><ul><li>www.connectivism.ca </li></ul>

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