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A Future for Education: Some Core Thoughts
The document proposes a vision for a future of education centered around Dynamic Knowledge Gardens, which are global learning support infrastructures that use collaborative and social opportunities on the web. They would allow for lifelong, just-in-time learning through topic maps and collaborative tools that help weave information into a shared understanding and allow learners to harvest knowledge from each other. Examples are presented of early prototypes that demonstrate dynamic mapping of topics, social bookmarking, collaborative discourse, and annotation of relationships between ideas.
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A Future for Education: Some Core Thoughts
- 1. A Future ForEducation: Some Core Ideas Jack Park SRI International, Menlo Park, California And Knowledge Media Institute, Open University, Milton Keynes, U.K. National Assembly of South Korea Seoul, Korea 26 October, 2007
- 2. “Discovery consists of seeingwhat everybody has seen and thinking what nobody has thought.” –Albert Szent-Gyorgyi
- 3.
- 4. Quote “We are whatwe eat, and we think what we practice.” Geoffrey C. Bowker, Memory Practices in the Sciences, p. 229 Let’s talk about practice
- 5. A Story Abouta Future for Education Just-in-time Life-long Collaborative Global
- 6. From Individual Performanceto Collective Sensemaking Individual Group to to Group Groups
- 7. Collective Sensemaking Blooming and buzzing ideas that need collection, deliberation, and organization
- 8. Learning is Sensemaking
- 9. Our story isabout innovation Image courtesy Gail Johnson http://admin-solutions.co.uk/
- 10. What’s Important forUs • Web 17.0* 78% • Integrated life-long learning 76% • Just-in-time knowledge 72% • Public facilities for learning 72% • Individualized education 64% • Improving collective intelligence 62% * We think in terms of Web 3.0 From Figure 23 in 2007 State of the Future
- 11. Education in Society FORMAL EDUCATION EDUCATION EDUCATION FOR FOR LIFE EARNING A LIVING INFORMAL EDUCATION Image Courtesy: Kim, Sun Tae (2005) “Development of VET curriculum”, Korea Research Institute for Vocational Education and Training
- 12. Nature of theUniverse where Events and Learning Occur Simple Complicated Complex Simple Things Machines Living Things Social Systems
- 13. Simple to Complex Simple Complex Paper Pencil Blank paper has Marking on the paper forever potential to say changes what the paper can anything say
- 14. Memory in CulturalKnowledge Growth Belief Space (Memory) Update Accept Influence Population Space Reproduce Evaluate Modify After: Reynolds, R.G.; Stefan, J.M. "Web services, Web searches, and cultural algorithms", IEEE International Conference on Systems, Man and Cybernetics, 2003. Volume 4, 5-8 Oct. 2003, pp. 3982 - 3987
- 15. Gowin’s Vee Where Learning Happens Learning Conceptual Methodological Knowledge Focus Questions Performance Answering Events, Stuff After: Novak, J. D., & D. B. Gowin. (1984). Learning how to learn. Cambridge, UK: Cambridge University Press.
- 16. Hole in thewall • Computer with touch screen and internet • Mounted in “hole in the wall” • No teachers • Children taught themselves to surf the Source: web http://www.hole-in-the-wall.com/
- 17. Approaches to Learning •Individual – Personal research – Mentor schemes • Group – Classrooms – Trade associations – Lectures – Informal (Incidental, Social, everyday)
- 18. Let’s Focus onGroup Learning Image Courtesy Katy Borner
- 19. A Step Towardthe Future • A Modest Proposition – A global learning support infrastructure – Uses collaborative and social opportunities on the Web – Let’s call it a: • Dynamic Knowledge Garden
- 20. Douglas Engelbart’s Dynamic Knowledge Repository (DKR) Learning Communities DKR = People + Tools We will call this a Dynamic Knowledge Garden Software Infrastructure (DKG) Memory, Collaboration
- 21. A Dynamic KnowledgeGarden Content Users Content Builders Applications Subject Map Platform
- 22. Federated Human Knowledge Learning Cancer Cultures Aging Politics Knowledge Garden Addictions History Nutrition Religion Wellness …
- 23.
- 24. Quote Upon this giftedage, in its dark hour Rains from the sky a meteor shower Of facts…they lie unquestioned, Uncombined. Wisdom enough to leach us of our ill Is daily spun; but there exists no loom To weave it into fabric. Edna St. Vincent Millay
- 25. A Loom: Topic/SubjectMaps Topic Map: Lies above information and weaves that information into a fabric Image Courtesy Steve Pepper
- 26. Some Topic MapsPeople Ann Wrightson (U.K.) Sam Oh (Korea) Steve Newcomb (USA) Steve Pepper (Norway)
- 27. The fabric ofcultural memory
- 28. Our Knowledge Garden Architecture
- 29. Enough Theory… • Let’slook at a few examples – Information Design Course – Bay Area Science Collaboratory – Fuzzzy Social Bookmarking – Cohere experimental knowledge portal – Journal of Interactive Media in Education – CALO Semantic Desktop Application
- 30. Information Design Course Source: http://www.ifi.uio.no/info-design/
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- 32. NexistWiki: Topic Map+ Wiki
- 33. Topic Map SocialBookmarking
- 34. Experimental Knowledge Garden Source: Simon Buckingham Shum
- 35. JIME document interface http://www-jime.open.ac.uk/
- 36. CALO Semantic Desktop Application http://caloproject.sri.com Open Source IRIS Platform: http://www.openiris.org
- 37. What can wedo in our garden? • Plant seeds – Create new subjects • Cultivate the garden – Annotate subjects • Annotate by connecting ideas in different subjects • Annotate by tagging • Discuss issues raised as subjects evolve • Harvest the garden – Create learning opportunities
- 38. Annotating By Connecting Semantic Desktop concept “is exemplified by” OpenIris.org A User asserts a relationship between ideas expressed at two different resources
- 39. Annotation by Tagging “Semantic Desktop” A User asserts a Tag on a Resource
- 40. Facilitating large-scale discourse •Towards a cultivated ecosystem?… Structured but emergent networks of claims and arguments ordered gardens ordered gardens Informally expressed wild borders wild borders claims and arguments, awaiting ‘proper linkage’ Source: Simon Buckingham Shum
- 41. Dialog Mapping Compendium Screenshot Users Ask and Answer Questions, and Discuss the Answers
- 42. Collaborative sensemaking ine-Science: Meeting Replay tool for Earth scientists, synchronising video of Mars crew’s discussion as they annotate their mission plans Copyright, 2004, RIACS/NASA Ames, Open University, Southampton University Courtesy Simon Buckingham Shum
- 43. Future prospects forlearning support • Global federation of Dynamic Knowledge Gardens • Virtual Learning Environments
- 44. Federation of KnowledgeGardens Knowledge Gardens communicate with each other to perform federation Knowledge Garden Knowledge Garden Knowledge Garden
- 45. Virtual Worlds Architecture User’s Web Browser Virtual Worlds Subject Map Server Server
- 46. Candidate Future: Virtual LearningCenters http://www.youtube.com/watch?v=aFuNFRie8wA http://www.secondlife.com/
- 47. Summary • With aDynamic Knowledge Garden, we can: – Promote more freedom to learn – Bring more learners together for: • Lifelong, Just-in-time, Just-in-case, Just-for-me learning – Promote social contribution to learning environments by and for all people – Augment collective intelligence
- 48. Thank You jack.park@sri.com Special thanks to Jerry Glenn, Youngsook Park, and Adam Cheyer Final thought: http://www.youtube.com/watch?v= -4CV05HyAbM