Wiki source code of Lecture 16

Last modified by Hal Eden on 2010/11/01 17:14
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  1: [[[[image:http://wwwimages.adobe.com/www.adobe.com/ubi/template/identity/adobe/screen/icon/pdf.gif||alt="pdf file"]]pdf version>>attach:L16-hcc-learning-edu-Nov1.pdf]]
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  3: (% border="0" cellpadding="5" cellspacing="0" style="page-break-before: always" width="772" %)
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  5: (((
  6: (% style="color:#0000ff;" %)[[image:output_html_5492bed5.gif||border="0" height="202" name="graphics1" width="323"]]
  7: )))|(% width="424" %)(% class="xwiki-document" %)
  8: (((
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 10: (% align="RIGHT" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in" %)
 11: (% style="font-size:1.4em;" %)**Wisdom is not the product of schooling**
 12: 
 13: (% align="RIGHT" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in" %)
 14: (% style="font-size:1.4em;" %)**but the lifelong attempt to acquire it.**
 15: 
 16: (% align="RIGHT" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in" %)
 17: (% style="font-size:1.4em;" %)**- Albert Einstein**
 18: )))
 19: 
 20: (% align="CENTER" style="margin-bottom: 0.06in; background: #f2f2f2; border: 2.50pt solid #000000; padding: 0.01in; line-height: 0.25in" %)
 21: (% style="font-size:1.6em;" %)**Human-Centered Computing
 22:  and 
 23: **(% style="font-size:1.6em;font-size: 28pt" %)**Rethinking Learning and Education**
 24: 
 25: 
 26: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
 27: (% style="font-size:1.2em;" %)**Gerhard Fischer, Hal Eden, and Holger Dick — Fall Semester 2010**
 28: 
 29: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
 30: (% style="color:#0000ff;" %)__[[(% style="color: rgb(0, 0, 255); font-size: 1.2em" %)**gerhard@colorado.edu**>>mailto:Gerhard@colorado.edu||class="western"]](%%)__(% style="font-size:1.2em;" %)**; **(% style="color:#0000ff;" %)__[[(% style="color: rgb(0, 0, 255); font-size: 1.2em" %)**haleden@colorado.edu**>>mailto:haleden@colorado.edu||class="western"]](%%)__(% style="font-size:1.2em;" %)**; **(% style="color:#0000ff;" %)__[[(% style="color: rgb(0, 0, 255); font-size: 1.2em" %)**holger.dick@gmail.com**>>mailto:holger.dick@gmail.com||class="western"]](%%)__(% style="font-size:1.2em;" %)**;  **
 31: 
 32: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
 33: (% style="font-size:1.2em;" %)**November 1, 2010**
 34: 
 35: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in; widows: 0; orphans: 0" %)
 36: (% style="font-size:1.2em;font-size: 16pt" %)**paper: **“Learning Webs” in llich, I. (1971) Deschooling Society, Harper and Row, New York. (% style="color:#0000ff;" %)__[[(% style="color: rgb(0, 0, 255); font-size: 1.2em" %)http:~~/~~/www.preservenet.com/theory/Illich/Deschooling/chap6.html>>http://www.preservenet.com/theory/Illich/Deschooling/chap6.html||class="western"]](%%)__
 37: 
 38: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
 39: (% style="font-size:1.6em;font-size: 23pt" %)**Rethinking Learning and Education**
 40: 
 41: * (% style="font-size:1.4em;" %)school learning (% style="font-family:Wingdings;" %)?(%%) (% style="color:#0000ff;" %)**lifelong learning**
 42: 
 43: * (% style="font-size:1.4em;" %)unaided individual human mind (% style="font-family:Wingdings;" %)?(%%) (% style="color:#0000ff;" %)**distributed intelligence**
 44: 
 45: * (% style="font-size:1.4em;" %)reflective practitioner (% style="font-family:Wingdings;" %)?(%%) (% style="color:#0000ff;" %)**reflective community**
 46: 
 47: * “(% style="font-size:1.4em;" %)gift-wrapping” and (% style="font-family:Wingdings;" %)?(%%) (% style="color:#0000ff;" %)**socio-technical environments**
 48: 
 49: (% class="western" style="margin-bottom: 0in; line-height: 0.25in" %)
 50: “(% style="font-size:1.4em;" %)techno-determinism”
 51: 
 52: 
 53: * (% style="font-size:1.4em;" %)consumers (% style="font-family:Wingdings;" %)?(%%) (% style="color:#0000ff;" %)**active contributors (**(% style="background: #ffff00" %)**meta-design**(% style="color:#0000ff;" %)**)**
 54: 
 55: * (% style="font-size:1.4em;" %)learning when the answer (% style="font-family:Wingdings;" %)?(%%) (% style="color:#0000ff;" %)**learning when no one knows**
 56: 
 57: (% class="western" style="margin-bottom: 0in; line-height: 0.25in" %)
 58: (% style="font-size:1.4em;" %)is known (% style="color:#0000ff;" %)**the answer (**(% style="background: #ffff00" %)**social creativity**(% style="color:#0000ff;" %)**)**
 59: 
 60: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in; page-break-before: always" %)
 61: (% style="font-size:1.6em;font-size: 23pt" %)**How the World Has Changed**
 62: 
 63: (% border="1" bordercolor="#000080" cellpadding="6" cellspacing="0" width="779" %)
 64: (% valign="TOP" %)|(% bgcolor="#000080" width="260" %)(% style="font-size:1.4em;" %)**dimension**|(% bgcolor="#000080" width="210" %)(% style="font-size:1.4em;" %)**old paradigm**|(% bgcolor="#000080" width="271" %)(% style="font-size:1.4em;" %)**new paradigm**
 65: (% valign="TOP" %)|(% width="260" %)(% style="font-size:1.4em;" %)**information**|(% width="210" %)(% style="font-size:1.4em;" %)scarce|(% width="271" %)(% style="font-size:1.4em;" %)plentiful
 66: (% valign="TOP" %)|(% width="260" %)(% style="font-size:1.4em;" %)**reproduction of documents**|(% width="210" %)(% style="font-size:1.4em;" %)expensive and restricted|(% width="271" %)(% style="font-size:1.4em;" %)cheap
 67: (% valign="TOP" %)|(% width="260" %)(% style="font-size:1.4em;" %)**specialization**|(% width="210" %)(% style="font-size:1.4em;" %)low|(% width="271" %)(% style="font-size:1.4em;" %)high
 68: (% valign="TOP" %)|(% width="260" %)(% style="font-size:1.4em;" %)**change within a human life time**|(% width="210" %)(% style="font-size:1.4em;" %)slow|(% width="271" %)(% style="font-size:1.4em;" %)fast
 69: (% valign="TOP" %)|(% width="260" %)(% style="font-size:1.4em;" %)**interaction / collaboration**|(% width="210" %)(% style="font-size:1.4em;" %)physical proximity|(% width="271" %)(% style="font-size:1.4em;" %)shared professional interests
 70: (% valign="TOP" %)|(% width="260" %)(% style="font-size:1.4em;" %)**economy**|(% width="210" %)(% class="xwiki-document" %)
 71: (((
 72: (% class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.11in; margin-bottom: 0.11in" %)
 73: (% style="font-size:1.4em;" %)rigid, hierarchical organizations
 74: 
 75: (% class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.11in" %)
 76: (% style="font-size:1.4em;" %)long-term personal identity
 77: )))|(% width="271" %)(% class="xwiki-document" %)
 78: (((
 79: (% style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.11in; margin-bottom: 0.11in" %)
 80: (% style="font-size:1.4em;" %)dynamic economy, flexibility, networking
 81: 
 82: (% style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.11in" %)
 83: (% style="font-size:1.4em;" %)no long-term
 84: )))
 85: 
 86: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
 87: (% style="font-size:1.6em;font-size: 23pt" %)**Old Model: Learn in School what is Needed in Life**
 88: 
 89: 
 90: (% class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
 91: (% style="font-size:1.4em;font-size: 20pt" %)**school life**
 92: 
 93: 
 94: 
 95: (% align="CENTER" class="western" style="margin-bottom: 0in; line-height: 0.25in" %)
 96: [[image:output_html_35bf042b.gif||border="0" height="179" name="graphics2" width="787"]]
 97: 
 98: 
 99: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
100: (% style="font-size:1.6em;font-size: 23pt" %)**Problem with the Old Model in Today’s World
101: —
102: Coverage and Obsolescence
103: **(%%)
104: \\
105: 
106: (% class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
107: (% style="font-size:1.4em;font-size: 20pt" %)**school life**
108: 
109: (% align="CENTER" class="western" style="margin-bottom: 0in; line-height: 0.25in" %)
110: [[image:output_html_7cd07f8b.gif||border="0" height="234" name="graphics3" width="768"]]
111: 
112: 
113: 
114: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
115: (% style="font-size:1.6em;font-size: 23pt" %)**What's Wrong with the Universities of Today**
116: 
117: * (% style="font-size:1.4em;" %)**lecture dominated** — emphasizing passive knowledge absorption instead of active knowledge construction
118: 
119: * (% style="font-size:1.4em;" %)**curriculum dominated** — little room for authentic, self-directed learning activities
120: 
121: * (% style="font-size:1.4em;" %)students solve **given problems** — they do not learn to frame problems
122: 
123: * (% style="font-size:1.4em;" %)problems in school have **right or wrong answers **— problem in the real world are wicked, ill-defined, ill-structured
124: 
125: * (% style="font-size:1.4em;" %)**closed book exams** — ignoring distributed cognition
126: 
127: * (% style="font-size:1.4em;" %)little emphasis on **collaborative learning and communication skills — **working together is regarded as “cheating”
128: 
129: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
130: (% style="color:#000000;" %)**//Co-Evolution~://**(%%)** Beyond (% style="color:#ff00ff;" %)“Technology-Driven Developments”(%%) and (% style="color:#0000ff;" %)“Gift-Wrapping”(%%)**
131: 
132: (% class="western" style="margin-left: 0.5in; margin-top: 0.04in; margin-bottom: 0.04in; line-height: 0.25in" %)
133: [[image:output_html_765917b0.gif||border="0" height="380" name="graphics4" width="741"]]
134: 
135: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
136: (% style="font-size:1.6em;font-size: 23pt" %)**Stuck in “Giftwrapping” or 
137: “Technology-Driven Developments”**
138: 
139: (% align="RIGHT" style="margin-bottom: 0in; line-height: 0.25in" %)
140: (% style="color:#ff00ff;" %)“(% style="font-size:1.2em;font-size: 16pt" %)//**There is nothing so useless as doing efficiently 
141: that which should not be done at all.”**// — **Peter Drucker**
142: 
143: 
144: * “(% style="font-size:1.4em;" %)**Giftwrapping”**
145: 
146: * (% style="font-size:1.2em;font-size: 16pt" %)using technology as an **add-on to existing practices** ? instead of fundamentally rethinking what education should and could be about in the future
147: * “(% style="font-size:1.2em;font-size: 16pt" %)//distance learning is different from classroom learning at a distance”//
148: * (% style="font-size:1.2em;font-size: 16pt" %)Classroom Response Systems **(? "Clickers")**(% style="font-size:1.4em;font-size: 21pt" %)//  //
149: 
150: * (% style="font-size:1.4em;" %)**Technology-Driven Developments**
151: 
152: * “(% style="font-size:1.2em;font-size: 16pt" %)all schools on the Internet” ? necessary, but **not sufficient**
153: 
154: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.04in; margin-bottom: 0.04in; line-height: 0.25in; page-break-before: always" %)
155: (% style="font-size:1.4em;" %)**Technology-Driven Developments**
156: 
157: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.04in; margin-bottom: 0.04in; line-height: 0.25in" %)
158: [[image:output_html_5f130ae8.gif||border="0" height="499" name="graphics5" width="656"]]
159: 
160: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
161: (% style="font-size:1.6em;font-size: 23pt" %)**Clickers = Gift-Wrapping?**
162: 
163: (% class="western" style="margin-left: 0.75in; margin-top: 0.04in; margin-bottom: 0.04in; line-height: 0.25in" %)
164: [[image:output_html_28f20b8d.gif||border="0" height="497" name="graphics6" width="678"]]
165: 
166: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
167: (% style="font-size:1.6em;font-size: 23pt" %)**Clickers**
168: 
169: * (% style="font-size:1.4em;" %)**what are Clickers?**
170: 
171: * (% style="font-size:1.4em;" %)[[(% style="font-size: 1.2em" %)__http:~~/~~/www.youtube.com/watch?v=I4A62QyAUHM&feature=related__>>http://www.youtube.com/watch?v=I4A62QyAUHM&amp;feature=related||class="western"]]
172: 
173: * (% style="font-size:1.4em;" %)**The Research **(% style="font-family:Wingdings;" %)**?**(%%)** Do clickers help students learn in the classroom?**
174: 
175: * (% style="font-size:1.4em;" %)[[(% style="font-size: 1.2em" %)__http:~~/~~/www.youtube.com/watch?v=PxKHXyVtVIA__>>http://www.youtube.com/watch?v=PxKHXyVtVIA||class="western"]]
176: * (% style="font-size:1.2em;font-size: 16pt" %)example: Clickers in the Science Classroom
177: 
178: 
179: * (% style="font-size:1.4em;" %)**claim:**
180: 
181: * (% style="font-size:1.4em;" %)[[(% style="font-size: 1.2em" %)__http:~~/~~/www.engaging-technologies.com/clicker-research.html__>>http://www.engaging-technologies.com/clicker-research.html||class="western"]]
182: * (% style="font-size:1.2em;font-size: 16pt" %)classroom clickers are a technology that does something teachers have wanted to do for many years - engage their students. We strongly feel that this technology will be around for a very long time because it changes the dynamics of the classroom!
183: 
184: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; line-height: 0.25in; page-break-before: always" %)
185: (% style="font-size:1.6em;font-size: 23pt" %)**Innovations**
186: 
187: * (% style="font-size:1.4em;" %)**digital divide: OLPC **(=one laptop per child) = $100 computer
188: 
189: * (% style="font-size:1.4em;" %)**OpenCourseware (OCW), **Massachusetts Institute of Technology (MIT)
190: 
191: * (% style="color:#0000ff;" %)__[[(% style="color: rgb(0, 0, 255); font-size: 1.2em" %)http:~~/~~/ocw.mit.edu/>>http://ocw.mit.edu/||class="western"]](%%)__(% style="font-size:1.2em;font-size: 16pt" %) ? 2000 courses
192: * (% style="font-size:1.2em;font-size: 16pt" %)MIT is putting t all its course content, undergraduate and graduate, into Web-based format (as an institutional commitment)
193: * (% style="font-size:1.2em;font-size: 16pt" %)the OCW website will be open and freely available to the world
194: * (% style="font-size:1.2em;font-size: 16pt" %)MIT will commit to OCW as a permanent, sustainable activity
195: 
196: * (% style="font-size:1.4em;" %)**iTunes U**
197: 
198: * (% style="font-size:1.4em;" %)[[(% style="font-size: 1.2em" %)__http:~~/~~/www.apple.com/education/itunes-u/__>>http://www.apple.com/education/itunes-u/||class="western"]](% style="font-size:1.2em;font-size: 16pt" %)__ ? __350,000 free lectures, videos, films, and other resources
199: * “(% style="font-size:1.2em;font-size: 16pt" %)learn anything, anytime, anywhere” ? an innovative way to get educational content into the hands of students
200: * (% style="font-size:1.2em;font-size: 16pt" %)value added:
201: * (% style="font-size:1.2em;font-size: 16pt" %)simple to use (via iTune)
202: * (% style="font-size:1.2em;font-size: 16pt" %)powerful and accessible learning tool for students with disabilities
203: 
204: (% class="western" style="page-break-before: always" %)
205: == (% style="font-size:1.2em;font-size: 16pt" %)An Example from MIT OCW Offerings(%%) ==
206: 
207: (% align="CENTER" class="western" style="margin-bottom: 0.07in; line-height: 0.33in; widows: 0; orphans: 0" %)
208: (% style="font-size:1.6em;" %)**Teaching Real-World Programming**
209: 
210: * (% style="font-size:1.4em;" %)**how things are:**
211: 
212: * (% style="font-size:1.2em;font-size: 16pt" %)in undergraduate computer-science classes, homework assignments are usually to write programs, and students are graded on whether the programs do what they’re supposed to
213: * (% style="font-size:1.2em;font-size: 16pt" %)teaching assistants look over the students’ code and flag a few obvious errors, but they rarely have the time coach the students on writing clear and concise code
214: 
215: * (% style="font-size:1.4em;" %)**in the real world:**
216: 
217: * (% style="font-size:1.2em;font-size: 16pt" %)code clarity is as important as software performance
218: * (% style="font-size:1.2em;font-size: 16pt" %)large software projects can involve hundreds of programmers ? testing, revising and updating software may require people to review code that they did not write
219: * (% style="font-size:1.2em;font-size: 16pt" %)if the code isn’t intelligible, engineers can waste a huge amount of time just figuring out how an existing program does what it does (also: design rationale research)
220: 
221: * (% style="font-size:1.4em;" %)**how things could / should be:**
222: 
223: * (% style="font-size:1.2em;font-size: 16pt" %)in the innovative course **“Teaching Real-World Programming”**, students meet for regular “code reviews” with **senior programmers** from Boston-area companies
224: 
225: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
226: (% style="font-size:1.6em;font-size: 23pt" %)**Challenges Created by MIT’s OpenCourseware
227: —
228: **(% style="color:#0000ff;" %)** **(% style="font-size:1.6em;font-size: 22pt" %)**Core Competencies of Residential Research Universities**
229: 
230: 
231: * (% style="font-size:1.4em;" %)commoditizing the ‘content’ sharpens the focus on the substantive values of residential education: **personal attention** from faculty and **participation** in learning and research communities
232: 
233: * (% style="font-size:1.4em;" %)move away from large passive lectures towards **active learning environments**
234: 
235: * (% style="font-size:1.4em;" %)look beyond the simplicities of information to the **complexities of learning, knowledge, judgment, communities, and organizations**
236: 
237: * (% style="font-size:1.4em;" %)emphasize **“learning to be” **(in addition to “learning about”)
238: 
239: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
240: (% style="font-size:1.4em;font-size: 20pt" %)**Michael Eisenberg: “University vs. YouTube — Redefining the Role of Physically Situated Education in the Internet Age”**
241: 
242: * (% style="font-size:1.4em;" %)**claims:**
243: 
244: * \\
245: ** (% style="font-size:1.2em;font-size: 16pt" %)the role of the university ~-~- the physical setting, the place that students actually attend ~-~- is about to undergo seismic changes due to the presence of web-based phenomena such as iTunes U, Instructables, and YouTube
246: ** (% style="font-size:1.2em;font-size: 16pt" %)at issue is the meaning of physically-situated higher education when challenged by a vast menu of easily accessible, high quality, low cost (or free) web-based instructional materials.
247: 
248: * (% style="font-size:1.4em;" %)**theme for reflection:**
249: 
250: * \\
251: ** (% style="font-size:1.2em;font-size: 16pt" %)the ways in which physical setting can be put to educational use (often by means of novel technologies)
252: ** (% style="font-size:1.2em;font-size: 16pt" %)the way in which classroom instruction and university-level courses might evolve in response to their web-based analogues.
253: ** (% style="font-size:1.2em;font-size: 16pt" %)what residential university life can and should look like in the medium-term future.
254: 
255: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
256: (% style="font-size:1.6em;font-size: 23pt" %)**Some Alternatives Scenarios to Classroom Learning based on Human-Centered Computing**
257: 
258: * (% style="font-size:1.4em;" %)**grounding of these approaches in:**
259: 
260: (% align="CENTER" class="western" style="margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
261: (% style="font-size:1.4em;" %)**I hear and I forget**
262: 
263: (% align="CENTER" class="western" style="margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
264: (% style="font-size:1.4em;" %)**I see and I remember**
265: 
266: (% align="CENTER" class="western" style="margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
267: (% style="font-size:1.4em;" %)**I do and I understand**
268: 
269: 
270: * (% style="font-size:1.4em;" %)**Agentsheets **+ LegoMindstorms + Projects + Play + Design + Communication (% style="font-family:Wingdings;" %)?(%%) (% style="color:#0000ff;" %)**short movie (2 min)**
271: 
272: * (% style="font-size:1.4em;" %)**Squeak: **teaching and understanding gravity (% style="font-family:Wingdings;" %)**?**(%%)**  (% style="color:#0000ff;" %)short movie (8 min)(%%)**
273: 
274: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
275: (% style="font-size:1.6em;font-size: 23pt" %)**Learning Webs**
276: 
277: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
278: (% style="font-size:1.2em;font-size: 16pt" %)**<< llich, I. (1971) Deschooling Society — written 20 years before the WWW>>**
279: 
280: * (% style="font-size:1.4em;" %)to conceive a different style of learning (complementing / replacing learning in schools) (% style="font-family:Wingdings;" %)?(%%) a fact: people are learning many things outside of schools
281: 
282: * (% style="font-size:1.4em;" %)**Illich’s objectives:**
283: (%%)** (% style="font-size:1.2em;font-size: 16pt" %)we can depend on self-motivated learning instead of employing teachers(%%)**
284: ** (% style="font-size:1.2em;font-size: 16pt" %)we can bribe or compel students to find the time and the will to learn
285: ** (% style="font-size:1.2em;font-size: 16pt" %)we can provide learners with new links to the world instead of continuing to funnel all educational programs through the teacher
286: 
287: * (% style="font-size:1.4em;" %)**use of **(% style="color:#800080;" %)**advanced technology**(%%)** to support "learning webs"**
288: ** “(% style="font-size:1.2em;font-size: 16pt" %)The operation of a peer-matching network would be simple. The user would identify himself by name and address and describe the activity for which he sought a peer. A computer would send him back the names and addresses of all those who had inserted the same description. It is amazing that such a simple utility has never been used on a broad scale for publicly valued activity.”
289: 
290: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
291: (% style="font-size:1.6em;font-size: 23pt" %)**Criteria for a Good Educational System**
292: 
293: 
294: * (% style="font-size:1.4em;" %)provide all who want to learn with access to available resources at any time in their lives
295: 
296: * (% style="font-size:1.4em;" %)empower all who want to share what they know to find those who want to learn it from them
297: 
298: * (% style="font-size:1.4em;" %)furnish all who want to present an issue with the opportunity to make their challenge known
299: 
300: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
301: (% style="font-size:1.6em;font-size: 23pt" %)**Four Approaches**
302: 
303: 
304: * (% style="font-size:1.4em;" %)**reference services to educational objects** — which facilitate access to things or processes used for formal learning
305: 
306: * (% style="font-size:1.4em;" %)**skill exchange** — permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached
307: 
308: * (% style="font-size:1.4em;" %)**peer-matching** — a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of finding a partner for the inquiry
309: 
310: * (% style="font-size:1.4em;" %)**reference services to educators-at-large **— he addresses and self-descriptions of professionals, paraprofessionals, and free-lancers, along with conditions of access to their services
311: 
312: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
313: (% style="font-size:1.6em;font-size: 23pt" %)**Distributed Cognition**
314: 
315: 
316: * (% style="font-size:1.4em;" %)**between:**
317: 
318: * \\
319: ** (% style="font-size:1.2em;font-size: 16pt" %)human beings
320: ** (% style="font-size:1.2em;font-size: 16pt" %)humans and things (computational artifacts)
321: 
322: * (% style="font-size:1.4em;" %)**advantage of humans:**
323: 
324: * \\
325: ** (% style="font-size:1.2em;font-size: 16pt" %)shared understanding
326: ** (% style="font-size:1.2em;font-size: 16pt" %)background knowledge
327: 
328: * (% style="font-size:1.4em;" %)**advantage of things **(Illich)**:**
329: 
330: (% style="margin-left: 0.44in; margin-right: 0.07in; text-indent: -0.07in; margin-top: 0.08in; line-height: 0.25in" %)
331: “(% style="font-size:1.4em;" %)//a thing is available at the bidding of the user - or could be - whereas persons formally become a skill resource only when they consent to do so, and they can also restrict time, place, and methods as they choose.”//
332: 
333: (% align="CENTER" style="margin-left: 0.44in; margin-right: 0.07in; text-indent: -0.07in; margin-top: 0.08in; line-height: 0.25in" %)
334: (% style="color:#0000ff;" %)? (% style="font-size:1.4em;" %)**the “Nobel Prize Winner / Distant Learning” fallacy**
335: 
336: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
337: (% style="font-size:1.4em;font-size: 20pt" %)**Existing Software Components for Learning and Using SketchUp**
338: 
339: (% border="1" bordercolor="#000080" cellpadding="6" cellspacing="0" width="799" %)
340: (% valign="TOP" %)|(% bgcolor="#000080" width="119" %)(% style="font-size:1.2em;" %)**Resource**|(% bgcolor="#000080" width="124" %)(% style="font-size:1.2em;" %)**Concept**|(% bgcolor="#000080" width="125" %)(% style="font-size:1.2em;" %)**Access Mode**|(% bgcolor="#000080" width="154" %)(% style="font-size:1.2em;" %)**Strengths**|(% bgcolor="#000080" width="215" %)(% style="font-size:1.2em;" %)**Weaknesses**
341: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Tip of the Day**|(% width="124" %)(% style="font-size:1.2em;" %)informal instruction|(% width="125" %)(% style="font-size:1.2em;" %)push, in application|(% width="154" %)(% style="font-size:1.2em;" %)highly visible, directed|(% width="215" %)(% style="font-size:1.2em;" %)easily dismissed, often irrelevant, not context aware
342: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Help Center**|(% width="124" %)(% style="font-size:1.2em;" %)self-directed, inquiry-based|(% width="125" %)(% style="font-size:1.2em;" %)pull, on web|(% width="154" %)(% style="font-size:1.2em;" %)passive community moderation, easily updated|(% width="215" %)(% style="font-size:1.2em;" %)not context aware, not available in-application
343: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**SketchUp Help**|(% width="124" %)(% style="font-size:1.2em;" %)self-directed|(% width="125" %)(% style="font-size:1.2em;" %)pull, on web|(% width="154" %)(% style="font-size:1.2em;" %)complete reference (every tool, command)|(% width="215" %)(% style="font-size:1.2em;" %)you have to know what you're looking for, not context aware
344: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Status Prompts**|(% width="124" %)(% style="font-size:1.2em;" %)just-in-time, on demand|(% width="125" %)(% style="font-size:1.2em;" %)push, in application|(% width="154" %)(% style="font-size:1.2em;" %)context aware|(% width="215" %)(% style="font-size:1.2em;" %)invisible in the UI
345: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Tooltip**|(% width="124" %)(% style="font-size:1.2em;" %)just-in-time, on demand|(% width="125" %)(% style="font-size:1.2em;" %)push, in application|(% width="154" %)(% style="font-size:1.2em;" %)action context aware, highly visible|(% width="215" %)(% style="font-size:1.2em;" %)terse, context too tightly focused
346: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Instructor**|(% width="124" %)(% style="font-size:1.2em;" %)just-in-time, on demand|(% width="125" %)(% style="font-size:1.2em;" %)push, in application|(% width="154" %)(% style="font-size:1.2em;" %)tool context aware, attracts attention|(% width="215" %)(% style="font-size:1.2em;" %)user must activate, tool context only (not modeling context)
347: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Quick Reference Card**|(% width="124" %)(% style="font-size:1.2em;" %)just-in-time, on-demand|(% width="125" %)(% style="font-size:1.2em;" %)pull, in install|(% width="154" %)(% style="font-size:1.2em;" %)high data density, visual reference|(% width="215" %)(% style="font-size:1.2em;" %)invisible, must be printed to be useful
348: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**User Forums**|(% width="124" %)(% style="font-size:1.2em;" %)community, apprenticeship|(% width="125" %)(% style="font-size:1.2em;" %)pull, on web|(% width="154" %)(% style="font-size:1.2em;" %)long tail support, personal, can be encouraging|(% width="215" %)(% style="font-size:1.2em;" %)can be grumpy, no immediate response
349: 
350: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
351: (% style="font-size:1.4em;font-size: 20pt" %)**Existing Software Components for Learning and Using SketchUp**
352: 
353: (% border="1" bordercolor="#000080" cellpadding="6" cellspacing="0" width="779" %)
354: (% valign="TOP" %)|(% bgcolor="#000080" width="119" %)(% style="font-size:1.2em;" %)**Resource**|(% bgcolor="#000080" width="168" %)(% style="font-size:1.2em;" %)**Concept**|(% bgcolor="#000080" width="125" %)(% style="font-size:1.2em;" %)**Access Mode**|(% bgcolor="#000080" width="154" %)(% style="font-size:1.2em;" %)**Strengths**|(% bgcolor="#000080" width="151" %)(% style="font-size:1.2em;" %)**Weaknesses**
355: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Video Tutorials**|(% width="168" %)(% style="font-size:1.2em;" %)programmed|(% width="125" %)(% style="font-size:1.2em;" %)pull, on web|(% width="154" %)(% style="font-size:1.2em;" %)popular, combinations of tools, watching an expert|(% width="151" %)(% style="font-size:1.2em;" %)passive, technological demands, too long, not search-able
356: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Self-Paced Tutorials**|(% width="168" %)(% style="font-size:1.2em;" %)self-directed, learning by doing|(% width="125" %)(% style="font-size:1.2em;" %)pull, in application|(% width="154" %)(% style="font-size:1.2em;" %)in program, self-paced but guided by examples|(% width="151" %)(% style="font-size:1.2em;" %)mistakes can derail learning
357: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Live Training**|(% width="168" %)(% style="font-size:1.2em;" %)formal instruction|(% width="125" %)(% style="font-size:1.2em;" %)push/pull, at physical locations|(% width="154" %)(% style="font-size:1.2em;" %)interaction with an expert|(% width="151" %)(% style="font-size:1.2em;" %)expensive, strict schedule
358: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Tech Support**|(% width="168" %)(% style="font-size:1.2em;" %)inquiry-based, constructionist|(% width="125" %)(% style="font-size:1.2em;" %)pull, on web|(% width="154" %)(% style="font-size:1.2em;" %)personalized, builds Help Center|(% width="151" %)(% style="font-size:1.2em;" %)have to ask the right question
359: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Error Messages**|(% width="168" %)(% style="font-size:1.2em;" %)learning by being told|(% width="125" %)(% style="font-size:1.2em;" %)push, in application|(% width="154" %)(% style="font-size:1.2em;" %)context aware|(% width="151" %)(% style="font-size:1.2em;" %)Often too cryptic and/or annoying
360: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Menu System**|(% width="168" %)(% style="font-size:1.2em;" %)discovery|(% width="125" %)(% style="font-size:1.2em;" %)pull, in application|(% width="154" %)(% style="font-size:1.2em;" %)visible, discoverable, complete reference|(% width="151" %)(% style="font-size:1.2em;" %)terse
361: (% valign="TOP" %)|(% width="119" %)(% style="font-size:1.2em;" %)**Toolbars**|(% width="168" %)(% style="font-size:1.2em;" %)discovery|(% width="125" %)(% style="font-size:1.2em;" %)pull, in application|(% width="154" %)(% style="font-size:1.2em;" %)visible, discoverable|(% width="151" %)(% style="font-size:1.2em;" %)terse, icons don't easily map to actions
362: 
363: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
364: (% style="font-size:1.6em;" %)**Video Tutorials**(% style="font-weight: normal" %):(% style="font-size:1.6em;" %)** New to Google SketchUp**
365: 
366: 
367: 
368: (% class="western" style="margin-bottom: 0in; line-height: 0.26in; widows: 0; orphans: 0" %)
369: (% style="font-size:1.4em;" %)[[(% style="font-family: ArialMT Arial sans-serif; font-size: 1.4em" %)__**Part 1 - Concepts (3:08)**__>>http://sketchup.google.com/intl/en/training/videos/new_to_gsu.html#||class="western"]]
370: 
371: 
372: (% class="western" style="margin-bottom: 0in; line-height: 0.26in; widows: 0; orphans: 0" %)
373: (% style="color:#0000ff;" %)__[[(% style="color: rgb(0, 0, 255); font-family: ArialMT Arial sans-serif" %)http:~~/~~/sketchup.google.com/intl/en/training/videos/new_to_gsu.html>>http://sketchup.google.com/intl/en/training/videos/new_to_gsu.html||class="western"]](%%)__
374: 
375: 
376: (% class="western" style="margin-bottom: 0.18in; line-height: 0.22in; widows: 0; orphans: 0" %)
377: (% style="font-size:1.4em;" %)A great starter video for anyone trying Google SketchUp
378: 
379: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
380: (% style="font-size:1.6em;font-size: 23pt" %)**Web 2.0: Social Production and Mass Collaboration**
381: 
382: * (% style="font-size:1.4em;" %)**source:** Tim O’Reilly //“What is Web 2.0 — Design Patterns and Business Models for the Next Generation of Software”
383: //(% style="color:#0000ff;" %)__[[(% style="color: rgb(0, 0, 255); font-size: 1.2em" %)//http:~~/~~/www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html//>>http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html||class="western"]](%%)__
384: 
385: (% class="western" style="margin-left: 0.75in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
386: (% style="font-size:1.2em;font-size: 16pt" %)**Web 1.0 Web 2.0**
387: 
388: (% class="western" style="margin-left: 0.75in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
389: (% style="font-size:1.2em;font-size: 16pt" %)Britannica Online ? Wikipedia
390: 
391: (% class="western" style="margin-left: 0.75in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
392: (% style="font-size:1.2em;font-size: 16pt" %)personal website ? blogging
393: 
394: (% class="western" style="margin-left: 0.75in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
395: (% style="font-size:1.2em;font-size: 16pt" %)publishing ? participation
396: 
397: (% class="western" style="margin-left: 0.75in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
398: (% style="font-size:1.2em;font-size: 16pt" %)content management systems ? wikis
399: 
400: (% class="western" style="margin-left: 0.75in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
401: (% style="font-size:1.2em;font-size: 16pt" %)scheduled software releases ? continuous improvements
402: 
403: (% class="western" style="margin-left: 0.75in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
404: (% style="font-size:1.2em;font-size: 16pt" %)individual contributions ? collective intelligence
405: 
406: 
407: 
408: * (% style="font-size:1.4em;font-size: 20pt" %)**claim**: the participatory web (= Web 2.0) will fundamentally changing learning, teaching, and education by supporting cultures of participation based on meta-design
409: 
410: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
411: (% style="font-size:1.6em;font-size: 23pt" %)**Many Open Interesting Questions and Research Issues**
412: 
413: 
414: * (% style="font-size:1.4em;" %)what are the **cultural implications** as more and more people publish?
415: 
416: * (% style="font-size:1.4em;" %)is there a **limit** to how many people will publish?
417: 
418: * (% style="font-size:1.4em;" %)**quality and trust**
419: * (% style="font-size:1.2em;font-size: 16pt" %)**open source software** versus commercial software
420: 
421: * “(% style="font-size:1.2em;font-size: 16pt" %)if there are enough eye balls, all bugs are shallow”
422: 
423: * (% style="font-size:1.2em;font-size: 16pt" %)**Wikipedia** versus Encyclopedia Britannica
424: 
425: * (% style="color:#0000ff;" %)__[[(% style="color: rgb(0, 0, 255); font-size: 1.2em" %)http:~~/~~/www.nature.com/nature/journal/v438/n7070/full/438900a.html>>http://www.nature.com/nature/journal/v438/n7070/full/438900a.html||class="western"]](%%)__
426: 
427: * (% style="font-size:1.2em;font-size: 16pt" %)South Korea's stem cell scandal ? the results were published in //**Science**// and //**Nature**// (two of the most carefully reviewed journals)
428: 
429: (% type="FOOTER" %)
430: (((
431: (% style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.1in; margin-bottom: 0in; line-height: 0.25in" %)
432: (% style="font-size:0.8em;" %)Fischer & Eden & Dick 25 HCC Course, Fall 2010
433: )))
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