Wiki source code of Lecture 17

Last modified by Hal Eden on 2010/11/03 15:08
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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:L17-long-tail-Nov3.pdf]]
  2: (% border="0" cellpadding="5" cellspacing="0" style="page-break-before: always" width="772" %)
  3: (% valign="TOP" %)|(% width="328" %)(% class="xwiki-document" %)
  4: (((
  5: (% style="color:#0000ff;" %)[[image:output_html_5492bed5.gif||border="0" height="202" name="graphics1" width="323"]]
  6: )))|(% width="424" %)(% class="xwiki-document" %)
  7: (((
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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.**
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 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: )))
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 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:1.8em;" %)**Long Tail and Learning 2.0**
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 23: 
 24: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
 25: (% style="font-size:1.2em;" %)**Gerhard Fischer, Hal Eden, and Holger Dick — Fall Semester 2010**
 26: 
 27: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
 28: (% style="color:#0000ff;" %)__[[(% style="font-size:1.2em;" %)**gerhard@colorado.edu**>>mailto:Gerhard@colorado.edu||class="western"]](%%)__(% style="font-size:1.2em;" %)**; **(% style="color:#0000ff;" %)__[[(% style="font-size:1.2em;" %)**haleden@colorado.edu**>>mailto:haleden@colorado.edu||class="western"]](%%)__(% style="font-size:1.2em;" %)**; **(% style="color:#0000ff;" %)__[[(% style="font-size:1.2em;" %)**holger.dick@gmail.com**>>mailto:holger.dick@gmail.com||class="western"]](%%)__(% style="font-size:1.2em;" %)**;  **
 29: 
 30: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
 31: (% style="font-size:1.2em;" %)**November 3, 2010**
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 33: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in; widows: 0; orphans: 0" %)
 34: (% style="font-size:1.2em;font-size: 16pt" %)**paper: **Brown, J. S., & Adler, R. P. (2008) Minds on Fire: Open Education, the Long Tail, and Learning 2.0, available at (% style="color:#0000ff;" %)__[[(% style="font-size:1.2em;font-size: 16pt" %)http:~~/~~/www.educause.edu/ir/library/pdf/ERM0811.pdf>>http://www.educause.edu/ir/library/pdf/ERM0811.pdf||class="western"]](%%)__
 35: 
 36: (% 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" %)
 37: (% style="font-size:1.6em;font-size: 23pt" %)**Chris Anderson’s Book**
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 39: (% align="CENTER" class="western" style="margin-bottom: 0in; line-height: 0.25in" %)
 40: [[image:output_html_5a80f6e7.jpg||border="0" height="490" name="graphics2" width="355"]]
 41: 
 42: (% 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" %)
 43: (% style="font-size:1.6em;font-size: 23pt" %)**Exploiting **(% style="color:#0000ff;" %)**“Long Tail”**(%%)** Opportunities in Business**
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 45: (% align="CENTER" class="western" style="margin-bottom: 0in; line-height: 0.25in" %)
 46: [[image:output_html_m4bb9dc1c.png||border="0" height="454" name="graphics3" width="633"]]
 47: 
 48: (% align="CENTER" class="western" style="margin-bottom: 0in; line-height: 0.25in; page-break-before: always" %)
 49: (% style="font-size:1.6em;font-size: 23pt" %)**Exploiting “Long Tail” Opportunities**
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 51: 
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 53: (% align="CENTER" style="margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
 54: [[image:output_html_71816a0f.gif||border="0" height="294" name="graphics4" width="809"]]
 55: 
 56: (% 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" %)
 57: (% style="font-size:1.6em;font-size: 23pt" %)**The Long Tail**
 58: 
 59: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
 60: [[image:output_html_1dd26f11.gif||border="0" height="408" name="graphics5" width="719"]]
 61: 
 62: (% 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" %)
 63: (% style="font-size:1.6em;font-size: 23pt" %)**The Conceptual Framework Underlying the Long Tail**
 64: 
 65: * (% style="font-size:1.4em;" %)**how our economy and culture is shifting from mass markets to million of niches**
 66: 
 67: * (% style="font-size:1.2em;font-size: 16pt" %)technologies that have made it easier for consumers to find and buy niche products, thanks to the “infinite shelf-space effect”
 68: * (% style="font-size:1.2em;font-size: 16pt" %)new distribution mechanisms, from digital downloading to peer-to-peer markets breaking through the bottlenecks of broadcast and traditional bricks and mortar retail
 69: 
 70: * (% style="font-size:1.4em;" %)**broad impact:**
 71: 
 72: * (% style="font-size:1.2em;font-size: 16pt" %)originally presented as a phenomenon of interest primarily to mass market retailers and web-based businesses
 73: * (% style="font-size:1.2em;font-size: 16pt" %)implications for the producers of content, especially those whose products could not (for economic reasons) find a place in pre-Internet information distribution channels controlled by book publishers, record companies, movie studios, and television networks (% style="font-family:Wingdings;" %)?(%%) YouTube
 74: * (% style="font-size:1.2em;font-size: 16pt" %)result: a flowering of creativity across all fields of human endeavor
 75: 
 76: * (% style="font-size:1.4em;" %)**our interest: **impact of the Long Tail on (% style="color:#0000ff;" %)Learning and Education(%%) facilitated by new approaches to (% style="color:#0000ff;" %)human-centered computing
 77: 
 78: (% 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" %)
 79: (% style="font-size:1.6em;font-size: 23pt" %)**The Forces of the Long Tail**
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 81: 
 82: (% border="1" bordercolor="#000080" cellpadding="6" cellspacing="0" width="779" %)
 83: (% valign="TOP" %)|(% bgcolor="#000080" width="246" %)(% style="font-size:1.2em;font-size: 16pt" %)**force**|(% bgcolor="#000080" width="247" %)(% style="font-size:1.2em;font-size: 16pt" %)**business**|(% bgcolor="#000080" width="247" %)(% style="font-size:1.2em;font-size: 16pt" %)**example**
 84: (% valign="TOP" %)|(% width="246" %)(% style="font-size:1.2em;font-size: 16pt" %)democratize production|(% width="247" %)(% style="font-size:1.2em;font-size: 16pt" %)long tail tool makers|(% width="247" %)(% style="font-size:1.2em;font-size: 16pt" %)digital video cameras, desktop music and video editing software, blogging tools
 85: (% valign="TOP" %)|(% width="246" %)(% style="font-size:1.2em;font-size: 16pt" %)Democratize distribution|(% width="247" %)(% style="font-size:1.2em;font-size: 16pt" %)Long tail aggregators (collection builders, curators)|(% width="247" %)(% style="font-size:1.2em;font-size: 16pt" %)Amazon, eBay, iTunes
 86: (% valign="TOP" %)|(% width="246" %)(% style="font-size:1.2em;font-size: 16pt" %)Connect supply and demand|(% width="247" %)(% style="font-size:1.2em;font-size: 16pt" %)Long tail filters|(% width="247" %)(% style="font-size:1.2em;font-size: 16pt" %)Google, recommendations
 87: 
 88: (% align="CENTER" style="margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
 89: (% style="color:#0000ff;" %)**Model Authoritative**(%%)** underlying Consumer Cultures 
 90: (% style="font-size:1.4em;font-size: 20pt" %)“filter and publish”(%%)**
 91: 
 92: * (% style="font-size:1.4em;" %)Strong Input Filters, Small Information Repositories, Weak Output Filters
 93: * (% style="font-size:1.4em;" %)**Limitation:** Making All Voices Heard
 94: 
 95: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.08in; margin-bottom: 0in; line-height: 0.25in" %)
 96: [[image:output_html_1bf74702.png||border="0" height="346" name="graphics6" width="753"]]
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 98: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; line-height: 0.25in; page-break-before: always" %)
 99: (% style="color:#0000ff;" %)**Model Democratic**(%%)** underlying Participation Cultures 
100: “(% style="font-size:1.4em;font-size: 20pt" %)publish and filter”(%%)**
101: 
102: * (% style="font-size:1.4em;" %)Weak Input Filters, Large Information Repositories, Strong Output Filters
103: * (% style="font-size:1.4em;" %)**Limitation:** Trust and Reliability of Information
104: 
105: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
106: [[image:output_html_1cfcb5a8.png||border="0" height="310" name="graphics7" width="703"]]
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108: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
109: [[image:output_html_46359938.png||border="0" height="90" name="graphics8" width="392"]]
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111: (% 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" %)
112: (% style="font-size:1.6em;font-size: 22pt" %)**Rethinking and Reinventing Learning and Education from a “Long-Tail” Perspective**
113: 
114: * (% style="font-size:1.4em;" %)**basic beliefs:**
115: 
116: * (% style="font-size:1.2em;font-size: 16pt" %)all people are interested in something (Viking Ships, Dinosaurs, gambling, Nuremberg trials, White Rose, Castles in Northern Germany, ……)
117: * (% style="font-size:1.2em;font-size: 16pt" %)Whatever someone’s particular interest is, there is some niche community already formed on the net that the person can join
118: 
119: * (% style="font-size:1.4em;" %)a **new synergy and hybrid model**: integrate head and tail of the long-tail) (% style="font-family:Wingdings;" %)?(%%) create richer learning environments
120: 
121: * (% style="font-size:1.2em;font-size: 16pt" %)**head — **basic knowledge and skills: learning to learn, learning on demand, preparation for future learning, soft skills, digital fluency, ……………
122: * (% style="font-size:1.2em;font-size: 16pt" %)**tail — **personally meaningful problems: interest and passion, self-directed learning and intrinsic motivation, local knowledge in a globalized world**  **
123: 
124: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0.06in; line-height: 0.25in; page-break-before: always" %)
125: (% style="font-size:1.6em;font-size: 23pt" %)**The Other End: Cultural Literacy**
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127: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
128: [[image:output_html_7e25a3e0.gif||border="0" height="512" name="graphics9" width="319"]]
129: 
130: (% 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" %)
131: (% style="font-size:1.6em;font-size: 23pt" %)**A New Synergy: Basic Knowledge/Skills and Long-Tail**
132: 
133: 
134: * (% style="font-size:1.4em;" %)**basic skills:** learning to learn, learning on demand, meta-cognitive skills, soft skills (different from Hirsch “cultural literacy”)
135: 
136: 
137: * (% style="font-size:1.4em;" %)**long-tail:**
138: 
139: * (% style="font-size:1.2em;font-size: 16pt" %)interest
140: * (% style="font-size:1.2em;font-size: 16pt" %)passion
141: * (% style="font-size:1.2em;font-size: 16pt" %)self-directed learning
142: * (% style="font-size:1.2em;font-size: 16pt" %)intrinsic motivation
143: * (% style="font-size:1.2em;font-size: 16pt" %)personally meaningful problems
144: 
145: 
146: * (% style="font-size:1.4em;" %)**extensive coverage** needed for supporting the infinite numbers of interesting topics — will be facilitated by a “meta-design” culture) (% style="font-family:Wingdings;" %)?(%%) examples:
147: 
148: * (% style="font-size:1.2em;font-size: 16pt" %)Wikipedia
149: * (% style="font-size:1.2em;font-size: 16pt" %)3D objects in Google Earth / 3D Warehouse
150: 
151: (% 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" %)
152: (% style="font-size:1.6em;font-size: 23pt" %)**Identifying Interests by Self-Reporting Prior Activities**
153: 
154: (% align="CENTER" style="margin-left: 0.5in; margin-bottom: 0.06in; line-height: 0.25in" %)
155: [[image:output_html_7e60343a.gif||border="0" height="401" name="graphics10" width="765"]]
156: 
157: (% 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" %)
158: (% style="font-size:1.6em;font-size: 23pt" %)**Stories from Collin’s / Halverson’s New Book**
159: 
160: (% class="western" style="margin-left: 1in; margin-right: -0.5in; margin-bottom: 0in; line-height: 100%; widows: 0; orphans: 0" %)
161: (% style="font-size:1.2em;font-size: 16pt" %)Collins, A., & Halverson, R. (2009) “//Rethinking Education in the Age of Technology: The Digital Revolution and the School”//
162: 
163: * (% style="font-size:1.4em;" %)//Michele Knobel tells the story of a teen whose passion is to make “animé music videos.” He participates actively in the AniméMusicVideo.org web community, where he learns programming skills from fellow members. He is gaining something of a following online as shown by the high number of YouTube views of his “Konoha Memory Book”// //remixed by animating music with scenes from the Japanese animé Naruto. The skills he is learning prepare him for careers in the digital and recording arts.//
164: 
165: 
166: * (% style="font-size:1.4em;" %)//Brigid Barron tells the story of a boy named Jamal in Bermuda, who got excited when he took a computer science course in high school. He read several books on web design, and corresponded with one of the authors over the Internet. After he completed the course, he decided to start a business called Dynamic Web Design. An adult friend offered to share his office, and so Jamal designed a web page for him. The friend thought Jamal had real talent and encouraged him to pursue his business dream.//
167: 
168: (% 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" %)
169: (% style="font-size:1.4em;font-size: 20pt" %)**Example: A Real Story about Being Passionate about Learning
170: **(%%)**—
171: (% style="font-size:1.4em;font-size: 20pt" %)Computer-Generated Poetry (Tail) ? Probability Theory (Head)(%%)**
172: 
173: 
174: * (% style="font-size:1.4em;" %)course for gifted high-school students (% style="font-family:Wingdings;" %)?(%%) student,,x,,: no interest in math
175: 
176: 
177: * (% style="font-size:1.4em;" %)project: computer-generated poetry
178: 
179: * (% style="font-size:1.2em;font-size: 16pt" %)sentence structure: <article> <adj> <noun> <verb> <art> <noun>
180: * (% style="font-size:1.2em;font-size: 16pt" %)noun: = "house mouse spouse ........"
181: * (% style="font-size:1.2em;font-size: 16pt" %)use of a random number generator which returns values between 0 and 9
182: * (% style="font-size:1.2em;font-size: 16pt" %)noun list contains 18 objects ~-~-~-~-> student,,x,,: uses: SUM RANDOM RANDOM
183: 
184: * (% style="font-size:1.4em;" %)student,,x,, observes that some words occur more frequently than other words
185: 
186: (% 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" %)
187: (% style="font-size:1.6em;font-size: 23pt" %)**A Computer-Generated Poem — “Der Dumme Student”**
188: 
189: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
190: (% style="font-size:1.4em;" %)Das dumme Stubenmaedchen verflucht die Schlampe
191: 
192: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
193: (% style="font-size:1.4em;" %)das lustige Kindermaedchen verbrennt keine Pampe
194: 
195: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
196: (% style="font-size:1.4em;" %)jedes kluge Maedchen ionisiert den Tresen
197: 
198: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
199: (% style="font-size:1.4em;" %)ein verschrumpeltes Maedchen verbrennt das Wesen
200: 
201: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
202: (% style="font-size:1.4em;" %)kein ausgereifter Professor kocht den Wurm
203: 
204: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
205: (% style="font-size:1.4em;" %)kein aufgespiesster Student besteigt den Turm.
206: 
207: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
208: (% style="font-size:1.4em;" %)Der kleine Hausmeister elektrisiert einen Ball
209: 
210: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
211: (% style="font-size:1.4em;" %)jedes schweinslederne Maedchen seziert einen Knall
212: 
213: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
214: (% style="font-size:1.4em;" %)der gefriergetrocknete Bergsteiger erfreut das Bier
215: 
216: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
217: (% style="font-size:1.4em;" %)jede erdrosselte Jungfrau untersucht einen Stier
218: 
219: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
220: (% style="font-size:1.4em;" %)ein kleiner Computer massakriert jede Flasche
221: 
222: (% class="western" style="margin-left: 1in; text-indent: -0.25in; margin-top: 0.03in; margin-bottom: 0.03in; line-height: 0.25in" %)
223: (% style="font-size:1.4em;" %)jeder erdrosselte Mann bearbeitet die Asche.
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" %)**Random 0 to 9**
227: 
228: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
229: [[image:output_html_0.gif||border="0" height="406" name="graphics11" width="604"]]
230: 
231: (% 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" %)
232: (% style="font-size:1.6em;font-size: 23pt" %)**Sum of Random and Random**
233: 
234: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
235: [[image:output_html_0.gif||border="0" height="497" name="graphics12" width="749"]]
236: 
237: (% 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" %)
238: (% style="font-size:1.6em;font-size: 23pt" %)**Word of Random and Random**
239: 
240: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
241: [[image:output_html_m1faa99aa.gif||border="0" height="415" name="graphics13" width="736"]]
242: 
243: (% 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" %)
244: (% style="font-size:1.6em;font-size: 23pt" %)**Lessons to Be Learned from the Story**
245: 
246: * (% style="font-size:1.4em;" %)student,,x,, learned some aspects of probability theory grounded in a **self-directed learning activity**
247: 
248: 
249: * (% style="font-size:1.4em;" %)provide opportunities which **change people's lives**
250: 
251: * (% style="font-size:1.2em;font-size: 16pt" %)intrinsic motivation is crucial
252: * “(% style="font-size:1.2em;font-size: 16pt" %)falling in love” with something ? studentx ended up studying computer science
253: 
254: 
255: * (% style="font-size:1.4em;" %)**learning experience:**
256: 
257: * “(% style="font-size:1.2em;font-size: 16pt" %)**normal”:** learners work hard because they **have** to (extrinsic motivation)
258: * (% style="font-size:1.2em;font-size: 16pt" %)**our goal:** learners work hard because they **want** to ( intrinsic motivation)
259: 
260: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0.06in; line-height: 0.25in; page-break-before: always" %)
261: (% style="font-size:1.6em;font-size: 23pt" %)**3D Warehouse**
262: 
263: (% 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" %)
264: [[image:output_html_3f5a1387.png||border="0" height="487" name="graphics14" width="680"]]
265: 
266: (% 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" %)
267: (% style="font-size:1.4em;font-size: 20pt" %)**Castles in Northern Germany — One Example from the Long Tail**
268: 
269: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
270: [[image:output_html_5c0227cb.gif||border="0" height="317" name="graphics15" width="783"]]
271: 
272: * (% style="font-size:1.4em;" %)**the current environment:**
273: 
274: * (% style="font-size:1.2em;font-size: 16pt" %)14 models (4 of them show below)
275: * (% style="font-size:1.2em;font-size: 16pt" %)contributed by: 6 contributors
276: * (% style="font-size:1.2em;font-size: 16pt" %)the owner of the collection serves as curator
277: 
278: (% 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" %)
279: (% style="font-size:1.6em;font-size: 23pt" %)**Relationship between “head” and “long-tail” in Learning**
280: 
281: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
282: (% style="font-size:1.4em;" %)passing on fundamental ideas to future generations
283: 
284: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
285: [[image:output_html_3d1614b2.gif||border="0" height="312" name="graphics16" width="765"]]
286: 
287: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
288: (% style="font-size:1.4em;" %)transforming learning to self-motivated experience
289: 
290: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
291: (% style="font-size:1.4em;" %)enriching Remixing Culture
292: 
293: (% 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" %)
294: (% style="font-size:1.6em;font-size: 23pt" %)**Remixing Cultures**
295: 
296: * (% style="font-size:1.4em;" %)**Creative Commons**
297: 
298: * (% style="font-size:1.2em;font-size: 16pt" %)a licensing mechanism that allows creators to grant permission to others to copy, distribute, perform a work, create derivative work, or restrict usage of the creators’ works
299: 
300: 
301: * (% style="font-size:1.4em;" %)**Remix culture becomes the reality of current cyber communities**
302: 
303: * (% style="font-size:1.2em;font-size: 16pt" %)intellectual work can be collaboratively created, shared, assembled and renovated
304: * (% style="font-size:1.2em;font-size: 16pt" %)increase of the amount of sharable works on the tail
305: * (% style="font-size:1.2em;font-size: 16pt" %)quality of work is not always guaranteed
306: 
307: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0.06in; line-height: 0.25in; page-break-before: always" %)
308: (% style="font-size:1.6em;font-size: 23pt" %)**How the Web Enables Long-Tail Learning**
309: 
310: * (% style="font-size:1.4em;" %)products can be shared on YouTube, 3D-Warehouse, Epinions (consumer-generated reviews of computer products), Instructables (biggest How-To and DIY community where people make and share)
311: 
312: * (% style="font-size:1.4em;" %)**libraries compared to the Web:**
313: 
314: * (% style="font-size:1.2em;font-size: 16pt" %)when learners go to libraries, they’ll find very limited amount of information on any exotic topic
315: * (% style="font-size:1.2em;font-size: 16pt" %)The information they may find is very likely out of date for most hot topics being investigated.
316: 
317: * (% style="font-size:1.4em;" %)**CU compared to iTune U:**
318: 
319: * (% style="font-size:1.2em;font-size: 16pt" %)3000 courses at CU
320: * (% style="font-size:1.2em;font-size: 16pt" %)350,000 free lectures, videos, films, and other resources
321: 
322: * (% style="font-size:1.4em;" %)**implication / claim: **because the web is constantly evolving and actively filling up all the long tails of knowledge (% style="font-family:Wingdings;" %)?(%%) it can support long-tail learning in a way not even the largest library or universities in the world can support
323: 
324: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0.06in; line-height: 0.25in; page-break-before: always" %)
325: (% style="font-size:1.6em;font-size: 23pt" %)**Richer Ecologies for Learning (**(% style="font-size:1.2em;font-size: 16pt" %)**Brigid Barron**(%%)**)**
326: 
327: (% align="CENTER" class="western" style="margin-left: 1in; margin-top: 0.06in; margin-bottom: 0.06in; line-height: 0.25in" %)
328: [[image:output_html_m66980a4c.gif||border="0" height="506" name="graphics17" width="548"]]
329: 
330: (% 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" %)
331: (% style="font-size:1.6em;font-size: 23pt" %)**A Long-Tail Interpretation for Learning and Education**
332: 
333: 
334: * (% style="font-size:1.4em;" %)long-tail learning refers at least to two aspects
335: 
336: * (% style="font-size:1.2em;font-size: 16pt" %)learning about exotic topics outside the mainstream education curriculum
337: * (% style="font-size:1.2em;font-size: 16pt" %)the opportunity to communicate with people who share similar interests somewhere in the world on a regular basis
338: 
339: 
340: * (% style="font-size:1.4em;" %)long-tail learning represents a //fundamentally different objective// to cultural literacy (Hirsch), No Child Left Behind, ….
341: 
342: 
343: * (% style="font-size:1.4em;" %)the participatory Web 2.0 provides //unique possibilities for an educational interpretation of the “Long Tail”// thereby creating new feasibility spaces for collaborative learning
344: 
345: (% 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" %)
346: (% style="font-size:1.6em;font-size: 23pt" %)**A Reinterpretation of the Long Tail for
347:  Learning and Edcuation**
348: 
349: (% border="1" bordercolor="#000080" cellpadding="6" cellspacing="0" width="779" %)
350: (% valign="TOP" %)|(% bgcolor="#000080" width="360" %)(% style="font-size:1.4em;" %)**Web-Based Businesses**|(% bgcolor="#000080" width="392" %)(% style="font-size:1.4em;" %)**Learning and Education**
351: (% valign="TOP" %)|(% width="360" %)(% style="font-size:1.4em;" %)unlimited shelf-space|(% width="392" %)(% style="font-size:1.4em;" %)unlimited knowledge
352: (% valign="TOP" %)|(% width="360" %)(% style="font-size:1.4em;" %)megahits|(% width="392" %)(% style="font-size:1.4em;" %)core curriculum
353: (% valign="TOP" %)|(% width="360" %)(% style="font-size:1.4em;" %)niche markets|(% width="392" %)(% style="font-size:1.4em;" %)passion for unique topics
354: (% valign="TOP" %)|(% width="360" %)(% style="font-size:1.4em;" %)hybrid model of distribution|(% width="392" %)(% style="font-size:1.4em;" %)hybrid model of learning and discovery
355: (% valign="TOP" %)|(% width="360" %)(% class="xwiki-document" %)
356: (((
357: (% style="font-size:1.4em;" %)many interesting books, movies, songs 
358: will not enter the traditional marketplace
359: )))|(% width="392" %)(% style="font-size:1.4em;" %)many interesting topics and ideas will not be taught in schools and universities
360: 
361: (% 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" %)
362: (% style="font-size:1.6em;font-size: 23pt" %)**More Questions to be Explored and Debated**
363: 
364: 
365: * (% style="font-size:1.4em;" %)How can we envision a **productive synergy** between the head and the tail and create mechanisms to support and exploit this synergy? How can the passion associated with topics from the tail be integrated with important basic knowledge and skills from the head that they successfully complement each other?
366: 
367: 
368: * (% style="font-size:1.4em;" %)Do we want to keep requiring everyone to learn the same thing in school rather than **pursuing their deep interests**? which support can be provided for letting people pursue their deep interest?
369: 
370: 
371: 
372: * (% style="font-size:1.4em;" %)Do we want to keep **extending the years of schooling** to encompass the expanding knowledge base?
373: 
374: (% 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" %)
375: (% style="font-size:1.6em;font-size: 23pt" %)**Why Does the Long Tail Matters for Learning?
376: —
377: **(% style="font-size:1.4em;" %)**Creating Personalized Learning Pathways for any Topic at any Level**
378: 
379: 
380: * (% style="font-size:1.4em;" %)Long-tail learning needs are driven by **learner interests**
381: 
382: 
383: * (% style="font-size:1.4em;" %)the **matching problem**:
384: 
385: * (% style="font-size:1.2em;font-size: 16pt" %)**not only:** whether a learner can find relevant learning resources
386: * (% style="font-size:1.2em;font-size: 16pt" %)**but:** finding the best-matched learning resources to your interests with the least effort
387: 
388: 
389: * (% style="font-size:1.4em;" %)**the challenge:**
390: 
391: * (% style="font-size:1.2em;font-size: 16pt" %)learners’ interests are often vague and appropriate resources are constrained by specific skills and background knowledge of learners
392: * (% style="font-size:1.2em;font-size: 16pt" %)creates a need to track implicitly the resources learners are using + text that they are writing + programs they are writing to infer learning interests and competencies
393: 
394: (% type="FOOTER" %)
395: (((
396: (% style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.1in; margin-bottom: 0in; line-height: 0.25in" %)
397: (% style="font-size:0.8em;" %)Fischer & Eden & Dick 30 HCC Course, Fall 2010
398: )))
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