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Future of Education talk presented in Seoul, 2007
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A Future For Education:Some Core Ideas
Jack ParkSRI International, Menlo Park, California
AndKnowledge Media Institute, Open University, Milton Keynes, U.K.
National Assembly of South KoreaSeoul, Korea
26 October, 2007
“Discovery consists of seeing what everybody has seen and thinking what nobody has thought.”
–Albert Szent-Gyorgyi
Learning Happens
“We are what we eat, and we think what we practice.”
Geoffrey C. Bowker, Memory Practices in the Sciences, p. 229
Let’s talk about practice
Quote
A Story About a Future for Education
Just-in-time Life-long Collaborative Global
From Individual Performance to Collective Sensemaking
Individual to Group
Group to Groups
Collective Sensemaking
Blooming and buzzing ideas that
need collection, deliberation, and
organization
Learning
is
Sensemaking
Our story is about innovation
Image courtesy Gail Johnson http://admin-solutions.co.uk/
What’s Important for Us
• 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
Education in Society
INFORMAL EDUCATION
FORMAL EDUCATION
EDUCATION FOR LIFE
EDUCATION FOR
EARNING A LIVING
Image Courtesy: Kim, Sun Tae (2005) “Development of VET curriculum”, Korea Research Institute for Vocational Education and Training
Nature of the Universe where Events and Learning Occur
Simple Complicated Complex
Simple Things Machines Living Things
Social Systems
Simple to Complex
Paper Pencil
Simple Complex
Marking on the paper forever changes what the paper can say
Blank paper has potential to say anything
Memory in Cultural Knowledge Growth
Belief Space(Memory)
Population Space
Evaluate
Update
InfluenceAccept
ReproduceModify
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
Gowin’s VeeWhere Learning Happens
After: Novak, J. D., & D. B. Gowin. (1984). Learning how to learn. Cambridge, UK: Cambridge University Press.
Conceptual Methodological
Events, Stuff
Focus Questions
Answering
Learning
Knowledge Performance
Hole in the wall
• Computer with touch screen and internet
• Mounted in “hole in the wall”
• No teachers• Children taught
themselves to surf the web
Source:
http://www.hole-in-the-wall.com/
Approaches to Learning
• Individual – Personal research– Mentor schemes
• Group– Classrooms– Trade associations– Lectures – Informal (Incidental, Social, everyday)
Let’s Focus on Group Learning
Image Courtesy Katy Borner
A Step Toward the 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
Douglas Engelbart’s Dynamic Knowledge Repository (DKR)
We will call this a
Dynamic Knowledge Garden (DKG)
Software InfrastructureMemory, Collaboration
DKR = People + Tools
Learning Communities
Content BuildersContent Users
Subject Map
Applications
Platform
A Dynamic Knowledge Garden
Federated Human Knowledge
Learning
Cultures
Politics
History
Religion
…Wellness
Nutrition
Addictions
Aging
Cancer
KnowledgeGarden
Knowledge Garden Framework
Quote
Upon this gifted age, 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
A Loom: Topic/Subject Maps
Image Courtesy Steve Pepper
Topic Map:
Lies above information and weaves that information into a fabric
Some Topic Maps People
Ann Wrightson (U.K.)
Sam Oh (Korea)
Steve Newcomb (USA)
Steve Pepper (Norway)
The fabric of cultural memory
Our Knowledge Garden Architecture
Enough Theory…
• Let’s look 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
Information Design Course
Source: http://www.ifi.uio.no/info-design/
NexistWiki for Education
NexistWiki: Topic Map + Wiki
Topic Map Social Bookmarking
Experimental Knowledge Garden
Source: Simon Buckingham Shum
JIME document interface
http://www-jime.open.ac.uk/
CALO Semantic Desktop Application
Open Source IRIS Platform:
http://www.openiris.org
http://caloproject.sri.com
What can we do 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
Annotating By Connecting
A User asserts a relationship between ideas expressed at two different resources
Semantic Desktop concept
“is exemplified by”
OpenIris.org
Annotation by Tagging
A User asserts a Tag on a Resource
“Semantic Desktop”
Facilitating large-scale discourse• Towards a cultivated
ecosystem?…
ordered gardens
wild borders
ordered gardens
wild borders
Structured but emergent networks of claims and
arguments
Informally expressed claims and arguments,
awaiting ‘proper linkage’
Source: Simon Buckingham Shum
Dialog Mapping
Users Ask and Answer Questions, and Discuss the Answers
Compendium Screenshot
Collaborative sensemaking in e-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 UniversityCourtesy Simon Buckingham Shum
Future prospects for learning support
• Global federation of Dynamic Knowledge Gardens
• Virtual Learning Environments
Federation of Knowledge Gardens
Knowledge Garden
Knowledge Garden
Knowledge Garden
Knowledge Gardens communicate with each other to perform federation
Virtual Worlds Architecture
User’sWeb Browser
Subject MapServer
Virtual WorldsServer
Candidate Future:Virtual Learning Centers
http://www.youtube.com/watch?v=aFuNFRie8wA
http://www.secondlife.com/
Summary
• With a Dynamic 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
Thank You
Special thanks to Jerry Glenn, Youngsook Park, and Adam Cheyer
Final thought: http://www.youtube.com/watch?v=-4CV05HyAbM