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Ten Years After

Ten Years After. Stephen Downes NAWeb October, 2004. 1620…. It was a time of revolution…. Galileo. Bacon, Descartes, Boyle, Cassini…. New tools to look at the world…. 1592. 1609. 1643. 1609. Mathematics. Slide Rule (William Oughtred, 1622). Calculating Machine (William Schickard,

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Ten Years After

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  1. Ten Years After Stephen Downes NAWeb October, 2004

  2. 1620… It was a time of revolution… Galileo Bacon, Descartes, Boyle, Cassini…

  3. New tools to look at the world… 1592 1609 1643 1609

  4. Mathematics Slide Rule (William Oughtred, 1622) Calculating Machine (William Schickard, 1623) … a new way of looking at the world

  5. The idea that the world could be measured … as though it were a series of points…

  6. It was all based on one idea, simple, really: that the world should be viewed as parts, which could be exchanged and interchanged. Understand those parts, and you could understand the world.

  7. Ten Years After

  8. 1959

  9. 1969 Earthrise

  10. 1995 The Emergence of the World Wide Web

  11. Something wonderful is going to happen…

  12. A New Way of Looking at the World http://research.lumeta.com/ches/map/

  13. Networks http://www.alanturing.net/turing_archive/pages/Reference%20Articles/what_is_AI/What%20is%20AI10.html http://www.statsoftinc.com/textbook/glosn.html

  14. the content of the information being transmitted is no more important - and possibly less important - than the means by which the information was transmitted

  15. It is not only the parts which are important, but also, how those parts interact. Or: it is not only data which matters, but how data is processed. Or: it is not only individuals that matter, but how those individuals form communities.When reality is composed both of parts and their interactions, then, when you change the interactions, you change reality

  16. The Semantics of Networks Meaning is not determined externally… It is created by the actions of individuals working in the network

  17. The New Pedagogy Or: a guide to picking the winners…

  18. Linear  Multi-threaded The idea of a web rather than a (causal) chain

  19. Static  Dynamic Learning not as books and (objects) Learning as a resource Flowing, like water, electrictity Always available, always on

  20. Content  Experience Moving away from the idea of ‘delivery’ Moving toward the idea of immersion, interaction

  21. Demonstration  Inference Learning as what people do rather than what people are told… Austhink

  22. Objectives  Goals The locus of control is changing… Learning ‘objectives’ are not set by a designer It’s what people do to reach their goals

  23. Uniformity  Diversity From standardization to personalization

  24. The Writing on the Wall

  25. www.downes.ca

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