The social Web before social networks: a report from 2003

David Weinberger

It just hadn’t yet evolved a pervasive layer of software specifically designed to help us be social. In 2003 it was becoming clear that we needed?—?and That was the theme of Clay Shirky ’s 2003 keynote at the ETech conference, the most important gathering of Web developers of its time. Here’s what for me was the take-away from these two talks: The Web was designed to connect pages. Clay’s 2003 analysis of the situation is awesome.

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The Future IMS Learning Design

Stephen Downes: Half an Hour

The Future IMS Learning Design What is the future of learning design? Joel Greenberg My own personal view: maybe the world is moving on, and maybe the idea of 'design' is a bit old fashioned. Instead of trying to systematize, to sequence, a more appropriate approach is based around patterns and connections. The idea is to lead academics to a lightweight narrative, and having them design around it. It was started in 2001, and the main spec came out in 2003.

Design 122

70:20:10 – Above All Else It’s a Change Agent

Charles Jennings

The idea that companies could neatly slice the learning patterns of their people into three carefully-defined and carefully analysed buckets like this belies belief. As Jay Cross pointed out back in 2003: “At work we learn more in the break room than in the classroom.

Change 272

Can AI Help Translate Technological Advances into Strategic Advantage?

Irving Wladawsky-Berger

We all thought that the Solow paradox was finally behind us when IT-driven productivity surged between 1996 and 2003. A recent Harvard Business Review article, - Designing the Machines that Will Design Strategy , - takes these questions a few steps further.

cities and the future of work

Harold Jarche

The stronger are tribal/clan tendencies in a society, the more likely are corrupt hybrid designs. With these data, governments, organizations, and companies can sense patterns and make decisions – from traffic control to geographically specific advertising.

Strata Conference Wrap Up: Big Data, Big Opportunities

George Siemens

Much like the identification of the SARS virus in 2003 required a global network of information sharing and exchange, complex problems are not solvable, or even understandable, through linear systems. In early February, I attended the Strata Conference in Santa Clara.

Data 204

Ghost in the machine

Mind Hacks

Many of these devices are designed to be surgically implanted and controlled, tuned or reprogrammed from outside the body by a wireless link but very few (if any) have an in-built authentication system that only allows access to people who are authorised to make the changes. This new article serves as both a warning and a plea to consider security when designing and deploying these increasingly common medical technologies.

A Year in Photos

Stephen Downes: Half an Hour

Organizations aren’t thinking about the ‘networked individual’ – the networking choices and patterns of individual Internet users. In the MOOC part I outlined the history of our work with MOOCs, and then appealed to connectivism to inform the design principle underlying them.

Engagement and Motivation in MOOCs

Stephen Downes: Half an Hour

Stovall (2003) suggests that engagement is defined by a combination of students’ time on task and their willingness to participate in activities. The paper has identified a number of patterns that seem to indicate that the relationship between LMS activity and final student grade may be moderated by a number of factors including type of student and the level of staff interaction. It has established that instructional design input may also be important.

The origins of Cynefin (part 4)

Dave Snowden

The period in which Cynthia and I worked on HARP (Human Augmented Reasoning through Patterning) within DARPA's Genoa II project both before and after 911 (yes I did sneak the Welsh National Instrument in as the name.

Notes from Information Technology Based Higher Education and Training ITHET 2013, Antalya

Stephen Downes: Half an Hour

leads to questions about designing learning for the future - reference to the old ''cranking ifo into students'' heads diagram - claims about the future: - work at own time, place, etc - computers will revolutionize learning - along came MOOCs - investment in MOOCs: $100M - will take time but will have a major impact - why things will change. Sangiovanni-Vincentelli, ''Designing Platform Based Design'', EEDesign, Feb.

The Future of Online Learning: Ten Years On

Stephen Downes: Half an Hour

Downes, 1998) At the time, I was working as a distance education and new media design specialist at Assiniboine Community College, and I wrote the essay to defend the work I was doing at the time. “We Computer programs are being designed to run in ‘virtual machines’ which can be carried from one hardware platform to another without adaptation. And specialized computer languages, such as Erlang, are designed to operate in multiple processor environments.

Presentation to UNCTAD's Advisory Group on "Developing skills, knowledge and capacities through innovation: E-Learning, M-Learning, cloud-Learning"

Stephen Downes: Half an Hour

Only after this, do we move into the idea, of learning design and pedagogy, which is drawn primarily from the field of distance learning, where courses are rounded up as packages, or what we might call program texts, designed to lead the student through a course of instruction. You begin to think in course packages complete with content, learning design, everything you need for an online course. It is, in many ways, an unbundling of this traditional course design.

Groups 159


Jay Cross

Thursday, May 08, 2003. There’s a Process level above this that includes meta-learning, design principles, timing, and how humans tick: things that transcend individual cases. The proliferation of open co nnections heralds a new world of continuous improvement where chain reactions of combined thoughts and learning recombine in ever-greater patterns. ( Fortune Magazine ). The Times of London calls C.K. Prahalad “the No.

My Digital Identity

Stephen Downes: Half an Hour

Ungerleider, 2003) This creates a very limited, very simple point of view, since most of what accounts for a student’s learning is outside the control of the evaluators. Design Patterns and Business Models for the Next Generation of Software. 2003).

Kirschner, Sweller, Clark (2006) - Readings

Stephen Downes: Half an Hour

The past half-century of empirical research on this issue has provided overwhelming and unambiguous evidence that minimal guidance during instruction is significantly less effective and efficient than guidance specifically designed to support the cognitive processing necessary for learning. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.

Kirschner, Sweller, Clark (2006) - Summary

Stephen Downes: Half an Hour

Thus, constructivism does not lead to a prescriptive instructional design theory. Note: I'm posting this as an example of a rigorous examination and deconstruction of an academic paper. these are my notes on Kirschner, Sweller and Clark's paper Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching.

Search 107

What I'm Working On

Stephen Downes: Half an Hour

In e-learning we got the Learning Object Metadata, which is a set of 87 or so data fields that e-learning designers should provide in XML format to describe their learning resources. The connectionist systems proved to be really good at some things - like, say, pattern recognition - but much less good at other things - like, say, generating rules. I saw personally a graphic example of this at Idea City in 2003 (they don't let me go to Idea City any more - too bad).

Education, Technology and Myth

Stephen Downes: Half an Hour

One example is research which understands technological innovations as being "disseminated" throughout a population (often the faculty at a university, as it happens; e.g. Mahony & Wozniak, 2005 ; Bull et al, 2002 ; Garofoli & Woodell, 2003 ; PT3 2002 ). Given that we have established (or at least hypothesized) a pattern of technology adoption that has prevailed in the past, we next ask whether this pattern will continue in the future.