In this issue of Media Literacy Digest, open education advocate George Siemens, reports on this week most interesting breakthroughs, events, new media technologies and on the social impact these have on society, work and learning.
Photo credit: Anatoly Vartanov
Inside this Media Literacy Digest:
learning, networks, knowledge, technology, trends
by George Siemens
The ideologies that give birth to systems remain long after they cease being valuable.
End result: We have systems and policies that function under ideologies / views that are no longer needed, and in many instances, have an overall negative impact. Consider work.
Many people are now involved in work that does not require physical presence at an office. Yet, how we define and value work still carries the views from 50+ years ago.
Taylorism is still reflected in how we see work and employees.
"Whether you call it teleworking, Web working, telecommuting, distance working or e-working, the concept is the same: Work is not some place you go, it is something you do. It focuses on the information-age idea of decentralizing the office, as opposed to the industrial-age idea of bringing everyone to one single location."
I am inept with visuals.
I made a decision at the start of the year to increase my use of visuals in presentation and blog posts. I have not been tremendously successful, but I will keep trying.
Resources such as this - the value of visual thinking - are helpful in
From the post:
"In the design of business, visual thinking will be key in the design of new processes, systems, and structures.
Expect to see the mapping of
- org charts,
- social systems and
- data visualization.
All of which can help people understand and get behind change."
A few (unrelated) resources on web 2.0:
The distance between Microsoft and Google is quite evident in participative / collaborative tools. Google is the web 2.0 poster child (have a quick look at their labs). I think Google needs a strong competitor. Microsoft has had trouble playing that role so far …
Adoption of emerging technologies for collaborating and organizational productivity (interesting to note that learning is not an explicit focus) is growing.
Information addiction is appearing more frequently as a term to describe how our brain craves information.
The author states that we find "not-knowing" to be stressful. I am curious how the stress of not-knowing relates to the stress of information abundance - i.e. "significant attainments lost in the mass of the inconsequential"
After exploring the challenges faced by universities, Tony concludes, logically, that:
I believe we need much more variety in institutional structures and models of educational delivery than we have at the current time.
We need in other words more innovation and experimentation, if the challenge of greater access, greater quality and lower cost is to be met.
Only through experimentation, trial and error and a certain amount of risk-taking are we likely to find new models that "work" in that they achieve the three goals stated: more access, better quality, less cost.
The problem with this observation is that traditional universities are generally too tied to existing models to innovate rapidly. I have met with too many departments that have plans like "next year, we will have two courses online".
There is a sense that the university's response is mismatched to reality of the scope of societal change.
Toward the end of the second post, Tony offers a series of 10 implications. I generally agree with these points, but do not think it offers enough about the systemic change required by universities.
If we are going to look 20 years in the future, I am less concerned about details such as instructional tactics than I am about the big issues of policy / funding / research / systemic structure of higher education.
A call for chapters has been issued as well for an upcoming PLE book.
Google Wave, Twitter, FriendFeed, and Facebook have given rise to the what is known as the real time web. Trendwatching picks up on this theme and addresses it as Nowism (good list of realtime tools about 1 / 3 of the way in). This briefing is worth a skim.
The bottom line: While the appeal and influence of "now" has been building for years, societal attitudes, sky-high consumer expectations and new technologies are currently converging in such a powerful way that brands truly have no choice but to go "real-time":
- In their business intelligence processes,
- in their customer conversations,
- in their innovation labs,
- in their distribution, sales, marketing and branding departments…
I have posted this before, but, since the course started today, I will mention it again: Introduction to Emerging Technologies, Africa is an open online 12 week course. I am teaching the course with Dave Cormier. IETA is delivered in both English and French.
Main landing page for the course.
About George Siemens
George Siemens is the Associate Director in the Learning Technologies Centre at the University of Manitoba. George blogs at www.elearnspace.org where he shares his vision on the educational landscape and the impact that media technologies have on the educational system. George Siemens is also the author of Connectivism: A Learning Theory for the Digital Age and the book "Knowing Knowledge" where he develops a learning theory called connectivism which uses a network as the central metaphor for learning and focuses on knowledge as a way to making connections.
George Siemens -
Decentralized Work: The Final Frontier - Yuri Arcurs
Value of Visual Thinking - David Armano
A Few Web 2.0 Resources - TebNad
The Chemistry of Information Addiction - Scol22
Using Technology To Improve The Cost-Effectiveness of The Academy - Stephen Coburn
Personal Learning Environments / Networks: Call For Chapters - Luminis
Nowism - Mehmet Dilsiz
Emerging Technologies, Africa - Marc Dietrich
Emerging Technologies, Africa - Adama01