1. A Future For Education:
Some Core Ideas
Jack Park
SRI International, Menlo Park, California
And
Knowledge Media Institute, Open University, Milton Keynes, U.K.
National Assembly of South Korea
Seoul, Korea
26 October, 2007
9. Our story is about innovation
Image courtesy Gail Johnson
http://admin-solutions.co.uk/
10. 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
11. Education in Society
FORMAL EDUCATION
EDUCATION EDUCATION
FOR FOR
LIFE EARNING A LIVING
INFORMAL EDUCATION
Image Courtesy: Kim, Sun Tae (2005)
“Development of VET curriculum”, Korea
Research Institute for Vocational
Education and Training
12. Nature of the Universe where
Events and Learning Occur
Simple Complicated Complex
Simple Things Machines Living Things
Social Systems
13. Simple to Complex
Simple Complex
Paper Pencil
Blank paper has Marking on the paper forever
potential to say changes what the paper can
anything say
14. Memory in Cultural Knowledge
Growth
Belief Space
(Memory)
Update
Accept Influence
Population Space
Reproduce Evaluate
Modify
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
15. Gowin’s Vee
Where Learning Happens
Learning
Conceptual Methodological
Knowledge Focus Questions Performance
Answering
Events, Stuff
After: Novak, J. D., & D. B. Gowin. (1984). Learning how to learn.
Cambridge, UK: Cambridge University Press.
16. Hole in the wall
• Computer with touch
screen and internet
• Mounted in “hole in
the wall”
• No teachers
• Children taught
themselves to surf the Source:
web http://www.hole-in-the-wall.com/
17. Approaches to Learning
• Individual
– Personal research
– Mentor schemes
• Group
– Classrooms
– Trade associations
– Lectures
– Informal (Incidental, Social, everyday)
18. Let’s Focus on Group Learning
Image Courtesy Katy Borner
19. 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
20. Douglas Engelbart’s Dynamic
Knowledge Repository (DKR)
Learning Communities
DKR = People + Tools
We will call this a
Dynamic Knowledge Garden Software Infrastructure
(DKG) Memory, Collaboration
24. 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
25. A Loom: Topic/Subject Maps
Topic Map:
Lies above
information and
weaves that
information into
a fabric
Image Courtesy Steve Pepper
26. Some Topic Maps People
Ann Wrightson (U.K.)
Sam Oh (Korea)
Steve Newcomb (USA)
Steve Pepper (Norway)
29. 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
37. 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
38. Annotating By Connecting
Semantic Desktop
concept
“is exemplified
by”
OpenIris.org
A User asserts a relationship
between ideas expressed at two
different resources
40. Facilitating large-scale discourse
• Towards a cultivated
ecosystem?…
Structured but emergent
networks of claims and
arguments
ordered gardens
ordered gardens
Informally expressed
wild borders
wild borders claims and arguments,
awaiting ‘proper linkage’
Source: Simon Buckingham Shum
41. Dialog Mapping
Compendium Screenshot
Users Ask and Answer Questions,
and Discuss the Answers
42. 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
University
Courtesy Simon
Buckingham Shum
43. Future prospects for learning
support
• Global federation of Dynamic Knowledge
Gardens
• Virtual Learning Environments
44. Federation of Knowledge Gardens
Knowledge Gardens
communicate with each
other to perform
federation
Knowledge Garden
Knowledge Garden
Knowledge Garden
47. 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
48. Thank You
jack.park@sri.com
Special thanks to Jerry Glenn, Youngsook Park,
and Adam Cheyer
Final thought: http://www.youtube.com/watch?v=
-4CV05HyAbM