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"Inventor, entrepreneur and visionary Ray Kurzweil explains in abundant, grounded detail why, by the 2020s, we will have reverse-engineered the human brain and nanobots will be operating your consciousness." TED | Talks
"So, as I’m reading all the edupunk posts, the question I seek an answer to is this: is the edupunk ideology saying that the use of social media in commercial learning management systems is an assault on the very philosophy of learning 2.0?" (Janet Clearey)
"In the survey, Gartner found "clear movement in the market" toward more open-source platforms in 2007--26 percent of platforms on surveyed campuses were on open source e-learning system such as Moodle or Sakai, and Gartner projects that number will grow to 35 percent by the end of 2008. " (Csmpus Technology)
"Web 2.0 is redefining what and how and with whom we learn." (EDUCAUSE Review, vol. 43, no. 3 (May/June 2008): 80–81)
"This is the third part in the series of links for Clay Shirky’s book Here Comes Everybody: The Power of Organizing Without Organizations, covering Chapters 5-8 with links to the books, articles and websites from the bibliography" (my mind on books)
"If access to higher education is a necessary element in expanding economic prosperity and improving the quality of life, then we need to address the problem of the growing global demand for education, as identified by Sir John Daniel.3 Compounding this challenge of demand from college-age students is the fact that the world is changing at an ever-faster pace. Few of us today will have a fixed, single career; instead, we are likely to follow a trajectory that encompasses multiple careers. As we move from career to career, much of what we will need to know will not be what we learned in school decades earlier. We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis." (John Seely Brown and Richard P. Adler. EDUCAUSE Review, vol. 43, no. 1 (January/February 2008): 16–32)
"This is the second part of a series on Clay Shirky’s Here Comes Everybody: The Power of Organizing Without Organizations; I’m going through the bibliography and posting links to the cited books and webpages. This post covers Chapters 3 and 4. " (my mind on books)
"Following on themes from his book, Here Comes Everybody, he tells a story that goes like this: We gained lots of free time (a "cognitive surplus") in the 40s and 50s because of shorter workweeks. We squandered the surplus by watching TV sitcoms and the like. Now we're finally waking up from this "collective bender" and putting our energies into better things, like editing Wikipedia. ... I have a number of problems with this story." (Question Technology)
I started telling her about the Wikipedia article on Pluto. You may remember that Pluto got kicked out of the planet club a couple of years ago, so all of a sudden there was all of this activity on Wikipedia. The talk pages light up, people are editing the article like mad, and the whole community is in an ruckus--"How should we characterize this change in Pluto's status?" And a little bit at a time they move the article--fighting offstage all the while--from, "Pluto is the ninth planet," to "Pluto is an odd-shaped rock with an odd-shaped orbit at the edge of the solar system."
So I tell her all this stuff, and I think, "Okay, we're going to have a conversation about authority or social construction or whatever." That wasn't her question. She heard this story and she shook her head and said, "Where do people find the time?" That was her question. And I just kind of snapped. And I said, "No one who works in TV gets to ask that question. You know where the time comes from. It comes from the cognitive surplus you've been masking for 50 years." (Clay shirkey)
The report states that "video clips, blogs, podcasts, social networks and RSS are all essential components of the online media diet." (ReadWriteWeb)
It could be video games. Bioengineering. Or health care. All of these forces and more are explored on the KnowledgeWorks Foundation and Institute for the Future 2006-2016 Map of Future Forces Affecting Education.
Look around the map. Explore it. While we'd never suggest that this map contains all of the answers and perfectly predicts the future, it does offer a clear point of view based on countless hours of research, analysis and expert opinion. Think of the map as a provocative tool, as the beginning of a movement, or, at the very least, part of a good conversation. Join in. And help us shape the future. (KnowledgeWorks)
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