Lesson 8 An Interactive life It will put the world at your fingertips...But when will the future arrive? From Newsweek English Department School of Foreign Studies a class for education and skills creating opportunity, releasing potential, achieving excellence
Key words: interactive~ life in digital time • What makes it possible to be interactive? • media • What are the media for an interactive life? a class for education and skills creating opportunity, releasing potential, achieving excellence
Extension of human organs Results of tech-reliance What is medium? What is its function hands feet Ears / mouth eyes Brain skin Tools Vehicles Telegram, phone, radio TV, Internet computer clothes clothes Transportation tools Clock / watch notebook Library Calculator Button / click way of life Weak feet Insensitive to seasons Short memories Refrained wits No mental arithmetic Laziness
What is medium? What is its function Extension of human organs hands feet Ears / mouth eyes Brain skin Tools Vehicles Telegram, phone, radio TV, Internet computer clothes Results of tech-reliance： auto-amputation Transportation tools Clock / watch notebook Library Calculator Button / click way of life Weak feet Insensitive to seasons Short memories Refrained wits No mental arithmetic Laziness clothes
The oldest media： • The function of protecting (of technology) • The function of covering（of culture） • Individual oriented, but once appeared, • it functions as media: • Position / status • Manner / taste • Fashion / style • political attitude … clothes
Ship train Automobile Airplane Jet airplane Satellite steam engine Horse Boat Wagon, cart Visible Tangible Touchable weighable Telegram Telephone Radio TV Nature: Past & now Atomic way Face to face Exchange of goods transportation (wheels) Invention of tools communication communication
What will an interactive life of the future be like? Describe some of its possible features. • Entertainments • Viewer control TV，interactive TV， NTTV • Intelligent agent, no-brainer • Combination of Cable TV, satellite TV and computer • Interactive games, sports • E-business • Online shopping, digital credit card • Digital bank, financial transaction • Investment, online broker a class for education and skills creating opportunity, releasing potential, achieving excellence
What will an interactive life of the future be like? Describe some of its possible features. • Communication • Intelligent phone, IP phone, video phone • Teleconference, net meeting • Digital broadcasting (of yourself) • Email, BBS, chatting-room, forum, newsletter, MSN, QQ… • Mobile phone, Palm, Pocket PC… • GPS Navigator… a class for education and skills creating opportunity, releasing potential, achieving excellence
What is digital time? • Digital time: 手指时代 • Push the button, click the mouse, send message • Massage in the mass age (大众时代) • Message in the mess age (混沌时代的讯息） Medium is massage. --- McLuhan
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Detailed study of the text • Why should a person step into the past to get an idea of what the future might bring?
E-paper comes closer Fujitsu's colour e-paper Flexible E-Paper on Its Way
ICT PTP Things described on page 131 become reality: ICT： • A Huge amount of information… • Active experience of watching movie… • Shoot a movie of your own (DV) • Era of no-brainer… Does it make sense? What do we need for all this stuff for anyway?
other prophecies by the author: • True interactive based on (Fiber-optic cable) • Performance standards (TCP/IP) set up • TV monitor functions as computer screen • Great grandchildren of CD-ROM titles • VCD, DVD, HDVD / DVD multi CD-RW … • Teleconference • Portable computing device • Combination of cable, telephone, satellite, and cellular network (3G)
Intrinsic • Human being (人类) • Earthly being （血肉之躯） • Atomic being（原子状态） • Digital being（数类）
McLuhan （麦克卢汉） • 他这样描述媒介对人体的延伸的三个阶段：“在机械化时代，我们实现了自身在空间中的延伸。如今，在经历了一个多世纪的电子技术的发展之后，我们已在全球范围延伸了我们的中枢神经系统，在我们的星球范围取消了时空。目前我们正在很快地接近人的延伸的最后阶段——意识的技术模拟阶段，在这个阶段，知识的创造性过程将被集体地、共同地延伸至整个人类社会，如同我们已通过各种媒介延伸了我们的感官和神经一样。”⑴尽管当时麦克卢汉尚不可能对后来迅速崛起的互动型媒介，作出清楚的描述，但是他还是扮演了预言家的角色，虽不无模糊但却大胆地对信息传播新技术革命将使知识、信息成为生产力发展的主要资源的趋势，作出了预言。
Narcissus as Narcosis • 4. The Gadget Lover: Narcissus as Narcosis • The Greek myth of Narcissus is directly concerned with a fact of human experience, as the word Narcissus indicates. It is from the Greek word narcosis, or numbness. The youth Narcissus mistook his own reflection in the water for another person. This extension of himself by mirror numbed his perceptions until he became the servomechanism of his own extended or repeated image. The nymph Echo tried to win his love with fragments of his own speech, but in vain. He was numb. He had adapted to his extension of himself and had become a closed system.
-- continue： • Now the point of this myth is the fact that men at once become fascinated by any extension of themselves in any material other than themselves. There have been cynics who insisted that men fall deepest in love with women who give them back their own image. Be that as it may, the wisdom of the Narcissus myth does not convey any idea that Narcissus fell in love with anything he regarded as himself. Obviously he would have had very different feelings about the image had he known it was an extension or repetition of himself. It is, perhaps, indicative of the bias of our intensely technological and, therefore, narcotic culture that we have long interpreted the Narcissus story to mean that he fell in love with himself, that he imagined the reflection to be Narcissus!
Numbness / comfort • Mirror image / reflection of oneself / extension • Women / mirror / medium / message / massage / comfort / numbness • Self- amputation • What you love is sth you imagine: empathize
Physiologically there are abundant reasons for an extension of ourselves involving us in a state of numbness.
Technology empowers Web of Confidence Vanilla Sources of power and new ideas Adoption of technology Conventional Self-organising Back to the Future U Choose Technology frustrates eLearn International, 2004
Towards the Web of Confidence Technology empowers Ubiquitous technology Employer demands Conventional Self-organising No experience in e-life No link to e-strategy Professional teachers Learner voice Fragmented systems Poor using design Technology frustrates
Towards the Web of Confidence Technology empowers Conventional Self-organising Technology frustrates
Towards the Web of Confidence Technology empowers Conventional Self-organising drivers Technology enablers
Unified E-Learning Strategy Towards the Web of Confidence Technology empowers Conventional Self-organising drivers Local strategies Curriculum choice Teachers designing pedagogy E-learning accreditation Shared ICT systems Shareable resources Quality standards Learning design tools Technology enablers
Can the next generation of digital products empower people to be creative and innovative in their approach to elife?
There is a common thread in the development of our understanding of learning - the learner as active agent in the learning process - the learner as active agent in the learning process John Dewey Jean Piaget Lev Vygotsky Jerome Bruner Paulo Freire Gordon Pask Terry Winograd Seymour Papert Lauren Resnick John Seely Brown Ference Marton John Biggs Jean Lave Inquiry-based education Constructivism Mediated learning Discovery learning Learning as problematization Learning as conversation Problem-based learning Reflective practice Metacognition Experiential learning Learner-oriented approach Social constructivism Situated learning 1890 . . 1940 . . 1960 . . 1980 . . 2000 . . share a common conception of the learning process
What countsas active learning? Inquiry-based education Constructivism Mediated learning Discovery learning Learning as problematization Learning as conversation Problem-based learning Reflective practice Metacognition Experiential learning Learner-oriented approach Social constructivism Situated learning Learners need to engage in goal-oriented tasks practise skills explore and experiment use feedback to adapt what they do discuss what they do reflect on what happens articulate what happens
What must the learner do to learn X? The activities of the traditional learner – listen read imitate memorise rehearse recall important, but not active learning The activities of the active learner – decide on actions needed to achieve a given goal reflect on the feedback on their actions adapt their actions on the basis of reflection experiment to achieve a goal discuss what they are doing articulate their understanding of what is happening the complete learning cycle
Can the next generation of e-learning products empower teachers to be creative and innovative in their approach to the pedagogies of active learning?
… to interactive, independent learning with formative feedback Make learning interactive, creative, productive Rehearse mapping with authentic feedback From presentational designs which under-exploit the technology… Presentational material, with multiple choice as feedback Creative tool for experimenting with design Virtual learning environment with progressive practice
Links to other students’ ideas, and to experts’ categories YES NO Make teachers creative designers … to disaggregated tools and assets - teachers can improve, innovate and exchange From aggregated form and content which restrict teacher innovation… A concept-generation exercise for art history modernistic Rehearsing mapping with authentic feedback Burns easily Creative tool for experimenting with design The same format re-used for chemistry
All these examples could be turned into learning activity design tools for teachers There is a parallel with traditional lesson plans – which are essentially learning activity design tools And with traditional learning resources – which are essentially like ‘learning objects’ or ‘digital assets’
using existing learning resources & assets Lesson plan for introducing a new concept Illustrate the need for the concept (negative numbers, government, energy…) Individual work on ideas for doing without it Class discussion Demonstrate definition and use of concept Group work on exercise using the concept Class questions and answers Summary with illustrations Preview objectives of next lesson Demonstrate definition and use of concept Presentation of the method/application with examples Class questions and answers Individual work on simple exercises to practice use Pairs compare and discuss answers Demonstration of correct approach Summary with illustrations These are the pedagogical design tools teachers are familiar with
The e-learning version: a learning activity design tool populated with digital assets Define the learning sequence using an activity design tool ~ Individual exercise Group discussion to compare results of individual activity Attend to definition and use of concept Group work on practical exercise Class questions and answers Summary with illustrations Preview objectives of next lesson Individual exercise ~ select from existing digital assets ~ Construct elicitation for a set of objects Find a target value in a simulation Rehearse a progressive mapping exercise Practise a procedure . . .
Author defines question and resource links Activity sequences stored for re-use and sharing with colleagues Authoring environment for an online discussion activity Author creates sequence by linking activities Drag and drop activity tools to create sequences
Findings from initial pilots Stimulates reflection on pedagogy Supports activity-based learning more easily than face-to-face Promotes collaborative learning Scaffolds the development of autonomous learning Gives learners an insight into real learning – ‘no right answers’ Fosters collaboration between staff Gives staff a sense of ownership
Can the next generation of e-learning products empower teachers to be creative and innovative in their approach to the pedagogies of active learning? Our strategy is to promote: • E-learning activity design wizards for teachers • Shareable e-learning tools and resources • Networks of subject-based e-learning practitioners • Professional associations supporting new pedagogies • Action research for reflective practice in teaching & learning • Collaboration between teachers, suppliers and government
Overall, what does it take to create the step change to meet our objectives? To support We need Citizens Learners Learning Teachers Leaders Cross-sector information, advice and guidance on education Shared ICT systems that recognise their information, data and personal resources High quality interactive, collaborative learning resources that adapt to their needs E-learning development, shareable resources, easy learning design tools A leadership package with self assessment tools, advice and guidance Cross-sector information, advice and guidance on education Shared ICT systems that recognise their information, data and personal resources High quality interactive, collaborative learning resources that adapt to their needs E-learning development, shareable resources, easy learning design tools A leadership package with self assessment tools, advice and guidance Underpinned by universal, robust, interoperable ICT systems
Cable TV Online game A universal utility Online neighborhood Online school open university Shopping Financial transaction Mobile phone E-mail / fax visual chatting Information communication technology … E-comm- unica- tion E-en- Terta- ment E-business E-com- munity E-edu- cation interactive life
Jianqiao Dong Advanced English Department of English School of Foreign Studies firstname.lastname@example.org a class for education and skills creating opportunity, releasing potential, achieving excellence