So, we ask what is code? Not expecting to find answers, but rather to raise questions. To survey and map realms that are yet to come (AO:5). The key for us lies in code's connectivity, it is a semiotic-chain, rhizomatic (rather like a non-hierarchical network of nodes) and hence our map must allow for it to be interconnected from anything to anything. In this investigation, which we know might sometimes be hard to follow, our method imitates that outlined by Deleuze & Guattari in Anti-Oedipus (2004). It will analyse by decentering it onto other dimensions, and other registers (AO:8). We hope that you will view this article as a 'little machine' (AO: 4), itself something to be read slowly, or fast, so that you can take from it whatever comes your way. It does not ask the question of where code stops and the society starts, rather it forms a tracing of the code-society or the society-code.
Network literacy requires the ability to negotiate intimacy and immediacy in computer-mediated Web 2.0 spaces. It requires sustained participation and interaction as the conventions of networked communities shift to accommodate (and shift because of) constant change in membership. Therefore, network literacy requires of writers a new authorial positioning like Vielstimmig claimed: an identity that can no longer ignore the intertextual nature of who we are and what we’re writing.
Metcalfe’s law states that, “the value of a telecommunications network is proportional to the square of the number of connected users of the system (n2).” Reed’s law continues in this vein, “the utility of large networks, particularly social networks, can scale exponentially with the size of the network.”
Identification of significant differences between networks and groups, along four major axes. Drawn but not discussed at the Future of Learning in a Networked World event in Aukland, New Zealand. This short video explains the drawing.
21st century learning, or the “21st Century Skills” movement as it is commonly known1, refers to a growing global movement to redefine the goals of education, to transform how learning is practiced each day, and to expand the range of measures of student achievement, all to meet the new demands of the 21st Century."
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