We're getting closer and closer to being able to make these sorts of data visualization easily in K12. That's exciting. But even without creating this content, we can use these maps as great examples of what sort of stories can be pulled it of data sets.
Excellent thinking from may friend David. He makes the point that we too often (wrongly) assume our students are uniform creatures, that they all should behave more or less the same way given the same stimuli,especially within a given class. We forget or overlook the idea of cognitive overload (coming from work in other subjects or from outside school altogether.) Or, I might add, that students might deliberately choose not to perform at their best--often for good reasons.
In the online conversation, Professor Malone addresses a very important question that comes up when first considering a brand new concept like collective intelligence.
“Why are we doing all this work?”
“There are at least three answers. The first is, as scientists, we want to understand how the world works, and in particular, how the world of groups of people and computers work together. How human societies and human networks work. Second, we want to help businesses, governments and other kinds of organizations know how to work better themselves. How can we create more intelligent organizations, more intelligent businesses, more intelligent governments, more intelligent societies?”
“Third, in a way, we are trying to understand how our whole world and society is evolving in a way that I think is making us more collectively intelligent. You could say that the Internet is one way of greatly accelerating the connections among different people and computers on our planet. As all the people and computers on our planet get more and more closely connected, it's becoming increasingly useful to think of all the people and computers on the planet as a kind of global brain.”
“Our future as a species may depend on our ability to use our global collective intelligence to make choices that are not just smart, but also wise.”
It's hard to believe that another year of writing here on the Radical is coming to a close, y'all. Every time that I sit down behind the keyboard and start clicking away, I keep my fingers crossed that I'll churn...
Brad Ovenell-Carter's insight:
I read these when they first posted and they are worth reading again.
Great thinking: the school of the future is here, now. We have only to pull a few things together in on place. Currie gives some well-argued principles and postulates for building a nea education within the confines did existing public education structures.
The name "PageRank" is a trademark of Google, and the PageRank process has been patented (U.S. Patent 6,285,999). However, the patent is assigned to Stanford University and not to Google. Google has exclusive license rights on the patent from Stanford University. The university received 1.8 million shares of Google in exchange for use of the patent; the shares were sold in 2005 for $336 million.
The value of incoming links is colloquially referred to as "Google juice", "link juice" or "Pagerank juice".
Apple wants to give Siri a distinct personality and AI to make interacting with her more natural, and it is capitalizing on our tendency to anthropomorphize things to remake its digital assistant.
Brad Ovenell-Carter's insight:
Mostly I find that schools, even ones with (or planning for) robust technology programs, take a narrow view of the way we interact or could interact with our technology. I suspect that is a reflection of the deep structure of schools, which is set up to control behaviour & isolate the individual. Outside of schools, we are more open-minded. There is no way current classroom design can accommodate students and teachers all talking to their devices.