From Newsweek
English DepartmentSchool of Foreign Studies
An Interactive lifeIt will put the world at your
fingertips...But when will the future arrive?
a class for education and skillscreating opportunity, releasing potential, achieving excellence
Lesson 8
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 skillscreating opportunity, releasing potential, achieving excellence
Extension of human organsToolsVehicles Telegram, phone, radioTV, Internetcomputerclothes
handsfeetEars / moutheyesBrainskin
What is medium? What is its function
Results of tech-reliance
Transportation toolsClock / watchnotebookLibraryCalculatorButton / click way of life
Weak feetInsensitive to seasonsShort memoriesRefrained witsNo mental arithmeticLaziness
clothes
Extension of human organsToolsVehicles Telegram, phone, radioTV, Internetcomputerclothes
handsfeetEars / moutheyesBrainskin
What is medium? What is its function
Results of tech-reliance ： auto-amputation
Transportation toolsClock / watchnotebookLibraryCalculatorButton / click way of life
Weak feetInsensitive to seasonsShort memoriesRefrained witsNo mental arithmeticLaziness
clothes
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 …
Past & now
Atomic way
Face to face
Exchange of goods
transportation (wheels)
Invention of tools
communication
steam engine
Horse
Boat
Wagon, cart
ShiptrainAutomobileAirplaneJet airplaneSatellite
communication
TelegramTelephoneRadioTV
Nature:
Visible
Tangible
Touchable
weighable
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 skillscreating 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 skillscreating 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 massageMedium is massage. --- McLuhan
a class for education and skillscreating opportunity, releasing potential, achieving excellence
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
Does it make Does it make sense?sense?
ICT
What do we need for all this stuff for anyway?
PTP
• A Huge amount of information…• Active experience of watching movie… • Shoot a movie of your own (DV)• Era of no-brainer…
ICT ：
Things described on page 131 become reality:
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
• Self – amputation ( 自我截肢 )
• Physiologically there are abundant reasons for an extension of ourselves involving us in a state of numbness.
• 他还说，“时间（……）和空间（……）在瞬时信息时代双双都化为乌有。在瞬时信息时代人类结束了其分门别类的专业化工作并承担起收集信息的角色。今天，收集信息重新占据包罗万象的‘文化’概念，完完全全如同原始的食物采集者在同整个环境完全平衡的状态下工作一样。我们在这一新的游牧和‘无工作’世界中的追求目标，就是知识和对于生活及社会的创造性过程的洞察。”⑶这些论述可说含有对人类目前正在步入的知识经济时代的轮廓性的勾画。麦克卢汉的深刻洞察力和预言能力，不能不令人赞叹。
Sources of power and new ideas
Ado
ptio
n of
te
chno
logy
Self-organisingConventional
Technology empowers
Technology frustrates
Web of Confidence
U Choose
Vanilla
Back to the Future
eLearn International, 2004
Towards the Towards the Web of Web of ConfidenceConfidence
Technology empowers
Technology frustrates
Conventional Self-organising
Fragmented systemsPoor using design
No experience in e-lifeNo link to e-strategy
Professional teachersLearner voice
Ubiquitous technologyEmployer demands
Towards the Towards the Web of Web of ConfidenceConfidence
Technology empowers
Technology frustrates
Conventional Self-organising
Towards the Towards the Web of Web of ConfidenceConfidence
Technology empowers
Technology enablers
Conventional Self-organising drivers
Towards the Towards the Web of Web of ConfidenceConfidence
Technology empowers
Technology enablers
Conventional Self-organising drivers
Shared ICT systemsShareable resourcesQuality standardsLearning design tools
Local strategiesCurriculum choice
Teachers designing pedagogyE-learning accreditation
Unified E-Learning Strategy
Can the next generation of digital products empower people to be creative and innovative in their
approach to elife?
John DeweyJean PiagetLev VygotskyJerome BrunerPaulo Freire Gordon PaskTerry WinogradSeymour PapertLauren ResnickJohn Seely BrownFerence MartonJohn BiggsJean Lave
Inquiry-based educationConstructivismMediated learning Discovery learningLearning as problematizationLearning as conversationProblem-based learningReflective practiceMetacognitionExperiential learningLearner-oriented approachSocial constructivismSituated learning
share a commonconceptionof the learningprocess
There is a common thread in the development of our understanding of learning
1890..
1940..
1960..
1980..
2000..
- the learner as active agent in the learning process- the learner as active agent in the learning process
Inquiry-based educationConstructivismMediated learning Discovery learningLearning as problematizationLearning as conversationProblem-based learningReflective practiceMetacognitionExperiential learningLearner-oriented approachSocial constructivismSituated learning
What counts as active learning?
Learners need toengage in goal-oriented taskspractise skillsexplore and experimentuse feedback to adapt what they dodiscuss what they doreflect on what happensarticulate what happens
What must the learner do to learn X?
listenreadimitatememoriserehearserecall
decide on actions needed to achieve a given goalreflect on the feedback on their actionsadapt their actions on the basis of reflectionexperiment to achieve a goal discuss what they are doingarticulate their understanding of what is happening
important, but not active learning
The activities of the traditional learner –
The activities of the active learner –
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?
Rehearse mapping with authentic feedback
Virtual learning environment with progressive practice
Creative tool for experimenting with design
Presentational material, with multiple choice as feedback
From presentational designs which under-exploit the technology…
Make learning interactive, creative, productive
… to interactive, independent learning with formative feedback
Rehearsing mapping with authentic feedback
Creative tool for experimenting with design
From aggregated form and content which restrict teacher innovation…
Make teachers creative designers
modernistic
YES NO
Links to other students’ ideas, and toexperts’ categories
Burns easily
… to disaggregated tools and assets - teachers can improve, innovate and exchange
A concept-generation exercise for art history
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’
Lesson plan for introducing a new conceptIllustrate the need for the concept (negative numbers, government, energy…)Individual work on ideas for doing without itClass discussionDemonstrate definition and use of conceptGroup work on exercise using the conceptClass questions and answersSummary with illustrations Preview objectives of next lesson
Demonstrate definition and use of concept
Presentation of the method/application with examplesClass questions and answersIndividual work on simple exercises to practice usePairs compare and discuss answersDemonstration of correct approachSummary with illustrations
These are the pedagogical design tools teachers are familiar with
using existing learning resources & assets
The e-learning version: a learning activity design tool populated with digital assets
Define the learning sequence using an activity design tool ~ Individual exerciseGroup discussion to compare results of individual activityAttend to definition and use of conceptGroup work on practical exerciseClass questions and answersSummary with illustrations Preview objectives of next lesson
Individual exercise
Construct elicitation for a set of objects Find a target value in a simulationRehearse a progressive mapping exercisePractise a procedure...
~ select from existing digital assets ~
Authoring environment for an online discussion activity
Activity sequences stored for re-use and sharingwith colleagues
Author defines question and resource links
Author creates sequence bylinking activities
Drag and drop activity tools tocreate 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?
• 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
Our strategy is to promote:
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
To support We need
Underpinned by universal, robust, interoperable ICT systems
Overall, what does it take to create the step change to meet our objectives?
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
E-comm-
unica-
tion
E-en-
Terta-
ment
E-edu-
cation
E-com-
munityE-
businessinteractive
life
Information communication technology …Information communication technology …
Online neighborhood
ShoppingFinancial
transaction
A universal
utility
Cable TVOnline game
Online school
open university
Mobile phoneE-mail / fax
visual chatting
Jianqiao Dong
Advanced EnglishDepartment of English
School of Foreign [email protected]
a class for education and skillscreating opportunity, releasing potential, achieving excellence
