Group items tagged

strolling

wayward

struggle.

godsend

Research

telltale

Unlike footnotes, to which they’re sometimes likened, hyperlinks don’t merely point to related works; they propel you toward them

Marshall McLuhan

altogether

It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.

We are not only what we read

We are how we read.

above

When we read online, she says, we tend to become “mere decoders of information.” Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.

etched

We have to teach our minds how to translate the symbolic characters we see into the language we understand. And the media or other technologies we use in learning and practicing the craft of reading play an important part in shaping the neural circuits inside our brains

readers of ideograms, such as the Chinese, develop a mental circuitry for reading that is very different from the circuitry found in those of us whose written language employs an alphabet.

subtler

You are right,” Nietzsche replied, “our writing equipment takes part in the forming of our thoughts.” Under the sway of the machine, writes the German media scholar Friedrich A. Kittler, Nietzsche’s prose “changed from arguments to aphorisms, from thoughts to puns, from rhetoric to telegram style.”

James Olds, a professor of neuroscience who directs the Krasnow Institute for Advanced Study at George Mason University, says that even the adult mind “is very plastic.

“intellectual technologies”—the tools that extend our mental rather than our physical capacities—we inevitably begin to take on the qualities of those technologies

“disassociated time from human events and helped create the belief in an independent world of mathematically measurable sequences.”

The “abstract framework of divided time” became “the point of reference for both action and thought.”

, Computer Power and Human Reason: From Judgment to Calculation

widespread

The process of adapting to new intellectual technologies is reflected in the changing metaphors we use to explain ourselves to ourselves. When the mechanical clock arrived, people began thinking of their brains as operating “like clockwork.” Today, in the age of software, we have come to think of them as operating “like computers.” But the changes, neuroscience tells us, go much deeper than metaphor. Thanks to our brain’s plasticity, the adaptation occurs also at a biological level.

The Internet, an immeasurably powerful computing system, is subsuming most of our other intellectual technologies. It’s becoming our map and our clock, our printing press and our typewriter, our calculator and our telephone, and our radio and TV.

gewgaws,

thanks to the growing power that computer engineers and software coders wield over our intellectual lives,

“to organize the world’s information and make it universally accessible and useful.”

For us, working on search is a way to work on artificial intelligence.”

Certainly if you had all the world’s information directly attached to your brain, or an artificial brain that was smarter than your brain, you’d be better off.

to solve problems that have never been solved before

worrywart

shortsighted

eloquently

drained

“inner repertory of dense cultural inheritance,

as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.

This is a key component of the Semantic Web because IPAs will make the intelligent connections between content, mapping relationships, and alerting users and systems to content that previously would not have been identified, or if recognized, would have been discovered accidentally by searching or user recommendation. The Web will essentially be building correlations between defend types of learning interaction regardless of whether the user is online.

The potential of the Semantic Web could actually revolutionize the learning experience. Roger Schank, who helped found the Learning Center at Carnegie Mellon University, designed a new methodology that eliminates classes, tests, lectures, and even programs themselves.

Schank argues the most effective way to teach new skills is to put learners in the kinds of situations in which they need to use those skills, and to provide mentors who help learners as and when they need it. Effective learners come to understand when, why, and how they should use skills and knowledge. They receive key just-in-time lessons, in such a way that learners will most likely remember the information later when they need it. In a Semantic Web context, learning would be continuously invigorated with the obvious benefits being an increase in the quality of content and the sophistication of student interactions.

The prospect of applying semantic concepts to learning administration as well as direct pedagogy could offer benefits to the institution and the learner.

educational organizations should keep data secure while addressing issues around open access, though in principle the way would be clear to integrate systems across intranets and extranets.

Government agencies and lawmakers need to engender the broad necessity and the vision as well as provide adequate support and development mechanisms for those institutions and innovators wishing to further semantic applications within e-learning. Finally, and perhaps most importantly, the learners and tutors must embrace the new opportunities and pedagogical frontiers that a web of meaning could ultimately deliver.