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Vanessa Vaile

The Hidden Center of the "Gutenberg Galaxy" - 0 views

  • McLuhan and the Gutenberg Galaxy
  • What if the social changes that result from these technologies are intended , rather than unintended
  • Marshall McLuhan wrote a good deal about the "Gutenberg Galaxy" - the 'constellation' of changes wrought on European society after the German of that name figured out how to turn a winepress into a holder for movable type - in other words, a printing press - in the 15th century.
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  • changes in the political, religious, and social landscape.
  • Gutenberg's press also made possible the Protestant Reformation - because, as Martin Luther came to realize, the wide translation and printing of the Bible meant "every man be a priest."
  • It's certainly hard to see how any of the changes which followed
  • could have occurred without the widespread literacy and education that the printing press made possible
  • what is now happening to our society in our second "Gutenberg revolution" - namely, the rise of electronic media
  • But what if there were a hidden center to the "Gutenberg Galaxy?"
  • fostering our current phase of technological change
  • cultural determinism of technology
  • And then, the Renaissance
  • The Dawn of Writing
  • obvious changes made possible by writing
  • technology of writing was ascribed to some mythic "culture-bringer" - Ogham, Thoth, Quetzelcoatl, etc
  • Most people are not aware, however, what writing had undone.
  • writing may have destroyed man's own prodigious mnemonic talents
  • Art of Memory also involved using tools and images
  • earlier technological revolution - one that occurred perhaps five millenia ago - the birth of writing
  • The spoken word is intimate
  • writing is impersonal, does not carry emotional intonations
  • The written word makes possible the autonomous survival of knowledge - with an oral tradition, it disappears when the oralists have all been killed
  • throughout the great breadth of the Dark and Middle Ages, literacy was not very widespread.
  • Was the printing press purely serendipitous? It does seem to have arrived at the right place at the right time.
  • mysterious traditions of the printers' and papermillers' guilds
  • heretical content of many of these watermarks
  • Bayley suggests it was Huguenot refugees that brought papermaking and the printing art into England
  • "Gutenberg revolution" as quite a Gnostic coup - destroying the literacy monopoly of both the Catholic Church and the feudal state
  • Today, the Arrival of the Electronic Word
  • any people are openly saying it: print is dead, the era of the printed word and the book is fading, and thus a new kind of literacy - "teleliteracy," ("the grammatology of video,") the reading of the moving image and multimedia barrage before us - is being propagated
  • death of civilization itself, since in their eyes we seem to be leaving the printed text behind and returning to the moving image or fetish
  • immediacy, presence, and participation lost through writing and print
  • whether some of the changes electronic media will bring were not intended,
  • would not think for you, but would help you think better and function as a "Knowledge (gnosis? ) Machine."
  • hypertext meant that the world's knowledge could be seamlessly woven together, much like the integrated unified system of knowledge imagined by the mystic Ramon Lull.
  • could be used to facilitate "Community memory" and community activism. It meant access to information
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    shades of Dan Brown!
TESOL CALL-IS

educational-origami - home - 0 views

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    "Educational Origami is a blog and a wiki, about 21st Century Teaching and Learning. "This wiki is not just about the integration of technology into the classroom, though this is certainly a critical area, it is about shifting our educational paradigm. The world is not as simple as saying teachers are digital immigrants and students digital natives. In fact, we know that exposure to technology changes the brains of those exposed to it. The longer and stronger the exposure and the more intense the emotions the use of the technology or its content evokes, the more profound the change. This technology is increasingly ubiquitous. We have to change how we teach, how we assess, what we teach, when we teach it, where we are teaching it, and with what." A most interesting site that tells us what the learner needs to know. [Thanks to Bee Dieu.]
Vanessa Vaile

Main Page - Emerging Perspectives on Learning, Teaching and Technology - 0 views

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    "Emerging Perspectives on Learning, Teaching, and Technology" ~ SECTIONS on Learning and Cognitive Theories, Learner-Centered Theories, Inquiry Strategies: Tasks, Inquiry Strategies: Changing Learners' Minds, Tools for Teaching and Learning: Changing or Encouraging Human Behaviors, Tools for Teaching and Learning: Technology Tools, Socially Oriented Theories, Direct Instruction Strategies
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    Wiki book licensed under Creative Commons: "Emerging Perspectives on Learning, Teaching, and Technology." Sections on learning and teaching theory,teaching strategies, tools,
Vanessa Vaile

MOOC newbie Voice - Week 2 Big Data… must be important… it's big! » Dave's Ed... - 0 views

  • we are increasingly at the mercy of the data that is out there
  • Week 1 skimming
  • The Telegraph article on the 10 ways data is changing how we live
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  • Notes on some of the other resources
  • This one... a gonzo style interview with a dude who’s been in the industry
  • “more is different” it’s a classic. it says that… uh… more is different. Is short and approachable.
  • http://www.dataists.com/2010/09/the-data-science-venn-diagram/ A beginners guide to figuring out what the charts might mean
  • This week’s presentation – Ryan S.J.d Baker
  • a sense of what they actually do with the testing
  • This week’s activity SNAPP is uh… kind of a snap.
Vanessa Vaile

Complexity, self-organization, and #Change11: reactions to Siemen's presentation on onl... - 1 views

  • presentation from George Siemens on Self-Organization in Online Courses (embedded below) that addressed some aspects of learning complexity (through the context of a MOOC)
  • we need to sift through the chaos to create signal, perhaps even a pattern language
  • I liken this process to language itself and the alphabet. The alphabet developed to take a series of meanings and weld it to one symbol (a process more pronounced in Chinese and ancient Egyptian perhaps) that everyone might recognize and accept.
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  • It reduces the complexity, yes, but more importantly it provides a starting point for a common process. Without it, we would be lost in theory. 
  • The same holds for learning to some degree. We look for structure, but if none exists on sight, we combine things until some structure emerges. That structure can be represented in a single symbol, but its foundation might shift as new understanding emerges. Occasionally, there is need to ditch the symbols or invent a new one altogether as emerging learning dictates. That is a healthy and complicated process. The MOOC captures this process a bit and adheres to an open structure to allow pattern language to emerge, a shared vocabulary, a knowledge construct (however ephemeral).
  • Feedback as friction as forces interact. A spark, a collision, waste, and occasionally a nova. A big (learning) bang. This makes me think a learner's responsibility (among many others) is to be open to this collision of actors, agents, feedback, waste, noise, and then, ideally, pattern, understanding. The only way out is through.
  • Disturbing- an ontological disturbance, an unknown, an uncanny sense of veering through uncharted, potentially treacherous waters. It is a good place to be as a learner, but it requires a strength and confidence that only an empowered learner could put forth. But in that disturbance, that mess, there is the friction, that meat-grinder of understanding.
  • This is learning as curiosity and sometimes it can be quite scary. 
  • Often we seek knowledge for the sake of knowledge (anyone subjected to my endless banal history lessons will understand this), but I do believe that most learning is action oriented. To learn not only to get a job, to live in a world, to subsist, but rather for acting as best as we can. For improvement, for progress, for self-actualization.
  • disaggregated, emotive, functional machine of interaction. One that has to be tinkered with constantly. 
  • self-actualization (the development of self) can only be realized through sharing, group interaction
Maria Rosario Di Mónaco

We-think: The power of mass creativity - Charles Leadbeater - 0 views

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    We Think explores how the web is changing our world, creating a culture in which more people than ever can participate, share and collaborate, ideas and information.
Vanessa Vaile

Personal Learning Networks Are Virtual Lockers for Schoolkids | Edutopia - 0 views

  • A PLN becomes a student's virtual locker, and its content changes based on the student's current course work. When I assign them a term paper, the students comb the Web to sign up for information that will feed into their personalized Web page to construct a PLN for that topic. When they get a new project, they assemble another page.
  • Perhaps the most telling response on the subject of PLNs is from my student Hope, who says, "My iGoogle page is very helpful and helps me keep things organized. It lets me know when my agenda changes." The fact that a ninth grader would talk about her own research agenda gives a glimpse into the power of the PLN; she is using a term here that is often reserved for grad students.
  • Constructing a PLN is the essential skill that moves my students into the driver's seat of their own learning. It helps them sort through and manage the proliferation of online materials that jam the information superhighway. It is also indispensable to our project-learning curriculum
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  • Tony Wagner, from the Harvard Graduate School of Education, lists assessing and analyzing information as one of the seven survival skills in the new world of work. I think the ability to create a PLN is a fundamental information-management skill that will help my students succeed in the future.
  • An RSS reader is a Web site that puts together all this information in an easy-to-read format. Google Reader, netvibes, Pageflakes, Bloglines, and my preferred reader, iGoogle, are all examples of sites providing RSS readers. The RSS reader is the raw material for building a PLN.
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    Can't resist the title ~ YES ~ my virtual cloud locker, no heaving lifting involved
Vanessa Vaile

Weaving a Personal Web: Using online technologies to create customized, connected, and ... - 0 views

  • Abstract: This paper explores how personal web technologies (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Descriptions and applications of several technologies including social bookmarking tools, personal publishing platforms, and aggregators are also included. With these tools, individuals can create and manage personal learning environments (PLEs) and personal learning networks (PLNs), which have the potential to become powerful resources for academic, professional, and personal development.
  • This paper explores personal web technologies (PWTs) and their learning applications.
  • Connectivism and the need for continuous learning In today’s world, learning needs extend far beyond the culmination of a training session or degree program. Working adults must continually update their skills and behaviours to conform to the constantly changing demands of the workplace (Lewis & Romiszowski, 1996). In times of rapid change, it is not always prudent or possible to offer formal training for each individual’s every need, and some needs may best be addressed by the individual him/herself. Using freely available personal web technologies, employees can create a personal learning environment (PLE) to manage their own learning resources; whether these are wikis, news feeds, podcasts, or people.
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  • Overview of Personal Web Technologies
  • Visualization of a web-based Personal Learning Environment
  • PWTs allow learners to expand their capacity for knowledge by connecting to external resources (other people, online databases, reference sites, etc.). If individuals can sufficiently develop their ability to find, organize, and manage these connections, their available knowledge does not have to be limited by the confines of their own skulls.
  • To navigate the Internet more efficiently, individuals can assemble a virtual toolbox from an ever-growing list of free, and often open-source, technologies to aid in aggregating, organizing, and publishing information online.
  • Social Bookmarking and Research Tools Social bookmarking and research tools allow users to save web pages, articles, and other media (usually to an online storage location) and organize them in personally meaningful ways.
  • Tools that are geared more towards social bookmarking (e.g., Delicious, Diigo, and Twine) place greater emphasis on features that allow users to easily share their bookmarks with friends, colleagues, or the public
  • Tools that are geared more towards academic research, such as Zotero or Connotea, include bibliographic features, such as citation generators and reference list management.
  • Personal Publishing Tools A variety of free and user-friendly tools are available to publish oneself on the Internet. Iskold (2007) sees the range of personal publishing options as a continuum, ranging from content-focused, formal blog posts to socially-focused, informal messages posted on social networking sites, with micro-blogging falling somewhere in the middle.
  • blogging offer learners the opportunity to explore topics in depth and reflect, while the speed and simplicity of micro-blogging lends itself more towards posing questions and collaborative brainstorming
  • more than online diaries.
  • individualized content management system that publishes, organizes, and archives
  • easy to go beyond basic text and incorporate other media, such as photographs, videos, and audio
  • Micro-blogs,
  • 'follow' other members to receive a stream of their posts
  • allow them to easily "ask and answer questions
  • Aggregators Individuals who follow multiple blogs and/or regularly visit news or media sites may find juggling the disparate streams of information overwhelming.
  • tools filter online information and collect articles, media, and conversations customized to the user's needs
  • Metagators, also called portals or start pages, can aggregate feeds, social networks, and widgets to create a central, personalized location for an individual's Internet usage
  • Two of the most popular metagators are Netvibes and iGoogle
  • Widgets are small, adaptable, programmable, web-based gadgets that can be embedded into a variety of sites or used on mobile phones or desktops
  • Using Personal Web Technologies to Create PLEs and PLNs
  • PWTs can be combined by the individual to make a personal learning environment (PLE) and to create and manage a personal learning network (PLN). Due to the fact that they are user-created, there is no exact definition of a PLE
  • In general, a PLE is the sum of websites and technologies that an individual makes use of to learn. PLEs may range in complexity from a single blog to an inter-connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc.
  • Users can create an online PLN of colleagues and friends from around the world by joining social networking sites, following and commenting on relevant blogs, sharing resources on a social bookmarking site, or by using a micro-blogging platform.
  • Learning Applications of PWTs Because these are open-source, free, adaptable, and user-friendly, PWTs can be of great value to teachers, trainers, and students. However, there is a catch: PWTs may clash with traditional, linear, teacher-centered instruction
  • critical media and information literacy skills, so that students can effectively navigate the online maze and avoid being fooled by false or misleading information.
  • Five Potential Disadvantages of Using PWTs for Learning Although personal web technologies have the potential to support all types of learning, they also have potential disadvantages, ranging from distractions to security concerns.
  • Connection Addiction.
  • Work Interrupted.
  • Popularity Contests.
  • Echo Chambers.
  • Privacy and Security Concerns.
  • Conclusions When learners adopt personal web technologies, it enables and requires them to discard their roles as passive consumers of information and to take on new roles. To successfully use PWTs, learners must become editors who critically question content and sources, librarians who organize and archive resources, and also creators who add their voice to the online chorus by engaging in discussions, collaborating on projects, and contributing their own ideas and media
  • he true quality and effectiveness of a PLE or PLN depends on the learner him/herself
TESOL CALL-IS

VITAE Project Book - 1 views

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    A pdf book with papers and articles describing pedagogic models and approaches to developing the VITAE e-portfolio "Chapter 1: Teacher competence development - a European perspective, Chapter 2: The VITAE Approach, Chapter 3: Exploring Web 2.0 and Mentoring as Tools for Lifelong Learning, Chapter 4: Guided course development on the basis of an e-learning patterns template, Chapter 5: Fun and Games in professional development, Chapter 6: The VITAE e-portfolio - a catalyst for enhanced learning, Chapter 7: Community-based mentoring and innovating through Web 2.0, Chapter 8: Web 2.0 - Learning Culture and Organisational Change,"
Beatriz Lupiano

click! Photography Changes Everything - 2 views

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    Part of the Smithsonian Photography Initiative: a collection of essays and stories about how photography helps to shape our culture and our lives
Vanessa Vaile

Blog U.: Reforming Higher Education: To What End? - University of Venus - Inside Higher Ed - 0 views

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    column by Lee Skellerup Bessette on problems of change in higher ed, educators vs accountability by analytics & design by algorithm
Vanessa Vaile

#etmooc Session 1: Idea Burrs « Beyond These Walls - 1 views

  • Open Movemen
  • 5 (Connected Learning, Digital Storytelling, Digital Literacy, and Digital Citizenship) thatwe will be exploring further in #etmooc
  • Larry’s blog
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  • Ted Talks
  • Where do ideas begin and end? Can ideas be ever completely “owned” as we do we property? Does it all come down to control of resources as a means to be powerful
  • Maybe ideas are like DNA, that can change and evolve, mutate and be of someone but never completely “theirs”. Maybe ideas, as DNA evolve in spite of us, rather that because of us.
  • This reminded me of  Kirby Ferguson’s Embracing the Remix
Vanessa Vaile

Why We Seek the New: A History and Future of Neophilia | Brain Pickings - 2 views

  • how hard-wired our affinity for novelty is
  • explores the evolutionary, biological, psychological, and cultural forces that drive our deep-seated neophilia
  • how our ability to respond to change saved us from extinction some 800,000 years ago to neophilia’s basic mind-body mechanisms to the profound ways in which the information age has altered our relationship with novelty
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  • tug-of-war between our need for survival, which relies on safety and stability, and our desire to thrive, which engenders stimulation, exploration, and innovation.
  • The three affective foundations underpinning neophilia — surprise, curiosity, and interest — are referred to as “knowledge emotions,
  • why the filter bubble exists
  • why the Internet is wired to give us more of what we are already looking for, rather than surprise us with something we didn’t know existed but might find infinitely interesting
Vanessa Vaile

What is a PLN, anyway? - Teaching Village - 2 views

  • PLN is an acronym for Personal Learning Network. The acronym is relatively new, but the idea is not
  • The pre-Internet 80s
  • Most information was shared face to face.
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  • The  biggest change has been in the way I meet and communicate with people in my PLN.
  • Most of the resources are in the form of links
  • social bookmarking
  • Discussion groups
  • Nings are like subject area resource rooms in a large school.
  • They’re social networks connecting teachers with common interests. In addition to discussion forums, members keep blogs, share resources, and plan group activities.
  • attended more conferences than ever before, but travel much less
Vanessa Vaile

What is a PLN? Or, PLE vs. PLN? : open thinking - 0 views

  • I have used the term Personal Learning Network (PLN) dozens of times over the last few years, and have seen it mentioned countless times in blog and microblog posts, and other forms of media. However, I cannot seem to find a solid reference or definition for the concept of PLN.
  • I thought it was appropriate to ask the question to my PLN (or what I perceive as my PLN) via Twitter. I asked if anyone had a definition for a PLN, or if they knew the difference between a personal learning network and personal learning environment (PLE). I received varied responses, and the majority of these are pasted below. To make more sense of this conversation, read these from the very bottom to the top as they are in reverse chronological order.
  • From a simple question on Twitter, I received dozens of twitter replies, direct messages, and email responses. While I am still having trouble defining exactly what this is, I know that what I observe to be my PLN has dramatically changed the way I view teaching, communities, and the negotiation and formation of knowledge.
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  • 32 Responses to “What is a PLN? Or, PLE vs. PLN?”
Maria Rosario Di Mónaco

5 Google Buzz Tips for the Advanced User - 2 views

  • 2. Hide Your Buzz Contact List from Prying Eyes
  • This isn't all that different from FriendFeed expect for one important fact: on FriendFeed you picked and chose who your friends were, but your Buzz contacts are added for you automatically based on who you email the most. If that's not information you want to share, here's how to turn it off:
  • Sign into your Google account via Gmail (or any other Google service) Go to your Google profile here: http://google.com/profiles/me Click the link at the top-right of the screen that reads "Edit Profile" Here, you'll see a checkbox that reads "Display the list of people I'm following and people following me." To make this info private, just uncheck that box. Scroll to the bottom of the page and click the "Save changes" button
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    Thanks Maria...great tip
Vanessa Vaile

Twenty-First Century Literacies | HASTAC - 0 views

  • What cognitive skills are crucial for educators to attend to in our digital age? Media theorist and practitioner Howard Rheingold has talked about four "Twenty-first Century Literacies"--attention, participation, collaboration, and network awareness
  • see http://www.sfgate.com/cgi-bin/blogs/rheingold/category?blogid=108&cat=2538
  • Futurist Alvin Toffler argues that, in the 21st century, we need to know not only the three R's, but also how to learn, unlearn, and relearn.  Expanding on these, here are ten literacies that seem crucial for our digital age.  
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  • Attention:  What are the new ways that we pay attention in a digital era?
  • Participation:  Only a small percentage of those who use new "participatory" media really contribute.  How do we encourage meaningful interaction and participation?  What is its purpose on a cultural, social, or civic level?
  • Collaboration:   How do we encourage meaningful and innovative forms of collaboration? 
  • methodology of "collaboration by difference"
  • Network awareness: 
  • how we both thrive as creative individuals and understand our contribution within a network of others
  • Design:   How is information conveyed differently in diverse digital forms? 
  • Narrative, Storytelling:  How do narrative elements shape the information
  • Critical consumption of information
  • Digital Divides, Digital Participation: 
  • Ethics and Advocacy:
  • Learning, Unlearning, and Relearning:
  • trying to unlearn ones reflexive responses to change situation is the only way to become reflective about ones habits of resistance.
Vanessa Vaile

"Digital Nation": What has the Internet done to us? - 0 views

  • My bosses at Suck.com, meanwhile, accurately predicted that the Web would soon become something between a gigantic mall catering to the lowest common denominator and an infinite tabloid echo chamber. Their mantra: Sell out early and often. Why? Because those of us musing about murderous robot showdowns (or scratching out angry cartoons under a pseudonym, for that matter) would all go back to grabbing ankle for The Man sooner than we thought. What they didn't know, and never could've predicted, was that the Web would also transform itself into an enormous, never-ending high school reunion (See also: hell).
  • My bosses at Suck.com, meanwhile, accurately predicted that the Web would soon become something between a gigantic mall catering to the lowest common denominator and an infinite tabloid echo chamber. Their mantra: Sell out early and often.
  • What they didn't know, and never could've predicted, was that the Web would also transform itself into an enormous, never-ending high school reunion (See also: hell)
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  • finally safe to proclaim, together, that the information age has officially arrived.
  • futuristic "Blade Runner"-esque digital dystopia
  • Douglas Rushkoff is currently reconsidering his unconditional love for new media in Frontline's "Digital Nation" (premieres 9 p.m. Tuesday, Feb. 2, on PBS, check local listings), an in-depth investigation into the possibilities and side effects of our digital immersion.
  • how are we changing what it means to be a human being by using all this stuff?"
  • Dilbert-meets-Derrida perspective
  • "Most multitaskers think that they're brilliant at multitasking," says Stanford professor Clifford Nass. But "it turns out that multitaskers are terrible at nearly every aspect of multitasking."
  • IBM uses "Second Life" to hold virtual meetings between people who live thousands of miles from each other. Each person at the meeting is embodied by a different avatar, and the participants end up feeling like they've met in person,
  • Can we hold our Salon meetings this way, and can my avatar be an enormous roach that occasionally hits other people over the head with a crowbar?)
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    from I Like to Watch - Salon.com: internet criticism + review of PBS series on internet use
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    sharing this Luddite moment w/ Webheads... can you smell the irony in the air
Vanessa Vaile

What is the unique idea in Connectivism? « Connectivism - 0 views

  • what is the unique idea in connectivism?
  • a new idea is often an old idea in today’s context.
  • what is the new idea in constructivism? That people construct their own knowledge? Or the social, situated nature of learning? Or that knowledge is not something that exists outside of a knower? (i.e. there is no “there” out there)
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  • What is new with constructivism today is that these principles are being (have been) coupled with existing calls for educational reform
  • calls for increased learner control
  • From whence does connectivism originate?
  • 1. Tools augment our ability to interact with each other and to act.
  • “carriers of patterns of previous reasoning”
  • all technology carries an ideology.
  • 2. Contextual/situated nature of learning.
  • 3. Social learning theory
  • 4. Epistemological views: all learning theory is rooted in epistemology
  • concept of rhizomatic knowledge and community as curriculum
  • Stephen Downes’ work on connective knowledge valuable.
  • Dave Cormier has been advancing the
  • 5. Concept of mind.
  • 6. We also find a compatible view of connectivism in the work of new media theorists such as McLuhan
  • 7. We also find support for connectivism in the more nebulous theories of complextiy and systems-based thinking
  • 8. Network theory
  • The Unique Ideas in Connectivism
  • Concepts like small worlds, power laws, hubs, structural holes, and weak/strong ties
  • Networks are prominent in all aspects of society, not just education. This prominence is partly due to the recognizable metaphor of the internet…but networks have always existed. As Barabasi states, networks are everywhere. We just need an eye for them.
  • 1. Connectivism is the application of network principles to define both knowledge and the process of learning.
  • 2. Connectivism addresses the principles of learning at numerous levels – biological/neural, conceptual, and social/external
  • 3. Connectivism focuses on the inclusion of technology as part of our distribution of cognition and knowledge.
  • 1) cognitive grunt work in creating and displaying patterns
  • 2) extending and enhancing our cognitive ability
  • 3) holding information in ready access form
  • 4. Context. While other theories pay partial attention to context, connectivism recognizes the fluid nature of knowledge and connections based on context
  • 5. Understanding. Coherence. Sensemaking. Meaning.
  • These elements are prominent in constructivism, to a lessor extent cognitivism, and not at all in behaviourism.
  • But in connectivism, we argue that the rapid flow and abundance of information raises these elements to critical importance.
  • Connectivism finds its roots in the climate of abundance, rapid change, diverse information sources and perspectives, and the critical need to find a way to filter and make sense of the chaos.
Vanessa Vaile

All too much | The Economist - 0 views

  • QUANTIFYING the amount of information that exists in the world is hard. What is clear is that there is an awful lot of it, and it is growing at a terrific rate (a compound annual 60%) that is speeding up all the time.
  • data from sensors, computers, research labs, cameras, phones and the like surpassed the capacity of storage technologies in 2007. Experiments at the Large Hadron Collider at CERN, Europe’s particle-physics laboratory near Geneva, generate 40 terabytes every second—orders of magnitude more than can be stored or analysed.
  • scientists collect what they can and let the rest dissipate into the ether.
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  • What about the information that is actually consumed?
  • households were bombarded with 3.6 zettabytes of information (or 34 gigabytes per person per day)
  • In terms of bytes, written words are insignificant
  • half of all bytes are received interactively
  • “information created by machines and used by other machines will probably grow faster than anything else,”
  • ‘database to database’ information
  • “It is a very sad thing that nowadays there is so little useless information,” quipped Oscar Wilde in 1894.
  • Only 5% of the information that is created is “structured”, meaning it comes in a standard format of words or numbers that can be read by computers.
  • changing as content on the web is increasingly “tagged”, and facial-recognition and voice-recognition software can identify people and words in digital files.
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