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David warns, we still tend to think of knowledge in the ways we did when books had to sit on a single place on the shelf, when knowledge had a single, possible, right form, rather than multiple forms.

This doesn’t mean there are no facts – but it does mean that people are going to insist on being wrong.”

David is actually quite concerned about difference, and just how much difference we can tolerate and still interact and function.

And one thing I’ve learned is that everything is interesting if looked at at the appropriate level of detail. Now, it used to be that you’d have to seek out places to plunge in over your head. But now, in the age of the Internets, all we have to do is stand still and the flood waters rise over our heads. We usually call this “information overload,” and we’re told to fear it. But I think that’s based on an old idea we need to get rid of. Here’s what I mean. So, you know Flickr, the photo sharing site? If you go there and search for photos tagged “vista,” you’ll get two million photos, more vistas than you could look at if you made it your full time job. If you go to Google and search for apple pie recipes, you’ll get over 1.3 million of them. Want to try them all out to find the best one. Not gonna happen. If you go to Google Images and search for “cute cats,” you’ll get over seven million photos of the most adorable kittens ever, as well as some ads and porn, of course, because Internet. So that’s two million vista photos. 1.3 million apple pie recipes. 7.6 million cute cat photos. We’re constantly warned about information overload, yet we never hear one word single word about the dangers of Vista Overload, Apple Pie Overload, or Cute Kitten overload. How have the media missed these overloads! It’s a scandal!

For example, in the old days if you watched the daily half hour broadcast news or spent twenty minutes with a newspaper, you had done your civic duty: you had kept up with The News. Now we can see before our eyes what an illusion that sense of mastery was. There’s too much happening on our diverse and too-interesting planet to master it, and we can see it all happening within our browsers

t Wikipedia, the articles are often relatively short, but they typically have dozens or even hundreds of links. So rather than trying to get everything about, say, Shakespeare into a couple of thousand words, Wikipedia lets you click on links to other articles about what it mention — to Stratford-on-Avon, or iambic pentameter, or about the history of women in the theater.

The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.

schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation

we need to fundamentally rethink what we do in the classroom with kids

not assume the future to be any less problematic than the present).

Instead, take this as a challenge to talk through some alternate ways of approaching our field and our work … these are discussions that certainly need to ‘cont’.

For instance, technology and education remains an area of academic study, policymaking, commercial activity and   popular debate where promises of what might/could/should happen far outstrip the realities of what actually happens.

Feenberg and other critical theorists such as Ellul, Ihde and Irrgang maintain that technology is neither neutral nor autonomous but ambivalent. Ambivalent technology is distinguished from neutrality by the role it attributes to social values in the use and the development of technical systems.

technology is not a thing in itself but is inherently a process of social, historical and political cultures.

technology mediates experience, and through this mediation, it alters the experience of the phenomena.

teachers who are more inclined and better prepared for what are known as student-oriented teaching practices, such as group work, individualized learning, and project work, are more likely to use digital resources. But in many cases, teachers were not adequately prepared to use the kind of teaching methods that make the most of technology

Overall, the most successful plans were incremental and built on lessons learned from previous plans.

There is increasing recognition of the important role of teachers in education. But we need to go beyond the idea that teaching is an art that requires exceptional talent. There are exceptional teachers, but we need to support the professional development of all teachers, and we can do so if we invest in the scientific base of the teaching profession and empower those very exceptional teachers to become leaders who inspire other teachers.Technology offers great tools in this respect. I'm thinking of platforms for collaboration in knowledge creation, where teachers can share and enrich teaching materials; of the amount of data that can be collected to measure students' learning; or of the increasing use of blended learning models in teachers' training, in which online lectures are combined with individualized expert support and feedback from peers. Because they enable feedback loops between theory and everyday classroom practice and are supported by a network of like-minded peers, these models have been found to be much more effective than the traditional model of courses, workshops, conferences and seminars

Indeed, so long as you think of knowledge and learning as something to be acquired and measured and tested - instead of practiced and lived and experienced - you will be dissatisfied with connectivist learning. And - for that matter - there's probably a limit to how far you can advance in traditional education as well, because (to my experience) everybody who achieves a high degree of expertise in a field has advanced well beyond the idea that it's just information and skills and things to learn. Kind of like Dreyfus and Dreyfus said.

In 2020, people won’t be talking about online learning as such. It will be so integrated with teaching and learning that it will be like talking today about whether we should use classrooms.

Because academic content is almost all open, free and easily accessible over the Internet, students will not pay tuition fees for content delivery, but for services such as academic guidance and learning support, and these fees will vary depending on the level of service required.

Lastly, and most significantly, the priority for teaching will have changed from information transmission and organization to knowledge management, where students have the responsibility for finding, analyzing, evaluating, sharing and applying knowledge, under the direction of a skilled subject expert. Project-based learning, collaborative learning and situated or experiential learning will become much more widely prevalent. Also many instructors will prefer to use the time they would have spent on a series of  lectures in providing more direct, individual and group learner support, thus bringing them into closer contact with learners.