New York Times crowd-sources futuring on computer technology

The New York Times is crowd-sourcing the projection of futures for computing. The NYT has set up an interactive timeline that allows readers to take part in a futuring activity on the computer technologies. The feature was published early in December, 2011, and the ability to add new predictions and vote on predictions is now closed. Readers can, however, still project the times that they think the technologies and developments being projected will be realized. This could be an indication of the emergence of some interesting new methods for futuring.

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African musicians’ hilarious response to Geldof – Yes, we do know it’s Christmas!

Wow – a very popular post, this one!

Just to be clear, the original story is a joke.
If you’re looking for the actual song, you’re not going to find it.

Almost 30 years ago, Bob Geldof and friends famously posed the provocative question, “Do They Know It’s Christmas?” Now, according to the joke news site Hayibo, they finally have a response. A group of African musicians, calling themselves Plaster Cast, have released their single, “Yes, We Do!” The proceeds will be donated to the UK to fund instruction in discipline, literacy and contraception at British schools.

In the past, I’ve written a fair amount about international development and, at times, been especially critical of the way celebrities, like Bono, Madonna, etc., have injected themselves into development matters, plowing ahead with nothing but their limited understanding of complex issues and overcharged emotion for navigation; for example, Bono’s calls for a “Marshall Plan” for African countries with nary a clue of what the Marshall Plan actually entailed and how it sucked innovation from Europe to the US. So, I think this article is not out of place here.

I cannot hope to top the hilarity of the original article, so let suffice a few choice quotes to entice readers to follow the link below:

“… was [Geldof] just saying that Africans were stupid? Of course we knew it was Christmas.”

“Just because we don’t have Boney M or Christmas advertising in September doesn’t mean we are oblivious to it.”

“… it had taken a while for [Africans] to realise that it wasn’t actually an elaborate joke. ‘We kept waiting for them to laugh,’ [singer Boomtown Gundane] said, ‘But the punch-line never arrived.'”

“Gundane said he hoped that his involvement with the song would turn him into an expert on British politics and economics in the same way ‘Do they know it’s Christmas’ had turned Geldof and Bono into the world’s leading experts on Africa.”

See the full article here on hayibo.com

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Seems that the Internet isn’t as bad a place as some would have us believe

Some interesting research results are coming out that suggest that perceived problems concerning youths’ use of information and communication technologies (ICT) may not be as dire as has been suggested.

An article published in the most recent issue of the journal Pediatrics, describes a study conducted on “sexting”, i.e. “the transmission via cell phone, the Internet, and other electronic media of sexual images”. The authors found that the practice amongst 10-17 year-olds is far less than previous studies have suggested. It turns out that only 1% of youth have appeared in “sexually explicit” images that have been transferred electronically. Previous research put that figure as high as 20%.

Reynol Junco has been studying the relationship between Facebook use and student engagement. He recently published an article detailing some of his findings in the journal Computers & Education. Interestingly, Junco found that Facebook use, in and of itself, does not necessarily lead to poor educational outcomes, but rather; that it is the type of use that is more significant. See this excellent infographic explaining Junco’s research.

It seems then that some of the knee-jerk-reaction policies working against ICT in education that use things like sexting and Facebook “addiction” as justification may not be entirely warranted.

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Clay Shirky would be a lot more convincing if he could get his theories straight

I don’t make a point of following Clay Shirky’s writings but every now and then they cross my path since it seems he has a sizable following on the Internet that enthusiastically makes sure that everyone else knows when he has written something new. Given his popularity on the net, I’m all the more frustrated by his tendency to suggest that his writings are grounded in well-established theory and then go on to casually mangle those theories beyond recognition with his limited understanding of them. His recent article, “Institutions, confidence, and the news crisis“, carries on his trend of rending theories almost unrecognizable, the victim this time being Coase’s economic theories about institutions and organizations.
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Opið hvernig? Hið “opna” og myndun þekkingarsamfélaga

This is a presentation that I made on Open Educational Resources and the concept of “openness” in Reykjavík, Iceland, November 2011. There is an english translation of the text in the works below the slide show.

Erindi flutt á Ráðstefnu um opið menntaefni í Reykjavík, nóvember 2011.

 

English translation of text on slides:
Title: “Open” how? “Openness” and the construction of knowledge communities.

1. What do we mean by “open”?
Three uses of “open” in OER literature:
Open = unhindered access to products of the construction process
Open = unhindered participation in construction process
Open = transparent construction process

How we define “open” is critical to understanding the purpose and aims of OER.

2. Definitions and Goals
“[OER is] ‘technology-enabled, open provision of educational resources for consultation, use and adaptation by a community of users for non-commercial purposes.” Commonwealth of Learning (2011)

“Open educational resources includes democratic development of educational resources and tools that are suitable for teaching and learning.” Sigurbjörg Jóhannesdóttir (2010)

– Increase access to educational resources
– Encourage collaboration among educators to construct educational resources

3. The Overlooked Goal
“[Those who hide their contnet] will … be increasingly excluded from opportunities to improve their teaching practice and domain-specific knowledge by sharing and collaborating with growing networks of educators around the world.” Commonwealth of Learning (2011)

“OER has potential to build capacity by providing institutions and educators access at low or no cost to the means of production to develop their competence in producing education materials …” Commonwealth of Learning (2011)

– OER supports knowledge construction and knowledge development among educators.

4. What is Knowledge?
Information ≠ Knowledge

5. What is Knowledge?

 

What is happening here?

We do not know!

6. What is Knowledge?
What is happening here?

– Personal factors
– How is participation rewarded?

Need for systemic change and long-term planning!

Posted in Education, Information Society, Knowledge development, Technology foresight | 1 Comment

What makes a “future-oriented” policy? Towards a framework for identifying and analysing policies.

I have often emphasized the need for future-oriented policies in education as a response to rapidly increasing change to the extent that if I were to be asked, “Tryggvi, what are you all about?”, that would be the gist of my response. I was recently asked what a “future-oriented policy” is, and to my dismay, realized that I didn’t really have any concrete response. I was no more enlightened after mulling over vast amounts of scholarly and policy literature. The few attempts to define future orientations in policymaking tend to focus on the decision-making process, the mindset of policy makers, or the time span that policies are intended to address, rather than specific characteristics of the policies themselves. These are not very useful for policy analysts who want to examine policies and determine whether they can be expected to adequately address future needs. For that we need to describe a set of characteristics that the policies themselves display that can help determine whether and how they apply to the long-term. Faced with the lack of such frameworks, I decided that it is about time that someone come up with one. So, I present here a rough draft of what I will call the AVENUE framework (I think acronyms are always useful) for analyzing future orientations of existing policies.
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Posted in Education, ICTs, Leapfrogging development, Technology foresight, Uncategorized | 3 Comments