Michael asked me to work with Barry on next week's seminar. After talking with Barry, Michael and Clifford, it seems to me that at least one interesting way to connect Barry's experience in Afghanistan to the work we are doing is to use it as a "what does the earth look like from Mars" opportunity. The notion is that much of what we live with in our own educational system -- its infrastructure, its content, values and purposes -- become invisible to us unless we leave and look back. If we are developing an agenda that challenges (or even transcends/bypasses) the existing system, I think it is ...
Here is the most up-to-date project plan for the Collaborative Support System. It includes the sub-system for exporting a data matrix that can be used for analysis in 3rd Party programs.
The end-user system will be deployed on September 1, 2005, and remaining administration features will be rolled out by September 15.
GN & MR- please send approval via comment, and this will become the implementation doc.
First of all, let me say that I read Anthony as referring to multiple Brians in the title of his last post–and all the cognitive dissonance that that entails.
That said, I will now report on the recent findings of a sub-group of edlabbers. And I must quickly concede that my understanding of the discussion that ensued in the Lab from 5-7PM tonight will be Brian-centric. Hui Soo, Lin, Maureen, Gary, Anthony, and myself talked at length and I cannot pretend to remember the lines of thought in detail, and am resigned to fumble about for some slight grasp of what it all means. I eagerly welcome revisions, comments, outright disagreements, and nonchalant complements in response to this effort…
In thinking about the types of insights that science reveals about our humanity (social relationships, networks, flows of information), I thought this article by Richard Rorty was particularly relevant. He essentially argues the following:
Post-Galilean science does not tell us what is really real or really important. It has no metaphysical or moral implications. Instead, it enables us to do things that we had not previously been able to do. When it became empirical and experimental, it lost both its metaphysical pretensions and the ability to set new ends for human beings to strive ...
I was just re-reading a discussion from June -- Lin, Gary, Brian -- on browsing and serendipity. The opera house was very impressive, especially the tennis balls. How do museums preserve special exhibits after they've been taken down? Since so much of the experience is spacial, have they already figured out a way to capture physical spaces that allow online visitors to stumble around the exhibit and randomly look at stuff?
The National Governors Association website has posted both a video file and an audio file featuring Tom Friedman's presentation on his new book The World is Flat. This seems like an edLab must read or at least must listen.
Donald E. Heller, in a memo to the producer of The Scholar, says it's time to get Ph.D. students some visibility. more
This site (http://www.sydneyoperahouse.com/sections/tours/virtual_tour) is a good example of an interactive virtual tour of a large facility. Combining the functionalities of the computer catalog, the virtual tour and Radio Frequency Identification (RFID http://www.rfida.com/walmartrfid.htm) would allow a user to see the location of the physical book regardless of its location.
This also relates to a previous discussion we had on "
This interesting commentary forwarded by Professor Cherow-O'Leary highlights the attachment that many have for the physical library.
During today's brainstorming session I realized that the quick search in the upper right corner of the library home page labeled "Search the TC Catalog" may be confused with the opening screen of EDUCAT.
To use EDUCAT with all her features, click on "Catalogs & Databases" on the left side of the home page and then click on "Teachers College (EDUCAT)" in the column labeled "Local Library Catalogs."