My name is An3 Raike and I`m working as a post-‐doctoral

KS6.1 -­‐ An+ Raike 7/21/10 My name is An+ Raike and I’m working as a post-­‐doctoral researcher at the Aalto University School of Art and Design, Finland. My background is in educaEon, drama and film studies. Lately I’ve been working with the general aim of inclusion for Aalto University. We are building a collaboraEve shared university for all stakeholders, which should adapt flexibly to the needs of different students and members of the staff. The purpose of my presentaEon is to introduce some tools and pracEces of ‘social media’ and Computer Supported CollaboraEve Learning (CSCL) for deaf educaEon that would increase accessibility and flexibility of learning. My presentaEon relies on the view that learning is a collaboraEve rather than a merely individual and mental process. Interpreter version -­‐ no copies 1 KS6.1 -­‐ An+ Raike 7/21/10 Due to my background in drama but also temptaEon to show my knowledge I like to start with two Greek concepts. First, diegesis, the telling of the story by a narrator. The narrator may speak as a parEcular character or may be the invisible narrator or even the all-­‐knowing narrator who speaks from above in the form of commenEng on the acEon or the characters. Recently, Joanne Kathleen Rowling has shown how important great narraEves are for youngsters despite the triumph of interacEve informaEon and communicaEon technology (ICT) applicaEons in educaEon. Since the 1997 release of the first novel Harry Po]er and the Philosopher's Stone, the saga of Harry Po]er has gained success worldwide. Youth everywhere and every Eme need supporEve adults and peers. The important element of the Po]er story is how protagonist comes to find his true friends, and his new family, as well as the school. Harry leaves his foster parents and goes off to Hogwarts School of Witchcra` and Wizardry to learn magical cra`s to expose his real talent, and develops a friendship with Ronald and Hermione. LegiEmacy of the school faculty is based on preparing Harry to meet the challenges of real world. Harry conEnually faces the challenge given to him by the headmaster and his mentor, professor Dumbledore. Peers and teachers help him get through the road of trials and provide him with essenEal life experiences. Interpreter version -­‐ no copies 2 KS6.1 -­‐ An+ Raike 7/21/10 The second Greek concepts is Mimesis that shows, rather than tells, by means of directly represented acEon that is enacted. Russian Lev Vygotsky maintained the child follows the adult's example and gradually develops the ability to do certain tasks without help or assistance. He called the difference between what a child can do with help and what he or she can do without guidance the "zone of proximal development" (ZPD). It is the distance between the actual developmental level as determined by independent problem solving and the level of potenEal development as determined through problem solving under adult guidance or in collaboraEon with more capable peers. Austrian and BriEsh Karl Popper was a commi]ed advocate and defender of the ‘open society’. Popper (1945) wrote The Open Society and Its Enemies during World War II. According to Popper science consists mainly of problem solving, like any other human acEvity. ScienEsts are ‘problem-­‐solvers’ who begin with problems rather than with observaEons or facts, and the growth of human knowledge proceeds from our a]empts to solve problems. These a]empts involve the formulaEon of new theories that must go beyond exisEng knowledge and therefore require a leap of the imaginaEon. CreaEve imaginaEon is essenEal in the formulaEon of any theory and philosophy as an acEvity challenges for free thinking and collaboraEon even in the modern highly specialised informaEon society. Interpreter version -­‐ no copies 3 KS6.1 -­‐ An+ Raike 7/21/10 Michael Tomasello: "Young children's very strong tendency to imitate what others are doing thus shows up again and again in their early cogniEve development, leading to the conclusion that the early childhood period is largely concerned with children's entry into the world of culture through their mastery of the arEfacts and convenEons that predate their arrival on the scene-­‐-­‐which they may then adapt for creaEve uses as their mastery progresses." The ratchet effect is cumulaEve natural selecEon acEng on culture rather than a genotype/phenotype. As ideas, tradiEons, skills, and other such cultural arEfacts are passed down from generaEon to generaEon they tend to have novel enhancements made to them. In effect, each generaEon "ratchets up" specific items from the "prior" culture. Interpreter version -­‐ no copies 4 KS6.1 -­‐ An+ Raike 7/21/10 Thus Social Media are media for social interacEon, using highly accessible and scalable publishing techniques. Social media use web-­‐based technologies to transform and broadcast monologues (diegesis) into social media dialogues (mimesis). They support the democraEzaEon of knowledge and informaEon and transform people from content consumers to content producers. Social media is a group of Internet-­‐based applicaEons that build on the ideological and technological foundaEons of Web 2.0, and that allow the creaEon and exchange of user-­‐generated content. Businesses also refer to social media as user-­‐generated content (UGC) or consumer-­‐
generated media (CGM). Social media uElizaEon is believed to be a driving force in defining the current period as the A]enEon Age. Interpreter version -­‐ no copies 5 KS6.1 -­‐ An+ Raike 7/21/10 • Publica/on tools with blogs (Typepad, Blogger…), wikis (Wikipedia, Wikia, Wetpaint…) and ciEzen journalism portals (Digg, Newsvine…) • Sharing tools for videos (YouTube…), pictures (FlickR…), links (del.icio.us, Ma.gnolia…), music (Last.fm, iLike…), slideshows (Slideshare), products reviews (Crowdstorm, Stylehive…) or products feedbacks (Feedback 2.0, GetSaEsfacEon…) • Discussions tools like forums (PHPbb, vBulleEn, Phorum…), video forums (Seesmic), instant messaging (Yahoo! Messenger, Windows Live Messenger, Meebo…) and VoIP (Skype, Google Talk…) • Social networks (Facebook, MySpace, Bebo, Hi5, Orkut…), niche social networks (LinkedIn, Boompa…) and tools for creaEng social networks (Ning) • Micropublica/on tools (Twi]er, Pownce, Jaiku, Plurk, Adocu…) and alike (twitxr, tweetpeek) • Social aggrega/on tools like lifestream (FriendFeed, Socializr, Socialthing!, lifestrea.ms, ProfilacEc…) • Pla:orms for livecast hos/ng (JusEn.tv, BlogTV, Yahoo! Live, UStream…) and there mobile equivalent (Qik, Flixwagon, Kyte, LiveCastr…) • Virtual worlds (Second Life, Entropia Universe, There…), 3D chats (Habbo, IMVU…) and teens dedicated virtual universes (Stardoll, Club Penguin…) • Social gaming pla:orms (ImInLikeWithYou, Doof…), casual gaming portals (Pogo, Cafe, Kongregate…) and social networks enabeled games (Three Rings, SGN) • MMO, “Massively MulEplayer Online Game” (Neopets, Gaia Online, Kart Rider, Dri` City, Maple Story) and MMORPG (World of Warcra`, Age of Conan…) Interpreter version -­‐ no copies 6 KS6.1 -­‐ An+ Raike 7/21/10 Now we need some football or soccer as Americans call it. Umberto Eco claims that football is more than a game -­‐ it is a sign system that codes experience and gives it meaning on a number of levels. It allows the spectator to read life with the help of the media apparatuses that direct and control our viewing experiences. World Cup 2010, USA vs. Algeria: Landon Donovan. He had a problem when he was caught by football in the age of 12. How to learn football in anE-­‐soccer culture? Interpreter version -­‐ no copies 7 KS6.1 -­‐ An+ Raike 7/21/10 Another great example comes from a ficEon film ‘Good Will HunEng’ that is set in Boston and Cambridge. The film tells about rebellious 20-­‐year-­‐old MIT janitor Will HunEng, gi`ed with a vast memory, who hangs out with his South Boston bar buddies. A`er MIT professor Lambeau stumps students with a challenging math formula on a hallway blackboard, Will anonymously leaves the correct soluEon, prompEng Lambeau to track the elusive young genius. The story goes on how Will enters the ZPD and is able to process his potenEal talent into expert knowledge. BTW, check the blackboard. Great metonymy. This arEsEc device occurs when an object, image or phrase, is used to refer to another object and both are in close correlaEon with one another. I’m using that form for AcEvity Theory, that helps explain how social arEfacts and social organizaEon mediate social acEon. Interpreter version -­‐ no copies 8 KS6.1 -­‐ An+ Raike 7/21/10 AcEvity theory (AT) is a psychological meta-­‐theory, paradigm, or framework, with its roots in Vygotsky's cultural-­‐historical psychology. Its founders were Alexei N. LeonEev (1903-­‐1979), and Sergei Rubinstein (1889-­‐1960) who sought to understand human acEviEes as complex, socially situated phenomena and go beyond paradigms of psychoanalysis and behaviorism. It became one of the major psychological approaches in the former USSR, being widely used in both theoreEcal and applied psychology, in areas such as educaEon, training, ergonomics, and work psychology. AT theorizes that producEon of tools results when individuals engage and interact with their environment. These tools are "exteriorized" forms of mental processes. As these mental processes are manifested in tools, they become more accessible and communicable to other people, thus becoming useful for social interacEon. AT is aimed at understanding the mental capabiliEes of a single human being. However, it rejects the isolated human being as an adequate unit of analysis, focusing instead on cultural and technical mediaEon of human acEvity. AT is most o`en used to describe acEvity in a socio-­‐technical system as a set of six interdependent elements which consEtute a general conceptual system that can be used as a foundaEon for more specific theories (slide): Interpreter version -­‐ no copies 9 KS6.1 -­‐ An+ Raike 7/21/10 An example from YouTube. Knowledge sharing by a person as a subject. deafdub — January 01, 2010 — Irish Deaf History. Since no-­‐one else has thought fit to explain snippets of Irish Deaf history, here is the start of a mini-­‐project on Irish Deaf History. Sources will be provided, where possible. Category: EducaEon Tags: ISL Irish Sign Language Deaf History Interpreter version -­‐ no copies 10 KS6.1 -­‐ An+ Raike 7/21/10 Another example from YouTube. InformaEon distribuEon by a group as a subject. DSEKL — November 20, 2007 — DSEKL's Asia Pacific Deaf Youth Sports Conference Kuala Lumpur 2007. www.my-­‐dse.com Category: Sports Tags: Deaf Sports Conference Interpreter version -­‐ no copies 11 KS6.1 -­‐ An+ Raike 7/21/10 In the AT subject refers to our cogniEon or thinking. The subject refers to the individual or sub-­‐group whose agency is chosen as the point of view in the analysis. Subject or internalizaEon -­‐ a person or group engaged in the acEviEes; the tradiEonal noEon of mental processes. Humans and primates never learn alone, we are always a part of an interacEve group. AT is aimed at understanding the mental capabiliEes of a single human being. However, it rejects the isolated human being as an adequate unit of analysis, focusing instead on cultural and technical mediaEon of human acEvity. Interpreter version -­‐ no copies 12 KS6.1 -­‐ An+ Raike 7/21/10 Sweet-­‐potato Washing This behavior was started by a female monkey, 1.5 years old then, in September, 1953. It was acquired by her mother and three other playmates in February, 1954, and by approximately half the enEre troop at the end of 1957. Furthermore, the behavior spread to almost all individual monkeys (35 monkeys) in August, 1962, except for newly-­‐born babies, one-­‐year-­‐old infants, and more-­‐than-­‐12-­‐
year-­‐old adults, and became a firmly established custom. As the behavior spread even more widely, however, its technique has been changed. At first the sweet-­‐potato washing was conducted in fresh water, but today the uElizaEon of sea water has increased a great deal, and it is o`en observed that the young monkeys do not now eat sweet potatoes without having washed them in sea water several Emes beforehand, the act being similar to the "seasoning" rouEne of human beings. They are also able to wash sweet potatoes very skillfully. There has been (and is) a huge difference between the learning of industrial era and the learning of informaEon age. One example dates back to 1880, but I’m not going to Milan. Interpreter version -­‐ no copies 13 KS6.1 -­‐ An+ Raike 7/21/10 On November 1, 1879, Richard Henry Pra] founded the Carlisle Indian Industrial School at Carlisle, Pennsylvania, the first of many nonreservaEon boarding schools for NaEve Americans. School life was modeled a`er military life. Uniforms were issued for the boys, the girls dressed in Victorian-­‐style dresses. Shoes were required, as no moccasins were allowed. The boys and girls were organized into companies with officers who took charge of drill. The children marched to and from their classes, and to the dining hall for meals. No one was allowed to speak their naEve tongue. Discipline was strictly enforced -­‐ military style. There was regular drill pracEce and the children were ranked, with the officers in command. A court system was organized in the hierarchical style of a military jusEce system, with students determining the consequences for offenses. Interpreter version -­‐ no copies 14 KS6.1 -­‐ An+ Raike 7/21/10 Industrial revoluEon led to monstrous industrial wars. During WW I, the truck, tractor, and a few tanks (as well as the airplane) showed the military potenEal of the new motor technology. The greatest example was at Verdun, where French logisEcs had to support a force of 500,000 men and 170,000 animals. Each horse alone required forty pounds of fodder and eight gallons of water a day. No army of this size had ever been sustained and supported logisEcally by road, but the French Army successfully supported the ba]le by truck transport of men, ammuniEon, and other classes of supplies. They also made sound use of trucks returning from the sector by evacuaEng casualEes as retrograde cargo. This experience validated the use of trucks, at least when a road system was available. Interpreter version -­‐ no copies 15 KS6.1 -­‐ An+ Raike 7/21/10 Unbalance between tools and subjects forced community to solve new kinds of problems. Despite the difficulEes, World War I brought about more coordinaEon among the combat arms, combat support, and combat service organizaEons in the infantry division than ever before. Infantry could not advance without support from engineers and arEllery; arEllery could not conEnue to fire without a constant supply of ammuniEon. TransportaEon and signal units provided the vital materiel and command connecEons, while medical units administered to the needs of the wounded. This complex type of combined arms unit became possible because of advances in technology, weapons, communicaEons, and transportaEon. Interpreter version -­‐ no copies 16 A`er World War II, Kurt Vonnegut worked in the public relaEons department for the General Electric research company. GE hired scienEsts and let them do pure research, and his job was to interview these scienEsts and find good stories about their research. Vonnegut felt that the older scienEsts were indifferent about the ways in which their discoveries might be used. A man working GE, Nobel Prize winner Irving Langmuir, became the model for Dr. Felix Hoenikker in the novel "Cat's Cradle". Vonnegut said in an interview with The NaEon that "Langmuir was absolutely indifferent to the uses that might be made of the truths he dug out of the rock and handed out to whoever was around. But any truth he found was beauEful in its own right, and he didn’t give a damn who got it next". 17 KS6.1 -­‐ An+ Raike 7/21/10 Similar re-­‐thinking and innovaEon happened with telecommunicaEons in 1960’s. In 1964, of the more than 85 million telephones in the United States and Canada, less than one percent were used regularly by deaf people. If they didn’t ask their hearing neighbors for help, they depended upon their hearing children, some as young as three years old, to act as intermediaries for business calls or medical consultaEons. In that same year, three enterprising deaf men, Robert H. Weitbrecht, James C. Marsters, and Andrew Saks, started the process that led to deaf people around the world having an affordable phone system that they could use. Interpreter version -­‐ no copies 18 KS6.1 -­‐ An+ Raike 7/21/10 Recently open source programming has given opportuniEes for diverse subjects. In the late 1990s Linux begun ge+ng a lot of exposure in India through computer magazines and enthusiasts. AdopEon of Linux was slow as bandwidth in India was prohibiEvely expensive at the Eme. Technology magazines like PCQuest, CHIP Magazine and others began bringing out Linux special issues including cover CDs containing full distribuEons. These CDs helped introduce Linux to many who could not afford the costs of downloading. These publicaEons became an important source for Linux distribuEons in India. The goal of the Indian Linux Project is to create a Linux distribuEon that supports Indian Languages at all levels. This IndianisaEon project will strive to bring the benefits of InformaEon Technology down to the Indian people and to make technology accessible to the majority of India that does not speak English. The task of localizaEon has several pieces that need domain experEse. Some examples are I/O modules, development of fonts, kernel enablement, word translaEon etc. The project is looking for experts and volunteers to champion the cause of Indian language compuEng. The Indian Linux project is open source and completely free. It is licensed under the GNU General Public License. Interpreter version -­‐ no copies 19 KS6.1 -­‐ An+ Raike 7/21/10 Augusta Ada King, Countess of Lovelace (10 December 1815—27 November 1852), born Augusta Ada Byron, was an English writer chiefly known for her work on Charles Babbage's early mechanical general-­‐purpose computer, the analyEcal engine. Her notes on the engine include what is recognized as the first algorithm intended to be processed by a machine; as such she is regarded as the world's first computer programmer. She was the only legiEmate child of the poet Lord Byron and Anne Isabella Milbanke, but had no relaEonship with her father, who died when she was nine. As a young adult she took an interest in mathemaEcs, and in parEcular Babbage's work on the analyEcal engine. Between 1842 and 1843 she translated an arEcle by Italian mathemaEcian Luigi Menabrea on the engine, which she supplemented with a set of notes of her own. These notes contain what is considered the first computer program
—that is, an algorithm encoded for processing by a machine. Though Babbage's engine was never built, Lovelace's notes are important in the early history of computers. She also foresaw the capability of computers to go beyond mere calculaEng or number-­‐crunching while others, including Babbage himself, focused only on these capabiliEes. Interpreter version -­‐ no copies 20 KS6.1 -­‐ An+ Raike 7/21/10 Object-­‐orientedness -­‐ the objecEve of the acEvity system as a whole. Human beings live in a reality which is objecEve in a broad sense; the things which consEtute this reality have not only the properEes which are considered objecEve according to natural sciences but socially/culturally defined properEes as well. The object refers to the 'raw material' or 'problem space' at which the acEvity is directed and which is molded and transformed into outcomes with the help of physical and symbolic, external and internal mediaEng instruments, including both tools and signs. Interpreter version -­‐ no copies 21 KS6.1 -­‐ An+ Raike 7/21/10 An example of an object could be the Apollo Guidance Computer (AGC). AGC provided onboard computaEon and control for guidance, navigaEon, and control of the Command Module (CM) and Lunar Module (LM) spacecra` of the Apollo program. It is notable for having been one of the first Integrated Circuit (IC) based computers. Interpreter version -­‐ no copies 22 KS6.1 -­‐ An+ Raike 7/21/10 Object could be virtualised to imitate the original acEvity. Orbiter is a real-­‐Eme 3D space flight simulator for the Windows PC. The concept is similar to tradiEonal flight simulator so`ware, but you are not limited to atmospheric flight. Orbiter allows you to experience manned and unmanned space flight missions from the pilot's perspecEve. Take control from launch to orbEal inserEon, rendezvous with space staEons, deploy and recapture satellites, and re-­‐enter and land on a planetary surface. The playground is our solar system, and you can even execute missions to the moon or other planets. (Time compression is available to shorten long cruise phases.) Orbiter accurately models the physics of spaceflight, which makes it possible to either recreate historic missions, or use it as a sandbox for futurisEc spacecra` concepts. Interpreter version -­‐ no copies 23 KS6.1 -­‐ An+ Raike 7/21/10 Technology-­‐enhanced learning environments and social media provide tools and pracEces that facilitate inclusive processes of collaboraEve learning across educaEonal contexts serving diverse communiEes. CollaboraEon and community building is especially important in the case when the diversity and variaEon of students tend to increase in schools and universiEes. This may lead to a potenEal situaEon of experienced isolaEon and decreasing collaboraEon. One of the conEnuous challenges for deaf educaEon is to examine how academic studies requiring abstract thinking and using problem-­‐based learning (PBL) methods can be made more accessible for deaf students. Educators’ main task is to ensure scaffolding by working and living with youngsters who construct their own idenEty, abiliEes and knowledge. Interpreter version -­‐ no copies 24 KS6.1 -­‐ An+ Raike 7/21/10 Helping hand? Thus we are misleading as educators if we focus only on technology, tools and finance instead of the process of learning. The opportunity for professionals in deaf educaEon is ge+ng all the communiEes and stakeholders to amplify learning in deaf schools and improve inclusion of deaf students in universiEes. The threat is that the sca]ered deaf groups upend the whole official and formal educaEon strategy, or even abandon the official tuiEon in favour of self-­‐created informal material. An essenEal part of educator’s experEse is the ability to understand the ongoing change and take advantage of the great opportuniEes social media tools and pracEces offer for expanding collaboraEon. However, brothers and sisters in deaf educaEon seldom have a true possibility to affect any long-­‐term decision of ICT use. Educators’ task is in collaboraEng with youngsters who construct their own idenEty, abiliEes and knowledge. We are misleading as educators if we focus on tools and finance instead of the process of learning. Interpreter version -­‐ no copies 25 KS6.1 -­‐ An+ Raike 7/21/10 Controlling master? HAL 9000 is a ficEonal computer in Arthur C. Clarke's Space Odyssey saga. It was ranked #13 on a list of greatest film villains of all Eme on the AFI's 100 Years... 100 Heroes and Villains. HAL (HeurisEcally programmed ALgorithmic Computer) is an arEficial intelligence, the senEent on-­‐board computer of the spaceship Discovery. HAL is usually represented only as his television camera "eyes" that can be seen throughout the Discovery spaceship. The voice of HAL 9000 was performed by Canadian actor Douglas Rain. In the book, HAL became operaEonal on 12 January 1997 (1992 in the film) at the HAL Plant in Urbana, Illinois. His first instructor was Dr. Chandra (menEoned to be Mr. Langley in the first film). HAL is depicted as being capable not only of speech, speech recogniEon, facial recogniEon, and natural language processing, but also lip reading, art appreciaEon, interpreEng emoEons, expressing emoEons, reasoning, and playing chess, in addiEon to maintaining all systems on an interplanetary voyage. Interpreter version -­‐ no copies 26 KS6.1 -­‐ An+ Raike 7/21/10 The Brain and the Hand Tools or tool mediaEon -­‐ the arEfacts (or concepts) used by subjects to accomplish tasks. Tools shape the way human beings interact with reality and reflect the experiences of other people who have tried to solve similar problems at an earlier Eme and invented/modified the tool to make it more efficient. This experience is accumulated in the structural properEes of tools (shape, material, etc.) as well as in the knowledge of how the tool should be used. Tools are created and transformed during the development of the acEvity itself and carry with them a parEcular culture -­‐ the historical remnants from that development. The use of tools is a means for the accumulaEon and transmission of social knowledge. It influences the nature, not only of external behavior, but also of the mental funcEoning of individuals. Interpreter version -­‐ no copies 27 KS6.1 -­‐ An+ Raike 7/21/10 More than a hundred years ago an extraordinary mechanism was found by sponge divers at the bo]om of the sea near the island of AnEkythera. It astonished the whole internaEonal community of experts on the ancient world. Was it an astrolabe? Was it an orrery or an astronomical clock? Or something else? For decades, scienEfic invesEgaEon failed to yield much light and relied more on imaginaEon than the facts. However research over the last half century has begun to reveal its secrets. It dates from around the end of the 2nd century B.C. and is the most sophisEcated mechanism known from the ancient world. Nothing as complex is known for the next thousand years. The AnEkythera Mechanism is now understood to be dedicated to astronomical phenomena and operates as a complex mechanical "computer" which tracks the cycles of the Solar System. Interpreter version -­‐ no copies 28 KS6.1 -­‐ An+ Raike 7/21/10 Let’s see once again our dear keyboard, the main interface of IT. The invenEon of the modern computer keyboard began with the invenEon of the typewriter. Christopher Latham Sholes patented the typewriter that we commonly use today in 1868. The Remington Company mass marketed the first typewriters starEng in 1877. Thus the keyboard is a spin-­‐off of a typewriter. Early computer keyboards were first adapted from the punch card and teletype technologies. In 1946, the Eniac computer used a punched card reader as its input and output device. In 1948, the Binac computer used an electromechanically controlled typewriter to both input data directly onto magneEc tape (for feeding the computer data) and to print results. The emerging electric typewriter further improved the technological marriage between the typewriter and the computer. 2005, July Das Keyboard announced the launch of a completely blank keyboard designed specifically for "über geeks”. The keyboard features individually weighted keys. This was a minor landmark in the history: Keyboard was merged with human memory. Interpreter version -­‐ no copies 29 KS6.1 -­‐ An+ Raike 7/21/10 Nowadays youngsters have variety of possibiliEes to augment memory and cogniEon with technology. Arduino is a tool for making computers that can sense and control more of the physical world than your desktop computer. It's an open-­‐source physical compuEng pla{orm based on a simple microcontroller board, and a development environment for wriEng so`ware for the board. Arduino can be used to develop interacEve objects, taking inputs from a variety of switches or sensors, and controlling a variety of lights, motors, and other physical outputs. Arduino projects can be stand-­‐alone, or they can be communicate with so`ware running on your computer (e.g. Flash, Processing, MaxMSP.) The boards can be assembled by hand or purchased preassembled; the open-­‐source IDE can be downloaded for free. The Arduino programming language is an implementaEon of Wiring, a similar physical compuEng pla{orm, which is based on the Processing mulEmedia programming environment. Interpreter version -­‐ no copies 30 KS6.1 -­‐ An+ Raike 7/21/10 Even primary schools have simple opportuniEes to offer high tech for children. Lego Mindstorms is a line of programmable roboEcs/construcEon toys, manufactured by the Lego Group. it comes in a kit containing many pieces including sensors and cables. Mindstorms originated from the programmable sensor blocks used in the line of educaEonal toys. The first retail version of Lego Mindstorms was released in 1998 and marketed commercially as the RoboEcs InvenEon System (RIS). The next version was released in 2006 as Lego Mindstorms NXT. The newest version, released in August 5, 2009, is known as Lego Mindstorms NXT 2.0. The hardware and so`ware roots of the Mindstorms RoboEcs InvenEon System kit go back to the programmable brick created at the MIT Media Lab. This brick was programmed in Brick Logo. The first visual programming environment, called LEGOsheets, for this brick was created by the University of Colorado in 1994 and was based on AgentSheets. Interpreter version -­‐ no copies 31 KS6.1 -­‐ An+ Raike 7/21/10 Yet another example is Openmoko that is not a tradiEonal technology company. Iit’s neither a brand. Founders sayt, that “It’s the story of a small group's journey through technology, art, and culture”. Openmoko creates products that reflect the evolving perspecEve of values and the experiences actors share together. Creators formed a company because they want to share this perspecEve with users. Interpreter version -­‐ no copies 32 KS6.1 -­‐ An+ Raike 7/21/10 Openmoko is a project to create a family of open source mobile phones, including the hardware specificaEon and the operaEng system. The project was sponsored by Openmoko Inc. The first sub-­‐project is Openmoko Linux, a Linux-­‐based operaEng system designed for mobile phones, built using free so`ware. The second sub-­‐project is the development of hardware devices on which Openmoko Linux runs. The first device released was the Neo 1973, which was followed up by the Neo FreeRunner on 25 June 2008. Unlike most other mobile phone pla{orms, these phones are designed to provide end users with the ability to modify the operaEng system and so`ware stack. Other Openmoko-­‐supported phones are also available. On 2 April 2009, Openmoko canceled planned phones and will probably concentrate on other kinds of hardware, but will sEll support and sell the current Neo FreeRunner. Interpreter version -­‐ no copies 33 KS6.1 -­‐ An+ Raike 7/21/10 Augmented reality (AR) is a term for a live direct or indirect view of a physical real-­‐
world environment whose elements are augmented by virtual computer-­‐generated imagery. It is related to a more general concept called mediated reality in which a view of reality is modified (possibly even diminished rather than augmented) by a computer. As a result, the technology funcEons by enhancing one’s current percepEon of reality. In the case of Augmented Reality, the augmentaEon is convenEonally in real-­‐Eme and in semanEc context with environmental elements, such as sports scores on TV during a match. With the help of advanced AR technology (e.g. adding computer vision and object recogniEon) the informaEon about the surrounding real world of the user becomes interacEve and digitally usable. ArEficial informaEon about the environment and the objects in it can be stored and retrieved as an informaEon layer on top of the real world view. The term augmented reality is believed to have been coined in 1990 by Thomas Caudell, an employee of Boeing at the Eme. h]p://en.wikipedia.org/wiki/Augmented_reality Interpreter version -­‐ no copies 34 KS6.1 -­‐ An+ Raike 7/21/10 Community or externalizaEon -­‐ social context; all people involved The community comprises mulEple individuals and/or sub-­‐groups who share the same general object and who construct themselves as disEnct from other communiEes. Interpreter version -­‐ no copies 35 KS6.1 -­‐ An+ Raike 7/21/10 Charles Joseph Minard was a pioneer of the use of graphics in engineering and staEsEcs. He is famous for his Carte figuraEve des pertes successives en hommes de l'Armée Française dans la campagne de Russie 1812-­‐1813, a flow map published in 1869 on the subject of Napoleon's disastrous Russian campaign of 1812. The graph displays several variables in a single two-­‐dimensional image: -­‐ the army's locaEon and direcEon, showing where units split off and rejoined -­‐ the declining size of the army (note e.g. the crossing of the Berezina river on the retreat) -­‐ the low temperatures during the retreat. ÉEenne-­‐Jules Marey first called noEce to this dramaEc depicEon of the terrible fate of Napoleon's army in the Russian campaign, saying it "defies the pen of the historian in its brutal eloquence". Edward Tu`e says it "may well be the best staEsEcal graphic ever drawn" and uses it as a prime example in The Visual Display of QuanEtaEve InformaEon. Howard Wainer also idenEfied this as a gem of informaEon graphics, nominaEng it as the "World's Champion Graph". Interpreter version -­‐ no copies 36 KS6.1 -­‐ An+ Raike 7/21/10 Gapminder.org by Hans Rosling Interpreter version -­‐ no copies 37 KS6.1 -­‐ An+ Raike 7/21/10 Visualising the BP oil disaster on Southern Finland Interpreter version -­‐ no copies 38 KS6.1 -­‐ An+ Raike 7/21/10 Visualising the BP oil disaster on Southern Finland Interpreter version -­‐ no copies 39 KS6.1 -­‐ An+ Raike 7/21/10 Visualising the BP oil disaster on Southern Honshū. Interpreter version -­‐ no copies 40 KS6.1 -­‐ An+ Raike 7/21/10 Visualising the BP oil disaster on South-­‐Western Canada Interpreter version -­‐ no copies 41 KS6.1 -­‐ An+ Raike 7/21/10 Falr Gärtner. Born 1977 in former East Germany near Berlin he has successfully studied CommunicaEon Design at the University of Applied Science in Potsdam/
Germany. Further he is the founder of Prototypen and tries to head the company into a networked collaboraEve future: "I know this might be amusing to some so as a sunday laugh I post a photo I just found while cleaning up. It shows part of the Mr. Aschbrenners Computer class anno 1987 in deep red socialisEc Kleinmachnow / East Germany. Its me si+ng in the middle on a kick ass KC85/II sporEng 8 KiloByte RAM, a NO SMALL CAPS rubber round keyboard, a whopping "HD ready" 320x256 pixel screen, a "save me 10 Emes and you have one funcEoning copy" casse]e recorder and an operaEng system called CAOS (Casse]e Aided OperaEng System) with lovely BASIC. When I remember correctly this photo appeared in some kind of newspaper at the Eme. I actually programmed an animaEon on this thing back then even so there was no direct graphic access -­‐ I hacked around it by creaEng a custom font set and then cycling through the typefaces... ah the old Emes…" Interpreter version -­‐ no copies 42 KS6.1 -­‐ An+ Raike 7/21/10 The demoscene—or simply the scene, as it is known by its members—is a worldwide com-­‐ munity of hobbyists interested in computer demos. A demo in this context can be defined as a short, most o`en non-­‐interacEve program that displays audiovisual content in real-­‐Eme. The demo community has its roots in the late-­‐1970s home computer revoluEon that made the technology widely accessible to households and hobbyists for the first Eme in history. Pirate groups that spread copies of illegal so`ware (mostly games) a]ached screens known as crack intros with their messages to the programs, which ulEmately lead to the forma-­‐ Eon of a different community focusing on the programming of such demonstraEons alone. On the Commodore 64, crack intros became more advanced and contained even simple effects and music (slide). The C-­‐64 oriented intros.c64.org features over 4000 crack intros with screenshots in its extensive collecEon. Other popular types of game modificaEon were trainers that provide extra help such as unlimited lives or ammuniEon. Interpreter version -­‐ no copies 43 KS6.1 -­‐ An+ Raike 7/21/10 KGBV is a small school serving 100 girls, but its reach however is, far and wide. The vast majority of students at KGBV School are the first generaEon to be educated in their family. Many of their parents and grandparents are unable to read, or write. All students come from impoverished backgrounds, where their families are unable to feed, clothe or educate them. Many of the families earn $1 per day. Interpreter version -­‐ no copies 44 KS6.1 -­‐ An+ Raike 7/21/10 "Bainbridge Elementary students will be provided with a safe, posi:ve school environment which recognizes individual strengths and talents and supports and guides those students to achieve their personal best." Interpreter version -­‐ no copies 45 KS6.1 -­‐ An+ Raike 7/21/10 LeMill is a web community for finding, authoring and sharing learning resources. First at all, you can find learning resources. You can use the resources you find in your own teaching or learning. You can also add your own learning content to LeMill. You may edit your content and combine larger chunks of learning resources from individual media pieces. If you wish you may also join some of the groups producing or ediEng learning resources. In LeMill the content is always easily found where and whenever you need them. LeMill is a web site engine to author and share learning resources. All content in LeMill server are free/libre/open for all web users. Anyone may also start their own LeMill website. You can download LeMill engine, install it on your own server and put it online. A`er this you will automaEcally be part of the global network of LeMill servers. Because of this we like to say that LeMill is "do it yourself" learning resource website engine. We love to see schools and other educaEonal insEtuEons taking LeMill in use. Interpreter version -­‐ no copies 46 KS6.1 -­‐ An+ Raike 7/21/10 Division of labor -­‐ social strata, hierarchical structure of acEvity, the balance of acEviEes among different people and arEfacts in the system. The division of labor refers to both the horizontal division of tasks between the members of the community and to the verEcal division of power and status. Interpreter version -­‐ no copies 47 KS6.1 -­‐ An+ Raike 7/21/10 A Linux distribuEon (also called GNU/Linux distribuEon by some vendors and users) is a member of the family of Unix-­‐like so`ware distribuEons built on top of the Linux kernel. Such distribuEons (o`en called distros for short) consist of a large collecEon of so`ware applicaEons such as word processors, spreadsheets, media players and database applicaEons. The operaEng system will consist of the Linux kernel and, usually, a set of libraries and uEliEes from the GNU project, with graphics support from the X Window System. DistribuEons opEmized for size may not contain X, and tend to use more compact alternaEves to the GNU uEliEes such as Busybox, uClibc or dietlibc. There are currently over six hundred Linux distribuEons. Over three hundred of those are in acEve development, constantly being revised and improved. Because most of the kernel and supporEng packages are free and open source so`ware, Linux distribuEons have taken a wide variety of forms — from fully featured desktop and server operaEng systems to minimal environments (typically for use in embedded systems, or for booEng from a floppy disk). Aside from certain custom so`ware (such as installers and configuraEon tools), a distribuEon is most simply described as a parEcular assortment of applicaEons installed on top of a set of libraries married with a version of the kernel, such that its "out-­‐of-­‐the-­‐box" capabiliEes meet most of the needs of its parEcular end-­‐user base. Interpreter version -­‐ no copies 48 KS6.1 -­‐ An+ Raike 7/21/10 The Ubuntu Promise Ubuntu is free. Always has been and always will be. From the operaEng system to security updates, storage to so`ware. Ubuntu is fast to load, easy to use, available in most languages and accessible to all. Ubuntu applicaEons are all free and open source – so you can share them with anyone you like, as o`en as you like. Ubuntu comes with full support and all kinds of services available worldwide. Interpreter version -­‐ no copies 49 KS6.1 -­‐ An+ Raike 7/21/10 Facebook group for CinemaSense ParEcipaEon e.g. in genuine film producEon that imitates professional pracEce is intended to guide parEcipants in problem-­‐driven learning in which each student may assume an expert-­‐like role and engage in solving corresponding problems in pracEce (Raike & Hakkarainen 2009). Interpreter version -­‐ no copies 50 KS6.1 -­‐ An+ Raike 7/21/10 Vimeo Sample from "Deaf Pride" the first documentary in Canada to be produced enErely in American Sign Language. "Deaf Pride" is an exploraEon of Deaf culture which includes it's own rich history, literature and language. Interpreter version -­‐ no copies 51 KS6.1 -­‐ An+ Raike 7/21/10 Aalto on Tracks took around one hundred Aalto University students and other enthusiasEc people with a private train from Helsinki to Shanghai World Expo, China. That was over 10 000 kilometers and about a week in a train. The goal was to take Finland and Aalto University to the world, unite Aalto people and create Aalto spirit. ParEcipants wanted to create an unforge]able trip and learning experience. Aalto on Tracks was organized by Aalto students who wanted to keep the organizing process as open as possible. Close cooperaEon with Aalto University, Aalto University Student Union (AYY), Aaltoes and partners or sponsors was done, but the traveling student of the faculty member were the key to success. Picture taken in Mongolia. Interpreter version -­‐ no copies 52 KS6.1 -­‐ An+ Raike 7/21/10 Rules -­‐ convenEons, the code and guidelines for acEviEes and behaviors in the system. Finally the rules refer to the explicit and implicit regulaEons, norms and convenEons that constrain acEons and interacEons within the acEvity system. Interpreter version -­‐ no copies 53 KS6.1 -­‐ An+ Raike 7/21/10 In the arEcle "As We May Think" Vannevar Bush (1945) described “memex”, a device “in which an individual stores all his books, records, and communicaEons, and which is mechanized so that it may be consulted with exceeding speed and flexibility. It is an enlarged inEmate supplement to his memory”. Memex was the conceptual ancestor of the ARPANET that in turn has evolved into modern Internet with technologies and protocols necessary for effecEve social media or “web 2.0”. However, the vision of Bush works only for people in open society formulated by Popper; a totalitarian society would use memex more likely as illustrated in the dystopia of 1984 by George Orwell (1949). Popper and Bush contributed to our knowledge by formulaEng conceptual tools for understanding our existence and future. Orwell translated scenarios into a story that sEll captures our a]enEon on the Internet era. Interpreter version -­‐ no copies 54 KS6.1 -­‐ An+ Raike 7/21/10 In 1991 Linus Torvalds, a 21-­‐year-­‐old computer science student at the University of Helsinki, Fin., having just purchased his first personal computer (PC), decided that he was not saEsfied with the computer's operaEng system (OS). His PC used MS-­‐DOS (the disk operaEng system from Microso` Corp.), but Torvalds preferred the UNIX operaEng system he had used on the university's computers. He decided to create his own PC-­‐based version of UNIX. Months of determined programming work yielded the beginnings of an operaEng system known as Linux that, eight years later, developed into what many observers saw as a genuine threat to mighty Microso` and its seemingly ubiquitous Windows OS. Interpreter version -­‐ no copies 55 KS6.1 -­‐ An+ Raike 7/21/10 In 1980, Tim Berners-­‐Lee built ENQUIRE. In 1984 Berners-­‐Lee considered CERN problems of informaEon presentaEon: physicists from around the world needed to share data, and with no common machines and no common presentaEon so`ware. He wrote a proposal in March 1989 for "a large hypertext database with typed links", but it generated li]le interest. Berners-­‐Lee and Robert Cailliau pitched their ideas to the European Conference on Hypertext Technology in September 1990, but found no vendors who could appreciate their vision of marrying hypertext with the Internet. By Christmas 1990, Berners-­‐Lee had built all the tools necessary for a working Web. Nicola Pellow created a simple text browser that could run on almost any computer. Paul Kunz from the Stanford Linear Accelerator Center was capEvated by the Web in September 1991. On August 6, 1991, Berners-­‐Lee posted a short summary of the World Wide Web project on the alt.hypertext newsgroup. This date also marked the debut of the Web as a publicly available service on the Internet. "The WorldWideWeb (WWW) project aims to allow all links to be made to any informaEon anywhere. [...] The WWW project was started to allow high energy physicists to share data, news, and documentaEon. We are very interested in spreading the web to other areas, and having gateway servers for other data. Collaborators welcome!" —from Tim Berners-­‐Lee's first message Interpreter version -­‐ no copies 56 KS6.1 -­‐ An+ Raike 7/21/10 A report published in the April 2010 issue of AJIC: American Journal of InfecEon Control has discovered that, like on most topics, Twi]er can be a pre]y effecEve tool for spreading misinformaEon about anEbioEcs. Researchers from Columbia University and a company called MixedInk analyzed 52,153 tweets in order to see how Twi]er users were disseminaEng informaEon about anEbioEcs. The team extracted 1,000 relevant status updates and grouped them into 11 categories, which included (among other things) side effects, diagnosis, advice/informaEon, misunderstanding/misuse, and animals. Twi]er users tend to be as careless as the rest of us when it comes to anEbioEcs—
they just do so in 140 characters or less. Some offer to share their medicaEon with friends while others want to know how they can use up their le`overs, or how to stretch their medicaEon for as long as possible due to insurance limitaEons. The researchers are careful not to draw any conclusions about the behavior of Twi]er users though. Instead, they take the data as evidence that Twi]er can serve as a widespread medium to share health informaEon and, as such, healthcare professionals should have a basic familiarity of how to use the service. This would help "idenEfy potenEal misuse or misunderstanding of anEbioEcs, promote posiEve behavior change, and disseminate valid informaEon" instead of what is typically offered by other Twi]er users. Interpreter version -­‐ no copies 57 KS6.1 -­‐ An+ Raike 7/21/10 The opportunity for professionals in deaf educaEon is ge+ng all these communiEes to amplify learning or help improve the deaf schools and inclusion of deaf students in universiEes. The threat is that the sca]ered deaf groups upend the whole official and formal educaEon strategy, or even abandon the official tuiEon in favour of self-­‐
created informal material. However, the good news beat the bad ones due to fact that the opportuniEes and the threats rely on the rise of social media that is open and accessible to all people and thus ideal for communal acEvity. The philosopher’s stone is simply the ability to understand this change, which gives tools to avoid the threats and enemies lurking in the shadows and take advantage of the great opportuniEes social media offers for expanding collaboraEon. Interpreter version -­‐ no copies 58 KS6.1 -­‐ An+ Raike 7/21/10 kalalau52 — March 01, 2008 — A discussion vlog by Carl Schroeder: No free speech at North Carolina School for the Deaf (NCSD) means ill-­‐informed ciEzenry. Deaf EducaEon MUST go! ASL EducaEon works! Category: News & PoliEcs Tags: ASL EducaEon Gallaudet University Philosophy Deaf Interpreter version -­‐ no copies 59 KS6.1 -­‐ An+ Raike 7/21/10 Le]er from the editors The editors of the Deaf Studies Digital Journal—Dirksen Bauman and Ben Bahan—
would like to welcome you to this inaugural issue. We hope that you will find DSDJ to be as an important milestone in the history of signed languages as we believe it to be. For a long Eme, we have felt the need for a publishing mechanism that allows the research, theory, insights, and creaEve producEon from signing communiEes to be presented in video format, opening the way for a bilingual publicaEon in both signed and wri]en languages. While the predominant languages of DSDJ are American Sign Language and English, we also feature an arEcles which translate from original English texts into InternaEonal Sign, BriEsh Sign Language and Italian Sign Language. We look forward to a future of exploraEon regarding the largely untapped potenEal for video publicaEon and disseminaEon of scholarship and creaEve acEvity through video. Interpreter version -­‐ no copies 60 KS6.1 -­‐ An+ Raike 7/21/10 The journey towards experEse progresses through convenient apporEoning of novel requirements. Equal, flexible and accessible network communicaEon is a good way of learning to know both majority and minority cultures and corresponding expert pracEces by following one’s own rate of appropriaEng knowledge. However, it is important to integrate virtual learning with the collaboraEon of physically present communiEes. Such blended learning environments provide, in many cases, valuable support for accessible and meaningful in-­‐depth learning. Interpreter version -­‐ no copies 61 KS6.1 -­‐ An+ Raike 7/21/10 We should not be saEsfied with the technology per se; one of the greatest challenges facing deaf educaEon at all levels is the lack of knowledge about the possibiliEes modern ICT and especially social media offer for students and educators. Even in post-­‐industrial countries modern ICT is a]ainable by few people and schools suffer from lack of collaboraEon and peer-­‐to-­‐peer learning. In majority world, deaf educaEon is even worse: the vast majority of deaf people have no access to educaEon of any kind. Clearly, we are not able to upli` the status of deaf ciEzens unless the deaf students have access to social media and informaEon networks by their own language. The present educaEonal environment of deaf people is but a shadow of what it could be if aided by open collaboraEon, well aimed proper funding, poliEcal determinaEon, ICT, and communiEes of pracEce. Thus we should collaborate to increase our capacity to make strategic and effecEve use of ICT to improve educaEonal outcomes. Interpreter version -­‐ no copies 62 KS6.1 -­‐ An+ Raike 7/21/10 Technology improves, soluEons come and go, but as John Lennon put it: All you need is love. Thank you! Interpreter version -­‐ no copies 63