Bridging the Digital Divide

According to the National Alliance to End Homelessness (2010), in 2007 there were 671,859 homeless people in the United States alone. And, this statistic does not reflect the impact of home foreclosures due to the recent economic recession. Even in a country where many consider access to technology ubiquitous, if one has no home, technology is often beyond his or her reach. The World Wide Web necessarily takes a back seat to those without safe and secure shelter. Technology is not one of the basic tools needed for survival. Or, is it rapidly becoming just that?

Thornburg (2009) believes access to technology a local reality, not a global one. I would take his thoughts one step further and pose that access actually has a much narrower window; that our local reality is actually an individual one. I would suggest that access to technology remains, unfortunately, an individual privilege based on socioeconomic status, culture, level of education, and even gender in some societies. Therefore, schools, public libraries, and community centers must provide opportunities for people to gain online access to housing information, education, career information, and social contacts. If communities, through a strong tax base and advocacy programs, provide high speed Internet access in the schools and public arenas then it will surely help narrow the digital divide. If, however, schools and communities neglect to provide computer-related services, then the residents will surely fall further behind the digital curve, and the socioeconomic curve, too. The bridge crossing the digital divide will continue to be a tenuous one.

Soloway (n.d.) suggested that smartphones might help level the technology playing field. The affordability, portability, and prevalence of smartphones make this technology a key ingredient in making the world flatter. One needs not have a permanent residence to own and use a smartphone. The pervasive presence of cellular towers, and 3G coverage in many communities, allows equal access to technology-related services. In addition, I would suggest that the open sourcing of Web sites would further flatten the playing field. It will break down barriers to resources and knowledge. Free and public use of information and materials will help those without means to communicate and create on par with those who do.

Yet, access is not enough. As educators and leaders in the field, we must teach, train, encourage, advertise, and facilitate users throughout the process. We should be aware of emerging technologies and willing to adopt those that suit our needs. We must make technology easy and efficient to use in order to lessen the intimidation factor. What is transparent and second nature to digital natives remains foreign, fearful, and magical to those with little to no computer skills. It is incumbent upon those with the means and skills to share their knowledge with others.

The following article, by Sheryl Burgstahler, Ph,D., describes ways that computer labs can be designed to facilitate equal access through Universal Design. Specifically she addresses the inclusion of those with disabilities. Read her suggestions here: http://www.washington.edu/doit/Brochures/Technology/comp.access.html

According to the Open Source Initiative, it is a “non-profit corporation formed to educate about and advocate for the benefits of open source and build bridges among different constituencies and the open source community” (¶ 2). The site includes links to blogs and articles related to ongoing issues in open sourcing. Read more about it here: http://www.opensource.org/

References

National Alliance to End Homelessness. (2010). Changes in homelessness 05 – 07 map. Retrieved from http://www.endhomelessness.org/content/article/detail/2797

Soloway, E. (n.d.). The digital divide: Leveling the playing field. [Podcast]. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

Thornburg, D. D. (2009). Diversity and globalism. [Vodcast]. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

Buy, Rent, or Stream?

Theaters, movie rental stores, Redbox rentals in big box super stores, and Netflix: where to go, where to go, when you want to watch a movie? When charged to watch a movie based on a Philip K. Dick book, I consciously chose to rent from a local movie, music, and gaming supply store. They need my business. My community needs the tax base and the jobs created by the store. I will continue to support it as long as they are in business. Blockbuster and Movie Gallery have recently closed their doors and bowed to the convenience of door-to-door delivery and online movie streaming provided by Netflix. My neighborhood store may, indeed, be in jeopardy.

Netflix, founded in 1999, is the world’s largest subscription service for movies and television episodes over the Internet and by mail. According to the Netflix website, for $8.99 a month, members can instantly watch unlimited movies and TV episodes. No due dates. No late fees. In 2004, Netflix recorded nearly 2 million members (Desjardins, 2004). In 2009 they had 12.3 million subscribers. By 2010 they recorded more than 15 million subscribers. Anderson (2004) described four stages, or inflection points, where technologies collide, changing the technology and its impact on society. The stages are: critical price, critical mass, displacement, and low to no cost. By any definition, the information presented above provides evidence of these ‘collisions’. In the short decade since Netflix arrived on the scene, the critical price was established [Movielink offered movie downloads for $5 over a 24 hour period (Desjardins, 2004)], critical mass was achieved, the cost per unit rental has become negligible, and the big business rental stores were displaced by the technology and convenience of the emergent business.

Initially, Netflix presented a Red Queens challenge to the other movie rental businesses (Thornburg, 2009b). Incentives were offered; prices and availability of movies and services were juggled as the competing businesses fought to maintain their positions in the market. Before the end of the decade, however, the force of Increasing Returns dominated as Netflix forced the closure of the competing movie rental stores (Thornburg, 2009a). Before long, even DVDs may become obsolete as movie streaming gains ground. Bandwidth issues, however, must be addressed by ISPs before streaming can become the norm.

The following tetrad represents the four stages of how the movie industry has shifted due to emergent technologies:

In this PC World blog, Jacqueline Emigh (2009) predicts the death of the DVD due to movie downloads. Following her discussion are extensive comments, both in support of her arguments and against. http://www.pcworld.com/article/181345/best_buy_movie_downloads_is_the_death_of_the_dvd_nigh.html

And, to present an opposing view, Doug Desjardins (2004) wrote an article that suggests that the death of the DVD is greatly exaggerated. Although the author makes some valid points, before you hasten to agree or disagree with this site, one must note the date of the article. It is ancient by technology time standards. It does, however, provide a historical perspective that is worth noting. Read it here: http://findarticles.com/p/articles/mi_m0FNP/is_14_43/ai_n6121574/

Anderson, C. (2004). Tech’s long tail [Video]. Retrieved from http://www.ted.com/index.php/talks/
chris_anderson_of_wired_on_tech_s_long_tail.html

Desjardins, D. (2004). Death of DVD retail greatly exaggerated. DSN Retailing Today. Retrieved from http://findarticles.com/p/articles/mi_m0FNP/is_14_43/ai_n6121574/

Thornburg, D. D. (2008). Emerging technologies and McLuhan's Laws of Media. Lake Barrington, IL: Thornburg Center for Space Exploration.

Thornburg, D. D. (2009a). Increasing returns. [Vodcast]. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

Thornburg, D. D. (2009b). Red queens. [Vodcast]. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

Second Life: A Cultural Awakening

Disruptive technologies wreak havoc with the evolutionary path of existing technologies (Thornburg, 2009). Ever since the invention of the printing press newspapers have been rolling down the track of power, prestige, money, and resourcefulness, and then, Boom! along comes the Internet, giving people access to news and events almost as quickly as they occur. People no longer receive the news, they help create it; they contribute directly to the process. Newspapers around the world are rapidly dying. My brother-in-law, editor of a statewide, daily newspaper, has had to take furlough days along with the rest of the staff. Disruptive, indeed. From the dry plate to the Polaroid and flexible rolls of film, photographers have depended upon the evolutionary path of film technology to make their still images come alive. Yet, Kodachrome, once the film of choice for photographers everywhere, is no more. Digital photography, quite literally, killed the film industry.

Today, we are seeing similar disruptions caused by Second Life and other virtual world sites. According to Noor (n.d.), writer for ASME, “Virtual worlds may rival the movie industry in the next five to ten years” (¶ 8). Whereas movies generate content for the viewer to receive, virtual worlds allow the viewer to create their own imaginative space. Do you, perchance, remember the late 70s television show starring Ricardo Montalban called, “Fantasy Island”? It was based on the premise that visitors could go to a resort island and fulfill, literally, any fantasy requested. Or, perhaps you have played Dungeons and Dragons, a fantasy game existing in mental constructs formed by the players. Second Life has shifted the imagery of the television show and the game into 3-dimensional animation sequences. Virtual worlds lie at the intersection between our imagination and online reality.

Philip Rosedale (2008), creator of Second Life, described the virtual platform as a space where people can build products and scenarios that were previously housed only in the imagination. It is a place where a dream can become more than a fleeting, nighttime snapshot; it can become a real, online, shared experience. Second Life has the potential to not just disrupt the movie and gaming industries, it could potentially disrupt our social networking sites, our traditional classrooms, our textbooks, and, for that matter, the World Wide Web, as we currently know it. In all the above examples, information and content is generated by one and received, on an individual basis, by another. The words and images employed in the classroom, the textbook, or on the Web still assume a single, expert creator. For the most part, in each of the venues listed above, you can respond and react to the content presented, but not interact with it. Virtual worlds disrupt this. These sites allow you to work with others to collaborate and create new ideas and new environments. It is a bottom-up gathering of resources where you stand in the presence of others, not as an isolated recipient.

Perhaps this is premature and a bit grandiose, but I predict that some day, virtual worlds will end the power of oppressive, governmental regimes. As people experience free, democratic cultures, as the handicapped and impaired are given legs to walk with and voices to speak, as people come to understand the potential for global collaborations, as international problems are resolved through multi-national interactions, and as economies become driven by virtual inventiveness, then local, tyrannical governments will become less effective. What will replace Second Life? International Life will be the next, logical step down the path toward cultural awakening.

Given the current state of affairs in the Gulf, I thought this virtual world image (above) was fitting and timely. Burning oil, gas, chemicals, and fighting these fires can be studied in a virtual world without risk to people or the environment (Noor, n.d.).

“Exposed: The last roll of Kodachrome” is an interesting story on NPR by Brad Horn and Clair O’Neill tells the journey of the final roll of Kodachrome ever produced. It may be found here: http://www.npr.org/templates/story/story.php?storyId=128728114

Here is a pretty good video tour of Second Life: http://www.youtube.com/watch?v=b72CvvMuD6Q

References

Bakioglu, B. (2009). Spectacular Interventions of Second Life: Goon Culture, Griefing, and Disruption in Virtual Spaces. Journal Of Virtual Worlds Research, 1(3). Retrieved from http://journals.tdl.org/jvwr/article/view/348/421

Davis, C. (2010). Second Life avatars give disabled at Inglis House new experiences. Retrieved from http://www.philly.com/inquirer/magazine/20100727_Second_Life_avatars_give_disabled_at_Inglis_House_new_experiences.html

Noor, A. K. (n.d.). Disruption from the virtual world. Retrieved from http://memagazine.asme.org/Articles/2009/November/Disruption_from_Virtual_World.cfm

Rosedale, P. (2008). Second Life [Video]. Retrieved from http://www.ted.com/index.php/talks/the_inspiration_of_second_life.html.

Thornburg, D. D. (2009). Disruptive technologies. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=5797856&ClientNodeID=984645&coursenav=1&bhcp=1

Branding to Chipping: Identification Tags Throughout History

Long before the Western Territory was fenced, cattlemen branded their livestock so they could be easily identified if they wandered onto another rancher’s land. The brand, typically consisting of a hot iron formed into a unique symbol, was pressed into the hide of unsuspecting cattle and horses. The burn left a permanent scar on the body. Although historically used to mark property, brands have also been used to oppress, humiliate, criminalize, and persecute. In 1547 King Edward VI of England gave credence to human branding in the Statute of Vagabonds. Escaped slaves were marked with an ‘S’ and blasphemers were branded with a ‘B’, often on the face or forehead. Additionally, the Nazi Party, beginning in 1943, branded the Jews at Auschwitz by tattooing identification numbers into their skin (United States Holocaust Memorial Museum, 2010).

Today, transponder chips are being placed under the skin of our dogs for identification purposes. Further, VeriChip (PositiveID) has gained FDA approval for performing the same service on humans (Holtzman, 2008). This recently emerged technology reflects what Thornburg referred to as the rhymes of history driving force (2009). Rhymes of history refers to a new innovation that rekindles something from the distant past as a means of driving the emergence of the new technology (Thornburg, 2009). Just as our livestock and criminals were branded in the distant past, chipping provides identification information for our pets and our children. Advocates for chipping technology cite lifesaving benefits, curbing identity theft, and the location and identification of victims in a disaster (Kanellos, 2004). The primary argument against chipping is the potential for human rights violations. Although the technology certainly exists, the potential for abuse and misuse knows no bounds. Branding was used as a simple (if painful) identification technique, yet humans were subjected to dangerous and despicable applications. It is not the technology nor the concept that I distrust, it is the power of institutions to misuse it in the name of the greater good that remains terrifying.


Lewis Wickes Hine, photographer. From the records of the United States National Child Labor Committee. Retrieved from http://www.google.com/imgres?imgurl=http://www.learnnc.org/lp/media/uploads/2009/09/housing_600.jpg&imgrefurl=http://www.learnnc.org/lp/editions/child-labor/5861&usg=__MG8wCA1JD4zC0uVqY1JQ8IAX0Bo=&h=425&w=600&sz=45&hl=en&start=11&itbs=1&tbnid=-qEERjZZkWNY3M:&tbnh=96&tbnw=135&prev=/images%3Fq%3Dtextile%2Bmill%2Btown%26hl%3Den%26sa%3DG%26tbs%3Disch:1

On another note, Kelly (2007, December) stated that technology is rapidly becoming one machine housed in the World Wide Web. He noted that our devices are just portals into the belly of the beast where we are all connected and interconnected. This unification of technologies is represented by three elements: embodiment, restructuring, and codependency. This, too, is reflective of the rhymes of history as regards to rekindling ideas from our distant past. Just as the Web is a central hub that connects us and drives our learning, our socialization, and our economy, at one time the steel works and textile mills in the southern United States provided the same presence. They were the economic base, the social connection, and the educational foundation of every community. The factory embodied the livelihood of its workers, it gave structure to the community, and there was a codependent relationship. The textile or steel machine was the reason for the community; it fed the community who in turn fed the machine.

The VeriChip company is now known as PositiveID. You may access their website here http://www.positiveidcorp.com/

For a relatively comprehensive blog about RFID (Radio-frequency identification) applications: http://www.rfid-weblog.com/

Holtzman, D. H. (2008, February). Human ID dhips get under my skin. Retrieved from http://www.businessweek.com/technology/content/feb2008/tc20080211_165324.htm

Kanellos, M. (2004, August). Idea of implanting ID tags raises Orwellian fears. Retrieved from http://news.cnet.com/Human-chips-more-than-skin-deep/2009-1008_3-5318076.html

Kelly, K. (2007, December). The next 5,000 days of the Web [Speech]. Speech delivered at the EG 2007 Conference, Los Angeles. Retrieved from http://www.ted.com/index.php/talks/ kevin_kelly_on_the_next_5_000_days_of_the_web.html

Thornburg, D. D. (2009). Rhymes of history. [Vodcast]. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4199715&Survey=1&47=4169653&ClientNodeID=984645&coursenav=1&bhcp=1

United States Holocaust Memorial Museum. (2010). Tattoos and numbers: The system of identifying prisoners at Auschwitz. Retrieved from http://www.ushmm.org/wlc/en/article.php?ModuleId=10007056

Lose the Wires and Get Connected

Reversal: The process by which an emerging technology simultaneously sets the stage for its own replacement (Thornburg, 2008). The smartphone, which was reversed by the cell phone, previously reversed by the telephone, and before that by the telegraph, is an example of how a chain of innovation progresses and impacts society. We are progressively getting better connected and faster connected through these technological achievements. Yet, what will the smartphone reverse? What will be on the telecommunication stage of the future? A tetrad analysis may provide us some clues.

Tetrads are four-part structures that help people discern the interrelationships among historical evidence, current information, and predictions for the future. They provide perspective about what is enhanced by the technology, what was made obsolete, what it retrieved from the distant past, and what it might reverse toward the future.

For example, the tetrad (pictured above) developed for the smartphone includes the following:

· Enhances: The smartphone consolidated multiple applications into one device. It became a portable, handheld computer that could also be used as a camera, MP3 player, video player, GPS, and PDA. It can be used for gaming and social and professional networking. Users can access and share wherever satellites and towers exist. But, perhaps the most incredible aspect of the smartphone is the ability to allow third-party application design.

· Obsoletes: The smartphone is quickly making a plethora of stand-alone technologies obsolete. Some of them include: landline telephones, hard-wired computing, paper maps, PDAs, CD players and tape recorders, and instamatic cameras. There is no longer a need for multiple electronic devices.

· Retrieves: The smartphone brings to mind tools of the distant and not-so-distant past. For example, the research capability recalls encyclopedias, the ability to communicate with multiple people recalls party lines, the GPS reminds us of atlases, that camera feature is similar to the instantly developing Polaroid, the interactive gaming capacity retrieves our competitive nature in board games, and the phone calls up earlier means of communicating over long distances: the telegraph and pony express.

· Reverses: Although the future of smartphones is unknown, Brandon (2010) predicted some possibilities. He suggested that the smartphones of tomorrow may be situation- and location-aware devices. This could mean that the phone will detect your thirst, point you toward the nearest establishment that serves your favorite drink, and offer to pay your bill. In addition, the future smartphone could be service-oriented where it could detect unsafe air contaminants, it could include biosensors for heart and health, and it could connect you with others at social functions that share similar interests.

Brandon, J. (2010). The future of smartphones: 2010-2015 and beyond. Retrieved from http://www.digitaltrends.com/features/the-future-of-smartphones-2010-2015-and-beyond/

Thornburg, D. D. (2008). Emerging technologies and McLuhan's Laws of Media. Lake Barrington, IL: Thornburg Center for Space Exploration.

The Development of Mobile Learning for Smartphones, an article by Judy Nix, addresses the need to develop courseware for handheld devices. Further, the author suggests that the smartphone holds undiscovered resources for education that will help motivate and engage learners beyond the class walls and the scheduled class times. You can read it here: http://www.docstoc.com/docs/206926/The-Development-of-Mobile-Learning-for-Smartphones

The following article from The New York Times by Matt Ritchtel and Brad Stone (2009) suggests that spending more time on smartphones in the classroom can actually make students smarter. It presents both sides of the argument to include the economic impacts. http://www.nytimes.com/2009/02/16/technology/16phone.html

The following site purports to be a news lifestyle magazine and shopping guide for technology consumers. It gives up-to-the-minute news stories on emerging technologies for the tech enthusiast. I4U tries to sense the next big thing by tapping sources around the world and issuing reviews of new products. They also provide RSS feeds. You may find it here: http://www.i4u.com/

From Playing Video Games to Designing Them

Many young people are well versed in playing video games, yet few have actually created their own interactive programs and then shared them on the Web for others to enjoy. Scratch, intended for 8- to 16-year-old students, is a recently emerged programming language developed by the LifeLong Kindergarten Group at the MIT Media Lab and made available in a free download in 2007. It allows users to develop their own interactive stories, games, and animations. Students integrate mathematical and computational skills, geometric relationships, and systematic reasoning, with creative problem solving techniques.

Although diffusing rapidly (548,512 registered members), the open-source site suffers from the lack of a viable marketing campaign. The technology, for the most part, relies on word-of-mouth in social and professional networks for people to become involved in the Scratch community. Even though the site has several tutorials to help guide the user, they are inadequate for covering the over 100 programming blocks. Instead, Scratch depends on the creativity, experimentation, and discovery process of the user and the ability of the user to view previously developed programs to interpret how the programs were designed. This can be rather intimidating for those who take tentative steps regarding new technologies. The technology would benefit from easy-to-follow curriculum plans that are linked to national technology and content standards.

According to Silver (n.d.), Scratch is a tool that can easily be integrated into any curriculum at school, but it suggests to the learner that this is a technology that would be fun to use at home. It is a technology that reaches across curricula and cultures to engage students in creative problem-solving tasks. It encourages students of all ages to mix media (graphics, sound, color, motion) and then share the product online. Perhaps the greatest advantage of Scratch is the open-source nature of the site. Users can collaborate, communicate, experiment, break apart and alter programs in the process of running them, and learn from the greater global community of Scratchers. This, indeed, represents the real power of online learning.

You can learn more about Scratch and download it here: http://scratch.mit.edu/

ScratchEd is an online community created for specifically for educators. It includes articles, resources, and a discussion forum. You can find it here: http://scratched.media.mit.edu/stories

The following site includes several demonstration and instructional videos to help a novice get started with Scratch: http://info.scratch.mit.edu/Support/Videos

Silver, J. (n.d.). Media Lab Video [Interview] Retrieved from http://info.scratch.mit.edu/Support/Videos

To Wii, or not to Wii? Module 5

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When it comes to technology there are those that resist it, those that tentatively test the waters, and those that dive right in. Researchers and change agents would refer to them as laggards, late majority, and early adopters. Our school mission statement is: “Inspiring students to become successful and responsible citizens in a global society.” In order to further this goal, students and teachers must integrate technologies into the very fabric of the courses. Technology must become more than a tool, it needs to become an extension of knowledge. As a member of the data review team at my school, we continually encourage all faculty members to become involved in our commitment to globalization by integrating 21^st Century technologies into all curricula. This includes PE. Well, it could include PE. Our PE teachers are laggardly, to say the least.

The PE teachers resist incorporating technologies into their classes with every fiber of their being, and with some justification. They note the rising obesity rate for sedentary children, their lack of easy access to computers, large class sizes, student and parent expectations of physical activity, etc. Yet, when I pointed out the health and mental benefits (especially for the elderly and physically disabled) reported by users of the interactive Wii gaming system (in particular Wii Fit and Wii Sports), many of their arguments dissolved.

Driscoll (2005) suggested that motivation and self-efficacy is the key to trying a new skill. Keller (as cited in Driscoll, 2005) proposed four conditions for motivation. They are: Attention, Relevance, Confidence, and Satisfaction. When this model is applied to our laggardly PE teachers, Attention was garnered through our ongoing technology arguments and through frustration in providing engaging and helpful activities for our adaptive PE students and for the regular students on rainy and cold days. Technology was made Relevant when it was directly related to their instructional goals for the children. Confidence will increase when sedentary students become successfully and actively engaged in physical activity. Finally, Satisfaction will be assured if students lose weight, increase strength, gain mobility, and/or find joy in physical activity as a consequence of technology.

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Here is John Keller’s official ARCS website if you want to learn about it straight from the source:

http://www.arcsmodel.com/home.htm

Here are some websites that report on the possibilities of using Wii technology in promoting physical activity:

http://www.medscape.com/viewarticle/719303

http://www.healthgamers.com/2010/research-theory/the-most-heart-healthy-wii-games/

http://www.webmd.com/stroke/news/20100225/wii-games-speed-stroke-rehab

This site is a gaming blog that has several posts about the effects of Wii games on motor skills, brain activity, and depression.

http://www.gamepolitics.com/category/video-game-research

The following trailer demonstrates how Wii technology encourages and engages people of all ages in physical activity.

My Networking Connections: Module 4

(Click on the Mindmap for a link to the Website for a better view.)

What an amazing exercise! Everything, everyone is connected. As the connectivists suggest, finding patterns among all the the various relationships is a rather daunting task, but the endeavor reveals depths of associations never before realized. One does not merely communicate with another, one communicates with networks and networks communicate with one. This holds powerful implications about the way we now learn. It indicates that how we learn is affecting what we learn and who or what we learn it from. Learning no longer follows a linear path; it is decreasingly a top down, directed activity (Siemens, 2004). Instead learning is multi-directional, with unexpected turns, discoveries, and associations around every twist in the road.

Among the myriad of digital tools at our disposal, the Internet, e-mail, and the phone remain unsurpassed in connectivity importance. Not too long ago the teacher, the dictionary, the encyclopedia, the pencil and paper, and the text would have topped my list of valuable education tools. These would have been the center of inquiry. But now, it is a little disconcerting to ponder, but the 'middle man' in education seems to be me. I am at the center of my own learning. Inquiry resides in me; discovery resides in the Internet; and support resides in my network connections.


The following site is a blog dedicated to connectivism. It is extensive and well-commented upon.
http://www.connectivism.ca/


You may want to see Stephen Downes blog on Connectivism. Very conversational and not too wordy. In addition to his own comments, he provides links to George Siemens.
http://www.downes.ca/cgi-bin/page.cgi?journal=Connectivism%20Blog


Reference:

Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://elearnspace.org/Articles/connectivism.htm

Module 3 - How Important is Collaborating?

People have an amazing capacity to communicate, cooperate, and collaborate. Although these skills are not unique to humans –- ants cooperate by adopting different jobs to support the colony, birds sound an alarm when danger is near, and whales collaborate in order to round up dinner (watch it below) –- unlike the animal kingdom, we no longer have to collaborate in order to survive. Our advanced weapons mean that we no longer must hunt in packs; our cultivators, tractors, and combines have increased food production and reduced the number cooperative farmers; and we no longer need thousands of workers to build a pyramid.

Or, do we? Perhaps collaboration is fundamental to our survival. Perhaps we will lose part of what if means to be human if we cease to effectively communicate, cooperate, and collaborate.

A recent study from PNAS, Proceedings of the National Academy of Sciences, found that emotions outlast the memories that made them. (You can find the story here: http://www.npr.org/templates/story/story.php?storyId=125869707)
It was determined that feelings linger for people who no longer have the capacity to retain memories. For example, an Alzheimer’s patient will not remember a visit from a family member, but they will retain the sense of joy long after the visit is over. This study implies that the value of life does not solely reside in our cognition, but instead, the quality of life is dependent on human contact.

All of this seems to have deep implications for the future of collaborations and learning theory. Rheingold (2005) proposed that an innate attribute of the human condition is interaction and cooperation. He stated that collaboration is vital to economics, to who we are, and to how we think. When this is related to learning theory, behaviorism, concerned with changing observable behaviors through a stimulus and response mechanism, ignores the affective domain. Cognitivism, concerned with the nature of knowledge at different stages of development, represents an active approach to learning, but is deeply concerned with memory, not emotions. Constructivism, however, promotes a problem-based learning approach to include collaborative activities. Learning is not purely objective, it is also socially constructed through interactions with the environment and other learners. It addresses the cognitive domain, but it also touches the affective domain, so vital to the human condition. Through constructivism, the learner employs all tools necessary to build understanding. Technology is arguably the most powerful tool at a student’s disposal. Technology plows fields, engineers structures, empowers learners, and provides the connection across generations and across cultures, to insure our very survival.

You may view Rheingold’s video here: http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

You may also wish to read the following blog by Isabel Gabalda. She posts a professional forum about constructivist psychology to include peer-reviewed articles: http://jconstructpsych.blogspot.com/

Resource:

Rheingold, H. (2005). Howard Rheingold on collaboration. Retrieved April 7, 2010 from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html