2012 AHISA & ISCA National Education Forum
Nicholas Gruen E [email protected]
T @ngruen1
Not Drowning Waving:
Education and Web 2.0
Caveats
Possibilities
Based on my experience
– From outside the sector
You’re already doing it
Outline
3
What is Web 2.0 and why should we care?
Public and private goods
Web 2.0 and the curriculum
Web 2.0 the wider world and education
Why isn’t it happening faster?
– The Innovator’s dilemma
Revolutionary possibilities => evolutionary actions
Web 2.0 and
Metcalfe’s Law 2 => 1
5 => 10
12 => 66
From a network to web 2.0
#
Public goods –
goods that no-one
will supply if the
government
doesn’t
Public goods Public goods . . . present serious
problems in human organisation.
Vincent and Elenor Ostrom - 1977
The Wealth of Nations (1776)
•Private Goods
The Theory of
Moral Sentiments (1759)
•The social preconditions of markets (Public Goods)
Language
Adam Smith
The ecology of public and private goods
8
Public goods
• What won’t
look after itself
• Health
• Nurturing
• Education
• Suffering
• Poverty
• Religion
Private goods
We look after
ourselves
9
Public goods
• Governments
• Families
• Not-for-profit
civic association
• Within any
association
Cooperation
The ecology of public and private goods
Private goods
Individuals
Firms
Teams
Competition
Public goods:
From incipience to actuality
Web 2.0: explosion of emergent public goods
Web 2.0 platforms are public goods:
Google (1998)
Wikipedia (2001)
Blogs (early 2000s)
Facebook (2004)
Twitter (2006)
13
#
$60,000,000,000
The economics of abundance: a new birth of ‘free’dom
Public goods . . . present serious
problems in human organisation.
Vincent and Elenor Ostrom - 1977
The freedom of ideas is the liberation of our species
Public goods as a problem Public goods as an opportunity
Public Goods
Private Goods
[The public good of] Justice . . . is the main pillar that upholds the whole edifice. If it is removed, the great, the immense fabric of human society . . . must in a moment crumble into atoms.
Adam Smith
Education
16
Some initial thoughts
Remarkable how little transformation new technology
has produced
– Maths curriculum is the same as the one I did
• Is Trigonometry really still more important than stats
– Where are
• Spreadsheets as a teaching/visualisation tool
• Why aren’t computer languages taught as part of maths or
languages curricula?
– Understanding programing has many of the benefits of
language learning
• Use of mashups?
Much of this can be peer taught
Web 2.0 as a tool
18
Delivering educational ‘content’
19
20
Foldit
21
22
1. User spots machine-translation error
and clicks ‘Fix this text’.
“No stop-work,”
wharfies told
An application for a four hour stop work meet-
2. Users make text corrections as they
read.
3. Corrections are saved and instantly
shown to other users.
• The National Library Newspaper digitisation project
• Site went live without launch in 2007 and correction has been 24/7 since
• ~ 20% of correctors are overseas
• 30 mil lines of text corrected
• Julie Hempenstall from Bendigo has corrected > 500,000 lines!
• Anne Manley from Narrawena has corrected > 680,000
Using the net’s content
It can be
• Better
• Free
• More engaging
• More cosmopolitan
• More convenient
• Students can engage with content for homework
• Address confusion and develop ideas in class
24
The Revolution
26
The Khan Academy
Students watch videos
They teach themselves and each other
With teacher and class time devoted to
• facilitating
• customising
• mentoring
• matching students for mutual benefit
• etc
“Combining Khan with that kind of teaching will
produce the best kind of math. Teachers are
more effective because they have a window
into the student’s mind.”
Diane Tavenner, Chief of the Summit chain of
four charter schools said that at first she was
ambivalent about using Mr. Khan’s software.
34
Tertiary Education
35
36
37
Coursera
38
39
40
41
42
43
Learnable
46
Successful platforms on the net are the product
of meticulous
• Service design
• Prototyping
• Testing
• Endless iteration
The power of hacking
48
Microsoft Word
49
+ Genetic marker 4
Genetic marker 1
+ Genetic marker 3
+ Genetic marker 2 Which HIV patients will
be sicker next week?
Training data Test Data
52
Age Marker
1 Marker
2 Marker
3 Marker
4 HIV Load
42 √ x √ x Worse
52 √ x √ x Same
22 x √ x √ Worse
45 x x x x Worse
21 x x x √ Same
17 √ √ √ √ Same
25 x x x x Better
25 x √ x x Same
60 √ √ √ x Same
39 x x x √ Worse
36 √ x √ x Worse
17 √ x √ √ Same
16 x √ x √ Worse
Age Marker
1 Marker
2 Marker
3 Marker
4 HIV Load
42 √ x √ x ?
52 √ x √ x ?
22 x √ x √ ?
45 x x x x ?
21 x x x √ ?
17 √ √ √ √ ?
25 x x x x ?
25 x √ x x ?
60 √ √ √ x ?
39 x x x √ ?
36 √ x √ x ?
17 √ x √ √ ?
16 x √ x √ ?
Global Competitions
State of the art 70%
1½ weeks 70.8%
Competition closes 77%
Predicting HIV viral load
Accuracy of Prediction (1 – 100%)
Chris Raimondi
Baltimore
It’s not so hard . . .
54
Revolutions 2.0 Web 2.0 has revolutionised encyclopaedias
Is revolutionising news, commentary and media
It could be revolutionising
– Health
– Education
– Government
– Finance
But they are encrusted in established institutions which are integrated with government funding and/or regulation
Web 2.0 is a ‘tool to be used’ but isn’t transformative
56
Draft
59
Collaboration requires effort, and it also
requires a change of mindset. In particular it
requires a willingness to examine services from
a perspective which does not place one’s own
institution at the centre.
Warwick Cathro, National Library
Making connections
61
Improvising an info-structure
Global CrisisCommons
Within 2 hours of #eqnz
Global volunteers parse 300,000 tweets.
“Shell 58 Barrack Rd out of petrol – only diesel”.
Agencies fussed, helped and obstructed.
Revolutionary
possibilities:
evolutionary
actions
63
Revolutionary possibilities:
evolutionary actions
Decide how important these things are or might
be to your school
If they’re important, guard against
• The menu approach
• Gilbert and Sullivan management
Pick some low hanging fruit – which permits ‘business as usual’
But new approaches need nurturing
64
Revolutionary possibilities:
evolutionary actions
Even if real change is uncomfortable, it needn’t be, probably shouldn’t be revolutionary
– Insulate the new from the imperatives of the old
– Give yourself simple concrete targets
• To ensure anyone who wants to learn mashup skills and coding skills can do so
• Start school clubs
• Use prizes, interschool competitions to motivate
• Find a way to at least recognise peer teaching if not grant formal credit for it
• Focus on the exciting positives – making a difference
65
Emphasising the positive
Lots of schools have aboriginal co-learning
Could we have partnerships with developing world schools?
Could the school affiliate with Crisis Commons?
Could the school, or particular teachers at the school make exceptionally good resources
• Should some funding come from marketing?
Could schools within and beyond AHISA ‘trade’ such resources
66
Emphasising the positive
Could there be a school wide integrated Web
2.0 project eg:
• With senior students building the platform
• More junior students populating it
• Drawing in a range of subjects in the school
• Website, marketing and an app for sport, a
school play or musical?
68
We’re a eusocial species
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Web 2.0: the third age of strangers
In civilized society [man] stands at all times in need of the co-operation and assistance of great multitudes, while his whole life is scarce sufficient to gain the friendship of a few.
Adam Smith, The Wealth of Nations, 1776
#
[email protected] @ngruen1
72
Web 2.0 is not IT
IT Web 2.0 Mechanical Social
Technological Communicative
$$$$$ $
Elaborately planned Often improvised
Governance -
Impossible
Governance
- Just difficult
Government as platform
Government Departments GLAM Sector
74
http://specials-
leader.whereilive.co
m.au/maps/Melbour
ne-swoop-hot-
spots.php
Outside the walls: Inside the
machine • Justin McMurray works 25 hours a
week for Verizon, who might be
prepared to volunteer for
organisations generating more
compelling public value?
• Universities have always excelled
at this – with emeritus
appointments
• But how much further could it be
taken?
• A long, long way . . . Justin McMurry, Keller,
Texas
The innovator’s dilemma
Incumbent firms’ routines, value and
intelligence networks prevent learning other
routines
Crowd them out
New (disruptive) technologies look irrelevant
Christiansen recommends
• Structural separation
76
http://new.edu/info/
http://unow.com/ both just got grants from Gates foundation
http://topics.nytimes.com/top/news/technology/series/grading_the_digital_school/index.html
American venture capitalist and analyst Mary Meeker, for instance, has estimated the total market value of global public companies that could be disrupted by digitally driven business models at a staggering US$36 trillion. She sees these as enormous market opportunities – or potential threats – in areas ranging from communications, news and entertainment through to lifestyle services, manufacturing, financial services, recruitment and more. She also argues these trends are just warming up – or in ‘spring training’
Mary Meeker, 2012 Internet Trends, http://kpcb.com/
insights/2012-internet-trends.
77
Frank Chen, Software Engineer, from
the age of 5
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I grew up in Singapore and am now getting
my BSc and MSc in CS at Stanford. I have
always been passionate about education —
I help TA students in Stanford's CS106
classes as part of the section leaders'
program and was part of the team that
developed the platform for the first iteration
of ML class in Fall 2011.
I am incredibly privileged to have received a
world-class education throughout my life and
want to make that sort of high-quality
education accessible to everyone on the
Internet. I hope you have fun taking our
courses :).
Brittany Wenger
79
Brittany Wenger
80
“The trick is getting the science in front of kids
who don't even know they have an interest in
science.”
Began modeling soccer outomes
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