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Are.na / Blog – Towards A Library Without Walls
"Collaboration has also become key to the way we conceive associative indexing on today’s version of the Internet, which could not have been anticipated by Bush at today’s scale. In “As We May Think,” Bush does acknowledge the possibility of sharing links generated by the Memex in the example of a researcher reproducing a trail on the Turkish bow for inclusion in a colleague’s “more general” trail.6 However, the scale of a hypertextual tool such as Are.na, which has over 20,000 users, far exceeds the one-to-one exchange Bush envisioned for his Memex, with significant implications for associative indexing. This phenomenon has its own neologism, “crowdsourcing,” wherein large numbers of users, most typically through the Internet, contribute to an information platform, as seen widely from commercial endeavors such as Google-owned Waze to non-profit projects such as Wikipedia. The relative advantages and disadvantages of crowdsourcing for knowledge production are the subject of much literature but could be briefly alluded to here in terms of diversity of material, collective intelligence, increased scale, and lack of consolidated control. But at its most promising, crowdsourcing creates the potential for rich communities that can form around information sharing, as is well articulated by Paul Duguid and John Seely Brown writing on the social life of information:
“[D]ocuments do not merely carry information, they help make it, structure it, and validate it. More intriguing, perhaps, documents also help structure society, enabling social groups to form, develop, and maintain a sense of shared identity. Viewing documents as mere information carriers overlooks this social role.”7
"



"Considering the ways in which Are.na operates within a community of artists and culturally-engaged individuals, contrasting Are.na with Bush’s Memex highlights the importance of conceiving how knowledge forms, knowledge tools, and knowledge communities all interplay with one another. By acknowledging other forms of knowledge beyond the scientific and better understanding the role sociality plays in our contemporary experience of information, we can better define what constitutes information and how best to describe, classify, organize, and make it accessible as librarians. Rather than prioritizing static information, fixed organization, and solitary experiences as the conventional library environment is known to do, those of us who work in LIS can adopt the more boundless strategies that we encounter in hypertextual tools such as Are.na for the benefit of the communities that we serve, essentially working towards becoming a library without the brick walls that Lampland and Star refer to in regards to infrastructure that fails to serve user needs. Parallel to thinking about what Are.na might mean for librarianship, we can look to extant projects such as the Prelinger Library and the Sitterwerk’s Kunstbibliothek, whose methods for organizing their material also exist as an alternative to more traditionally-organized libraries.

So to expand on Sam’s question and its inverse: What could a reference interview that uses Are.na look like? What would happen if books in an OPAC were nodes that could be linked by users? And what if the discovery tools we design actually encouraged research that is social, elusive, and nonlinear?"
are.na  libraries  internet  web  online  2017  karlywildenhaus  mlis  archives  archiving  marthalampland  susanleighstar  hypercad  hypertext  vannevarbush  paulotlet  tednelson  stéphanemallarmé  knowledge  information  clissification  taxonomy  accessibility  librarians  social  memex  paulduguid  johnseelybrown  crowdsourcing  aswemaythink  connections  collaboration 
june 2018 by robertogreco
A New Culture of Learning: Cultivating the Imagination for a World of Constant Change: Douglas Thomas, John Seely Brown: 9781456458881: Amazon.com: Books
Douglas Thomas / John Seely Brown (2011), A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. S. 108 ff.

World of Warcraft Learning
(siehe Screenshots in textbausteine)
wow  annn_gruppen  johnseelybrown 
may 2017 by MicrowebOrg
How World of Warcraft Could Save Your Business and The Economy - YouTube
JSB asked: how do i build dashboard to measure my own performance, instead of following dashboard of my boss?
creativity  johnseelybrown 
august 2015 by tonyyet
Asking Beautiful, Scary Questions: Reflections on “Leading the Future of Museum Education” | Art Museum Teaching
"Much of the program and conversation in Denver focused on change on many different levels—the ever-changing and vast-paced world in which we live, the shifts and much-needed changes in our field and institutions, the rethinking of museum education, and the changes in us as individuals. Both Kaywin Feldman, the Duncan and Nivan MacMillan Director and President of the Minneapolis Institute of Arts, and Marsha L. Semmel, principal of Marsha Semmel Consulting, spoke of our VUCA environment and the need for adaptive and strategic leadership. VUCA is short for volatility, uncertainty, complexity,and ambiguity, and a catchall for our turbulent, dynamic reality. In order to thrive, we must have vision, understanding, clarity, and agility and be willing to experiment and take risks. Laura Roberts from Roberts Consulting points out there is no one way or single path to get us where we want to go and the “best practices” from the past won’t be sufficient.

We must challenge ourselves to find these new paths and ask beautiful, scary questions, which will inspire us to take risks and head into uncertain territory, and possibly fail. Some of the beautiful questions that emerged from our brainstorming and conversations in Denver:

• How might we encourage greater diversity and inclusion in our field?
• How might museums become truly visitor-centered institutions?
• How might we find balance in engaging both our core and new audiences; balance between co-creation and expertise?
• What if we broke down silos and collaboration was the new norm?
• How might we rethink our work with the public education sector?
• How might we harness the power of technology to expand access, improve engagement, and try new approaches to our work?
• What if excellence isn’t enough?
• What if educators became more empowered and began breaking the rules?

To begin exploring the strategies and solutions to these beautiful questions, we must become adaptive leaders and both individually and collectively embrace the gradual but meaningful process of change. Marsha Semmel introduced us to John Seely Brown who believes in social, participatory learning and teaches us that museums need to stop protecting our assets—our stocks—of authoritative knowledge and instead nurture our flows—creating new knowledge. We are poised to cultivate these flows.

Laura Roberts, who was asked to reflect on and summarize the convening stated in her closing remarks, “museum educators routinely use the sort of skills an adaptive leader needs. Moreover, if we are going to shift our museums from a focus on objects to a focus on visitors and community, it is clear we are positioned to lead the way…” She noted these observations about our character:

• Educators are trained to elicit observations and points of view and to bring people together in dialogue. We are good facilitators. We have those “soft skills” to be boundary spanners.
• We are clever, creative, and imaginative. We are good problem solvers. We are good listeners.
• We practice the skills of collaboration and partnering. We are matchmakers and brokers.
• We often serve as the integrators in the institution, bringing disparate staff together.
• We are often “empowerers.” Many educators are refreshingly light on ego."
education  museums  2015  lauraroberts  complexity  uncertainty  ambiguity  museumeducation  questions  facilitation  karleengardner  siols  collaboration  inclusion  marsgasemmel  johnseelybrown  participatory  learning  howwelearn  howweteach  knowledge  flows  inlcusivity  inclusivity 
july 2015 by robertogreco
fieldnotes.in
“Yes, this is a different world – a world with powerful tools...
ifttt  tumblr  johnseelybrown 
june 2015 by steelemaley
Wired 8.08: The Debriefing: John Seely Brown
You don't invent the future, says John Seely Brown - you unleash it by leveraging the global community mind. - Eds.

Wired: Your PARC colleague Mark Weiser used to say, "You let what you build change you, and you move on."

'm helping a couple of e-based companies get off the ground, one new epayment scheme and an e-innovation company.

Looking back at your time at PARC, what's your biggest innovation?

First of all, getting the social-life perspective understood - looking at the dynamics of information and how it takes on meaning in social contexts. Second, systemic MEMS, as in microelectromechanical systems, the ability to build, or grow, or cut new types of materials that are partly computational and partly structural - I like to call this smart stuff.

First information wanted to be free - now it wants a social life?

Take the World Wide Web. Point-and-click browsers are an extension of the desktop metaphor - a very disorienting metaphor as you surf the world. How do we design ways to stay oriented with the world, so the user gets centered? The best example is the hyperbolic tree browser we built and spun out in a company called Inxight. That's just scratching the surface of the subtle shift from user-centric design to user-centering design.

So how are users centering themselves?

The Internet is a technology that amplifies our ability to borrow what others have done and build on it. In this way open source is a kind of bricolage. If you look at how most systems today get built, they get built not from the ground up but by borrowing fragments of other people's work, cobbling it together, and then looking at what happens.

Lurking is a prosocial activity?

Absolutely. Lurk is the cognitive apprenticeship term for legitimate peripheral participation. The culture of the Internet allows you to link, lurk, and learn. Once you lurk you can pick up the genre of that community, and you can move from the periphery to the center safely asking a question - sometimes more safely virtually than physically - and then back out again. It has provided a platform for perhaps the most successful form of learning that civilization has ever seen. We may now be in a position to really leverage the community mind.

Is that another way of saying open source?

Open source is about creating "literacy." Successful open source creates communities that are literate in understanding the dynamics of what code can or cannot do, global communities that can create standards with minimal elegance. Consider Linux, IETF, or even the original MOSIS system for bootstrapping the community about VLSI design. Open source may also give us a way to crack the robustness problems of really complex systems. In Linux, for example, you write code to be read by others as well as executed by the computer. Writing code to be read is a great form of community hygiene. And when code is meant to be read by others, it has its own social life - it gets picked up by the community and used in all kinds of new ways. Pretty soon the community mind becomes a new kind of platform for innovation.

So you've added new nodes to the network, following Metcalfe's law?

Bob Metcalfe has it all wrong: The power of a network isn't the square of the number of people - it's the number of communities it supports. If you look at n people, there are potentially 2**n communities, the number of subsets there are to a set of n elements. You're going to find these communities of interest emerging worldwide for all kinds of reasons, the cross-fertilization of people in different types of research centers, universities, companies, factory floors - anywhere things are getting discovered, they get aggregated into communities of intere

What's the key to research today?

Tools now drive science. Not theory, not experiment - tools have completely changed the speed and nature of innovation. And they have transformed by orders of magnitude the questions we can ask and answer. We now have the ability to have fast, lasting impact.
johnseelybrown 
october 2014 by MicrowebOrg
Enterprise Learners v Entrepreneurial Learners « Learning in the Social Workplace
To recap, and to explain the term, “enterpreneurial learner”, JSB says:

“This does not mean how to become an entrepreneur. This really means, how do you constantly look around you all the time for new ways, new resources to learn new things? That’s the sense of entrepreneur I’m talking about that now in the networked age almost gives us unlimited possibility.”

Later in his presentation, he uses the analogy of a whitewater kayaker to explain how an entrepreneurial learner operates. Rather than being like a steam ship that sets its course and keeps going for a long time (having picked up a set of fixed assets that have been “authoritatively, transferred in delivery models“), the whitewater kayaker participates in the ever-moving flows of activities and knowledge, “because in this new world of flows, participating in these knowledge flows is an active sport“. Furthermore, in this new world of constant flux “learning has as much to do with creating the new as learning the old“.

And why is it necessary to be an entrepreneurial learner? Well, as JSB, as well as others, point out “in a world of increasingly rapid change, the half life of a given stock/skill is constantly shrinking“, at around 5 years. So it’s going to become a vital skill for everyone in this new world of flows, to stay on top of all the new knowledge and skills relevant to today’s employment market place.

And how does entrepreneurial learning fit with organizations? Well, as there is no longer a job for life, where a company gives you regular promotion, salary, and all the training you need to do your job, most organizations don’t really see the need to provide anything further than training people to do their basic duties. They are not that interested in helping them acquire new knowledge and skills for fear of losing them. It is also clear that most organizations take the “steamship” approach to training their people to become competent and compliant in doing their jobs, and new technologies are used simply to refit the steamship. Hence “enterprise learners” simply follow the course that has been set for them.
johnseelybrown  mikrobuch:startupedu  mikrobuch:quote 
february 2014 by MicrowebOrg
» Intrusive Scaffolding, Obstructed Learning (and MOOCs) SAMPLE REALITY
"If you think of riding a bike in terms of pedagogy, training wheels are what learning experts call scaffolding. Way back in 1991, Allan Collins, John Seely Brown, and Ann Holum wrote about a type of teaching called cognitive apprenticeship, and they used the term scaffolding to describe “the support the master gives apprentices in carrying out a task. This can range from doing almost the entire task for them to giving occasional hints as to what to do next.” As the student—the apprentice—becomes more competent, the teacher—the master—gradually backs away, in effect removing the scaffolding. It’s a process Collins, Brown, and Holum call “fading.” The problem with training wheels, then, is that fading is all but impossible. You either have training wheels, or you don’t.

Training wheels are a kind of scaffolding. But they are intrusive scaffolding, obstructive scaffolding. These bulky metal add-ons get in the way quite literally, but they also interfere pedagogically. Riding a bike with training wheels prepares a child for nothing more than riding a bike—with training wheels.

My oldest child, I said, learned how to ride a bike with training wheels. But that’s not exactly what happened. After weeks of struggle—and mounting frustration—he learned. But only because I removed the all-or-nothing training wheels and replaced them with his own body. I not only removed the training wheels from his bike, but I removed the pedals themselves. In essence, I made a balance bike out of a conventional bike. Only then did he learn to balance, the most fundamental aspect of bike-riding. I learned something too: when my younger son was ready to ride a bike we would skip the training wheels entirely.

My kids’ differing experiences lead me to believe that we place too much value on scaffolding, or at least, on the wrong kind of scaffolding. And now I’m not talking simply about riding bikes. I’m thinking of my own university classroom—and beyond, to online learning. We insist upon intrusive scaffolding. We are so concerned about students not learning that we surround the learning problem with scaffolding. In the process we obscure what we had hoped to reveal. Like relying on training wheels, we create complicated interfaces to experiences rather than simplifying the experiences themselves. Just as the balance bike simplifies the experience of bike riding, stripping it down to its core processes, we need to winnow down overly complex learning activities.

We could call this removal of intrusive scaffolding something like “unscaffolding” or “descaffolding.” In either case, the idea is that we take away structure instead of adding to it. And perhaps more importantly, the descaffolding reinstates the body itself as the site—and means of—learning. Scaffolding not only obstructs learning, it turns learning into an abstraction, something that happens externally. The more scaffolding there is, the less embodied the learning will be. Take away the intrusive scaffolding, and like my son on his balance bike, the learner begins to use what he or she had all along, a physical body.

I’ve been thinking about embodied pedagogy lately in relation to MOOCs—massive open online courses. In the worse cases, MOOCs are essentially nothing but scaffolding. A typical Coursera course will include video lectures for each lesson, an online quiz, and a discussion board. All scaffolding. In a MOOC, where are the bodies? And what is the MOOC equivalent of a balance bike? I want to suggest that unless online teaching—and classroom teaching as well—begins to first, unscaffold learning problems and second, rediscover embodied pedagogy, we will obstruct learning rather than foster it. We will push students away from authentic learning experiences rather than draw them toward such experiences.

After all, remember the etymological root of pedagogy: paedo, as in child, and agogic, as in leading or guiding. Teachers guide learners. Scaffolding—the wrong kind—obstructs learning."
marksample  scaffolding  pedagogy  howweteach  belesshelpful  trust  education  teaching  learning  bikes  biking  johnseelybrown  annholum  allancollins  mooc  moocs  coursera  experience  balance  2014 
february 2014 by robertogreco
Why John Seely Brown Says We Should Look Beyond Creativity to Cultivate Imagination | Spotlight on Digital Media and Learning
"Spotlight: Do I understand correctly that you started professional life as a bookie?

John Seely Brown: It was a good way to make some money. I was really good at mathematics, so I could compute all kinds of things instantaneously. But I realized that mathematics, although super cool, was not necessarily the secret to mastering the universe. It was the beginning of a long transformation in my mind about the shift from being an expert in content to being skilled at reading context.

Reading context? What does that mean?

Think of a movie and then think of changing the music in that movie. The consequences are simply shocking. In fact, for a long time, documentaries weren’t allowed to even have music in them because it changed people’s perception of what the film was about. That’s how propaganda works.

Context is everything, I guess.

Most of our wars have been started by the shaping of context. Remember that image of the statue of Saddam Hussein being pulled down? Well, the photo was actually cropped. Those were Americans pulling the statue down, not Iraqis. But the cropped photo reinforced this notion that the Iraqis loved us. It reshaped context. Milennials are much better at understanding that context shapes content. They play with this all the time when they remix something. It’s actually an ideal property for a 21st century citizen to have.



I’ve heard you talk about “listening with humility.” Does that tie into these other kinds of intelligence?

This idea of listening with humility is to go beyond what people are saying. It’s being able to listen to what’s not being said. I would claim that listening with humility in this buzzing world is going to get you more information than focusing on what is said. Sometimes you find things out that even the person talking didn’t know. I’ve just been so struck that our whole schooling system is focused on IQ. Street smarts, on the other hand, includes EQ and SQ.

How do you teach social intelligence? In some ways that seems like a harder skill to develop.

You don’t teach these things. You cultivate them.



I’ve heard you talk about a shift in thinking from a race against the machine to a race with the machine. What does that mean?

Here’s an interesting fact: today we can build massively powerful super computers that can beat the world’s best chess players. But then something has happened called freestyle chess. In freestyle chess, you compete against the computer, but you can use anything to win—you can call someone for advice, you can use your own computer, you can get a whole group of people together to play. If you go to one of these tournaments you’ll find something unbelievably shocking. You can take two or three kids who are good at chess—not experts, but good—and they’re using computers—not super computers, but regular computers—and they’re consistently beating both the super computer and the world’s best chess players. So these kids have figured out what they do really well and what their machines do really well, and then, lo and behold, they beat the best machines and the best humans. It is an interesting and highly improvisational collective, so to speak.

Why is this important?

You get a sense of what really matters. A new kind of collaboration. Collaboration with peers but also with machines. How do a small number of peers working with a small number of machines become a creative ensemble?

That’s a paradigm shifting idea.

It’s totally a paradigm shifting idea. We should be getting kids to play with machines and with each other in order to improvise, left, right, and sideways.

Whenever I talk to you, you always make me feel very optimistic. What worries you?

We have interlocking institutional systems that are in place solely to protect the status quo. Peeling those back won’t be easy and we have to find new ways to do it. Take connected learning. Connected learning is saying “How do we move learning from being allocated only in the classroom, and take advantage of all the resources available?”

So in a way it comes back to understanding systems.

Absolutely understanding systems, but also it’s about flipping the edge and the core. With connected learning, you see powerful things start to happen on the edges. And that starts to become seductive to people in the core. You start to have teachers saying, “How come Johny, who’s been sleeping through class, now comes into class full of energy and asking me all kinds of questions?” You don’t bring about major system change by attacking the core. You build up the edges and show what the edge can do. Connected learning to me is a technique to empower the edge and have it become so attractive that the core starts to think more like it. It’s as simple as that. And that’s a pretty damn powerful strategy."
art  creativity  design  education  culture  johnseelybrown  2014  interviews  context  listening  tcsnmy  modeling  content  curiosity  imagination  eq  sq  iq  collaboration  systemsthinking 
january 2014 by robertogreco
Ecological Computing
On a small patch of land ten miles off the coast of Maine, a team of computer engineers from UC/Berkeley are conducting an experiment in ecological computing. Working with biologists at the College of the Atlantic, the engineers have installed 32 wireless sensors that are being used to monitor the habitat of the nesting petrels on the island. In the past, the biologists studying nesting behaviors of the birds had to travel to the island every now and then to gather observation data. To check on the petrels, they literally had to stick their hands into the burrows, often causing the birds to abandon their homes.
JohnSeelyBrown  ecology  computing  EcologicalComputing 
august 2013 by stjp
Steve Hargadon: John Seely Brown on Web 2.0 and the Culture of Learning (School 2.0, Part 6)
Dewey 2.0: The social basis of learning is not understood at all. Collaborative learning: with and from each other. The whole notion of passively sitting and receiving information has almost nothing to do with how you internalize information into something that make
johnseelybrown  mikrobuch:quote  mikrobuch:reformpaed  mikrobuch:bildung 
july 2013 by MicrowebOrg

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