Arun-Kumar Tripathi (tripathi@amadeus.statistik.uni-dortmund.de)
Fri, 27 Nov 1998 16:44:35 +0100 (MET)
Date: Fri, 27 Nov 1998 16:44:35 +0100 (MET) From: Arun-Kumar Tripathi <tripathi@amadeus.statistik.uni-dortmund.de> Subject: Re: [ifets] Old vrs. New Technology
Dear IFETS Forum Members..
First of all thank you Dr.Chris O'Hagan for starting a noted discussions
regarding technologies of tomorrow. Seeing the present, Can we perceive
the future?.
This I found at the end of Dr. Martin Owen..
> ------------------------------------------------------------------------
> "Technology is nothing more or less than a natural phase of the creative
> process which engaged man from the moment he forged his first tool and
> began to transform the world for its humanization"
>
Great!!, creative process is also the outcome of learning.
> Paulo Freire : Cultural Action for Freedom
> -------------------------------------------------------------------------
On Thu, 26 Nov 1998, Martin Owen wrote:
> In regard to Bob Leamson's comments:
>
> "Learning comes from within the learner".
>
> 1) I recommend a reading of the neiro biloogists Umberto Maturana and
> Enrico Varela. There is chemical difference between knowing and unknowing
> in a human brain, between a brain that is with a body that has one set of
> experiences and a body that has had a different set of experineces. What
> makes the difference in knowing-ness is the action within the world. M & V
> describe the process f interactions of organisms with their environment as
> "structural coupling". reading "The Tree of Knowedge", which is about the
> evolution of cognition is one of the world's best reaads (IMHO).
>
> 2) There is clear evidence that that knowing in the world has a clutural
> historic ontology. The society which you are in provides you with the
> rules, language, division of labour and tools with which you act on the
> world. Knowing-ness is ditributed amongst that environment. The rules,
> language division of labour and tools emcompass the learning technologies
> available to us. You actions in the world are through these elements. In a
> sense your cognition is distributed though thes elements. Another good read
> is "Distributed Cognitions" ed G Soloman and particularly the first chapter
> by Engestom & Coles.
>
> Technological Determinism and being "theoretical" (mainly Chris)
>
> 3) Thinking about how we use tools and technology needs to transcend
> cognitivism: that humans are autonomous thinking machines and that
> mental-ity is an intra-person "thing", and needs to transcend technological
> determinism. We need to breakdown the material dialectic and the cartesian
> dualism (although Descartes can feel a bit libelled). Thus far most planned
> interventions in the application of learning technologies have implicitly
> or explicitly drawn on highly positivistic visions of both education and
> cognitive sciences. the traditional-rationalist approach needs exposing and
> questionning because it does form the underlying basis for the belief
> system in many instructional designers. If I wanted to be cruel I would say
> GI-GO (and thus criticise most of my own work).
> If being technologically determinist implies that we live in a world shaped
> by our use of language and tool, I am a determinist. If being
> technologically deerminist means that when the subject acts on an object,
> the subject itself is also transformed, then I am a technologically
> determinst. however this is a bit more complex than the messages of Comte,
> Ellul and even Marx. it is not "technology first" but a seamless web
> between subject and object changing the environment , chaging the coupling
> between the subject and the environment.
>
> 4) Does this reach the classroom? . does it change our institutions?...
> only if we make it. Another good read therefore is "Understanding Computers
> and Cognition" by Winograd and Flores. The book takes a tour of some of the
> ideas expressed above ( although the Engestrom & Coles stuff comes later)
> and ends up disussing the design of software. The Solomon book has
> classroom examples.
>
> 5) My current project draws heavily on these ideas ... our motto is "When
> we create new tools we create new conversation" which comes from W & F. As
> a cross reference to another set of postings. REM will release a IMS based
> resource index and sharing tool inthe next couple of months which will be
> available on the IMS website. This tool will be able to make use of
> any(!@!) metadata set you through at it and allow for community augmented
> metadata.
>
> Richard's points on passivity and kids liking CMC:
> 6) There is litle that a human does that is passive (including whatching
> the tv). All requires interpretation which is an active process . I agree
> however that what we do is what we do, and that to only act when all is
> understood is an unattainable goal. Understanding does not come from
> watching a tv that has no pictures on it. Understanding only comes through
> action. It is impossible to know the value of ICT in education in advance
> of using ICT in education.
>
> Peter... how true... collaborative learning is great... its just getting
> the other people to do it is the problem.
>
> Martin
>
> Martin Owen
> T.M.Owen@bangor.ac.uk
> Director, Project REM
>
> School of Education Yr Ysgol Addysg
> University of Wales, Bangor Prifysgol Cymru, Bangor
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> Holyhead Rd Ffordd Caergybi
> Bangor Bangor
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>
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> REM is a EC DGXIII Telematics Education and Training Project
Kind Regards
Arun Tripathi
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