The Quantum Funnel: Working with the black holes of knowledge

RAY GALLONC U L T U R E C O M

Presentation © 2013 Ray Gallon all rights reserved

THE QUANTUM FUNNEL

Working with the Black Holes of Knowledge

The Transfo

rmation Socie

ty

Saturday, 28 September 2013


Who Is This Guy?Ray Gallon - The Humanist Nerd

Research collaborator and principal, The Transformation Society, a new research and training institute in Barcelona, Spain

■ 20 years in technical communication with major companies such as G.E. Healthcare, Alcatel, IBM, etc.

■ Member, board of directors, Society for Technical Communication (STC)

■ Past president, STC France

■ Award-‐winning radio producer and journalist – CBC, NPR, France Culture, etc. and former programme manager, WNYC-‐FM, New York Public Radio

Owner/Consultant, Culturecom – specialist in usability, content strategy, and user assistance for software



NUREMBERG_FUNNEL_-‐_AD_STAMP_1910.JPG

The Nürnberg Funnel


http://upload.wikimedia.org/wikipedia/commons/c/c2/Nuremberg_Funnel_-_ad_stamp_1910.jpg











The Quantum Funnel

WIKIPEDIA

TWITTER

OTHER WIKIS

USER FORUMS

USER ASSISTANCE



Missing Pieces

KNOWLEDGE

AUTO

NOMY

Neus Lorenzo, The Transformation Society

HTTP://PHOTOGRAPHY.NATIONALGEOGRAPHIC.COM/PHOTOGRAPHY/PHOTO-OF-THE-DAY/EASTERN-SCREECH-OWL-GEORGIA/


http://photography.nationalgeographic.com/photography/photo-of-the-day/eastern-screech-owl-georgia/





HTTP://UPLOAD.WIKIMEDIA.ORG/WIKIPEDIA/COMMONS/C/CD/BLACK_HOLE_MILKYWAY.JPG

Who Will Fill in the Black Holes?

HTTP://THAIASTRO.NECTEC.OR.TH/NEWS/2002/IMG/NEWS2002NOV03A.JPG

HTTP://UPLOAD.WIKIMEDIA.ORG/WIKIPEDIA/COMMONS/5/5E/BH_LMC.PNG

HTTP://WALLSE.NET/SEARCH/T/E3/B3B.JPG

IMAGE BY MARK VAN NORDEN HTTP://FARM9.STATICFLICKR.COM/8342/8275081235_35EB0091A9_Z.JPG


http://upload.wikimedia.org/wikipedia/commons/5/5e/BH_LMC.png

http://upload.wikimedia.org/wikipedia/commons/5/5e/BH_LMC.png

http://wallse.net/search/t/e3/b3b.jpg

http://wallse.net/search/t/e3/b3b.jpg

http://farm9.staticflickr.com/8342/8275081235_35eb0091a9_z.jpg

http://farm9.staticflickr.com/8342/8275081235_35eb0091a9_z.jpg


What We Used to Use



What We Use Today



How it’s Different

PredeterminedStatic Structure

Flexible, Emergent Structure, based on Contingent Need



What Structures an Online Search?

Search terms you enterSearch en

gine algorithms -‐

Page rank, ontologie

s (semantic web), etc.

Geolocation (you get google.fr

instead of google.com...)

Personal data co

llected by the sea

rch

engine (“the sea

rch bubble”)



Knowledge is activated in the world as much as in the head of an individual.It exists within systems which are accessed through people participating in activities.

Cognitive Bases: Connectivism - Learning is More Important than Knowing

Learning is the process of creating connections and elaborating a network. In this metaphor, a node is anything that can be connected to another node such as an organisation, information, data, feelings and images.

Learning may reside in non-‐human appliances.

Learning is more critical than knowing.

Maintaining and nurturing connections is needed to facilitate continual learning.

Perceiving connections between fields, ideas and concepts is a core skill.

Currency (accurate, up-‐to-‐date knowledge) is the intent of learning activities.

Source: http://en.wikipedia.org/wiki/Connectivism

Essential Knowledge Components:

Know howKnow whatKnow whereKnow whenImplied:Know how to beKnow how to be with others


http://en.wikipedia.org/wiki/Connectivism

http://en.wikipedia.org/wiki/Connectivism


Cognitive Bases: Constructivism - Active Social Learning

Based on experiencing an environment first-‐hand:

Reliable, trust-‐worthy knowledge

The learner acts upon the environment to acquire and test new knowledge

Self-‐directed, creative, and innovative

Instructors are facilitators, not teachers

The context is central to the learning itself

Active social process of collaboration to arrive at shared understanding

Source: http://en.wikipedia.org/wiki/Constructivism_(learning_theory)


http://en.wikipedia.org/wiki/Constructivism_(learning_theory)

http://en.wikipedia.org/wiki/Constructivism_(learning_theory)


Active Learning: Learning by Doing

Roger C. Schank’s Schema -‐ We remember independent, self-‐contained scripts, or Memory Organization Packets (MOP’s)

Restaurant Airplane Clothing Shop

PayBeing seated Eat

Choose

Romantic Conversation

PayBeing seated Eat

Choose

Pay

Choose

Fasten Seatbelt

Try on

MOP’s are composed of scenes, which can be generalized from one MOP to another

Serve wine

REF: http://cogprints.org/637/1/LearnbyDoing_Schank.html



Active Learning: Learning by Doing

Networks of Scenes

Restaurant Airplane Clothing Shop

PayBeing seated Eat

Choose

PayBeing seated Eat

Choose

Pay

Choose

Fasten Seatbelt

Try on

MOP’s are composed of scenes, which can be generalized from one MOP to another

Serve wine

REF: http://cogprints.org/637/1/LearnbyDoing_Schank.html

Pay Network

Eat Network

Choose Network



Networks of Networks

Exchangin

g understa

ndings of

networks

of scenes

expands o

ur

ability to m

utually co

mmunicate

them to b

eginners

http://socialps

ychologyeye.

files.wordpre

ss.com/2011/0

4/strange_gro

up.jpg


http://socialpsychologyeye.files.wordpress.com/2011/04/strange_group.jpg















What is Mastery?

HTTP://IMG.GAWKERASSETS.COM/IMG/18K10WY7NQ900JPG/KU-‐BIGPIC.JPG

1. How to Use the Camera

Explicit Instruction:

Features, buttons, menus, etc.



What is Mastery?

HTTP://BRAIN.PAN.E-‐MERCHANT.COM/4/7/21007774/U_21007774.JPG

2. Take a “good” photograph

Hands-‐on practice

Implicit and factual comprehension



3. Decide how, what, when...

Collaborative refection

Contextual reference

What is Mastery?

HTTP://THUMBS.DREAMSTIME.COM/Z/JOYFUL-‐GROUP-‐YOUNG-‐PEOPLE-‐TAKING-‐SELF-‐PORTRAIT-‐7767413.JPG



The Linguistic Competency Funnel

Integrated Learning

Quantity

Qua

lity

Literal Content

Communication

Cognition

A1 Beginner

A2 Basic

B1 Threshold

Community

Complexity

Criteria Selection

C1 Functional

B2 Advanced

C2 Mastery

In moving from contingent need to confusion, we still learn more.

COMPLEXITY ≠ CHAOS!

Quantity of information > contingent need

learner gets confused, sense of chaos

Can’t keep track of it all

Interfaces, hardware, software, user assistance, hands-‐on and conceptual combined




The OECD Has Added Collaborative Problem-Solving To Its PISA Tests Of Basic Competencies

For 2015 And Beyond



Matrix of CollaborativeProblem Solving Skills for PISA 2015 (OECD)

REFHTTP://21K12.FILES.WORDPRESS.COM/2013/06/CPS-‐PISA.JPG


http://21k12.files.wordpress.com/2013/06/cps-pisa.jpg

http://21k12.files.wordpress.com/2013/06/cps-pisa.jpg


The Collaborative Mastery Funnel

Integrated Learning

Quantity

Qua

lity

Discovering team’sabilities

Choose type of collaborative interaction

A1 Understanding

A2 Action

Understanding rolesA3 Team organisation

Exploring and Understanding

Common groundIdentify tasks

B1 UnderstandingB2 Action

Describe team roles(rules of engagement)

B3 Team organisation Representing

and Formulating

Communicating about tasks

Enacting plans

C1 Understanding

C2 Action

Mutual engagement per rules

C3 Team organisation Planning and

Executing

Monitoring/repairingshared understanding

Monitoring/evaluating results

D1 Understanding

D2 Action

Feedback and adaptationD3 Team organisation

Monitoring and Reflecting




Components of Collaborative Problem-Solving

PISA 2015

REF: HTTP://WWW.AGENCIAEDUCACION.CL/WP-‐CONTENT/UPLOADS/2013/04/PRESENTACION-‐LOOI-‐CHEE-‐KIT.PDF


http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf

http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf


How Do We Fill the Gaps in UA?

Level 1 -‐ internal, contextual

Level 2 -‐ external, contextual

Level 3 -‐ interactive, contextual


Presentation © 2013 Ray Gallon all rights reservedHTTP://WWW.LEAR

NINGREVIEW.COM

/MOBILE-SOCIAL

-LEARNING/3412

-M-LEARNING-EN

-ACCION

How Do We Fill the Gaps in Training?

Sequential, instructor-‐led classes Still has merit for specific skill acquisitionEven so, trainees will have different knowledge Instructors must plan for individual work

eLearning, mLearning -‐ allow for personal, and self-‐guided skills acquisition, engage the learner:

Learner becomes content creator and author of his/her own learning experienceDemand collaboration and lead to the discovery of creative collective solutionsCan lead to the development of ongoing learning networksAnchor learning through real-‐world application

MOOC’s


http://www.learningreview.com/mobile-social-learning/3412-m-learning-en-accion















Mooc’s

Massive Open Online Course

Social learning:Mutual exchange of knowledge & expertise

Instructor is a moderator and guide

Limited in time

Self organizing – users fill their own particular gaps

Social networking

Formal structure Multimedia



Curators, Not Gate Keepers

h"p://cdn.mactrast.com/wp-‐content/uploads/2011/09/Rotary-‐iPhone.png

XSaturday, 28 September 2013


The Curator as Story-Teller

KNOWLEDGE

AUTO

NOMY




Thank You!

RAY GALLONC U L T U R E C O M

Email: [email protected]

Google Plus: +Ray GallonTwitter: @RayGallonLinkedIn: Ray Gallon

Check out my blog, Rant of a Humanist Nerd:http://humanistnerd.culturecom.net

Portions of this presentation based on research by

the Transformation Society Research group.

Member, Board of Directors


Technology

The Quantum Funnel: Working with the black holes of knowledge