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Twinning to multiply minds by minds Derrick de Kerckhove McLuhan Program University of Toronto Papamarkou Chair Library of Congress e-Twinning School Partnerships.

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Presentation on theme: "Twinning to multiply minds by minds Derrick de Kerckhove McLuhan Program University of Toronto Papamarkou Chair Library of Congress e-Twinning School Partnerships."— Presentation transcript:

1 Twinning to multiply minds by minds Derrick de Kerckhove McLuhan Program University of Toronto Papamarkou Chair Library of Congress e-Twinning School Partnerships in Europe Brussels, January 16, 2005

2 OVERVIEW Secondary effects of e-Twinning Changes in the models of education that arise from media Changes in the models of education that arise from e-learning Connected intelligence in and out of the classroom Strategies to promote and develop connected intelligence in classes, institutions, cities and countries

3 Secondary effects of e-Twinning Obvious ones are multiplying resources and improving the european sensibility Establishing (or monitoring) a networked mentality (part of normalization) Creating a glocalized (via Europe) psychology Changing the models of pedagogy (spearheading)

4 Three eras


6 Oral learning

7 Alphabetic learning Silent Private Individualized

8 Electronic learning

9 The model of the student after Gutenberg

10 Conquest of self Detachment of text from context Detachment of reader from text Detachment of reader from context Appropriation and privatization of language The silence of internal language become thought Privatization of the self

11 Internalization of consciousness

12 Internalization of space

13 Image of self Il vaut mieux une tête bien faite qu une tête bien pleine Michel de Montaigne

14 The telegraph: a marriage between language and electricity

15 Electricity 1834: Electricity weds the alphabet Telegraph = Language accelerated, amplified, redistributed by electricity Maximum speed multiplying and distributing maximum complexity Relentless refinement of the code from the 26 letters of the alphabet to 0/1 via Morses long, short, naught O/1 becomes the smallest common denominator of all our experiences, physical and mental (actual and virtual)

16 The digital is Phase Two of Electricity Phase One: ANALOG –Heat, light, amplification and instant transportation of signal –Telephone, radio, television = Language accelerated, amplified and redistributed –Easier to conceptualize and thus to industrialize, wired communications precede wireless ones Phase Two: DIGITAL –Information, knowledge and instant reconstruction of signal –Computers, networks, simulation = Electricity emulating command and control operations –Take-off: the Wireless Revolution

17 Key biases of Phase 2 Convergence Integration Random Access Real-time Ubiquity Globality Immersion/total surround Virtuality Connectivity Hypertextuality Interactivity Transparency

18 The versus the -principle Page Static Analogical Frontal Actualized Esplosive Abstract Desensorialed Icons as illustrations Screen Dynamic Digital Immersive Virtualized Implosive Concrete Multimedia Icons as verbs

19 Screenology The image as close to thought as possible Closing the gap between the mind and external I-P Emigration of mind from head to screen Emigration of the person from body to network Mark Ngui

20 A change of mind

21 Rather than thinking of cognition as an isolated event that takes place inside ones head, cognition should be looked at as a distributed phenomenon, one that goes beyond the boundaries of a person to include environment, artifacts, social interactions, and culture Hutchins & Hollan

22 Hypertextual thinking Your horoscope The I Ching Palabra, dreaming, prayer, simulation Hypertextual thinking an issue of time, not space: –The only time that counts is NOW –All links and connections are made in REAL TIME –All simulations are manner of prediction (pregestual) Under electronic conditions, the delay between project and realization is shortening

23 For a new pedagogical model Broadcast to networked Memory to intelligence Contact hours On line competencies Student-centered education

24 Ryersons questionnaire 75 criteria Numero 1: teamwork (4.69/5) Two:how to present oneself (3.87) Three: how to make a working plan (3.54) Ten: network experience

25 Connected intelligence Connective not collective Intersubjective (Francisco Varela) Embodied (face-to-face interactions) Thought is not internalized speech, but speech is externalized thought

26 CONNECTED INTELLIGENCE ON LINE More human than technological More collaborative than competitive Multiplicative Always in favour of more connections, but also more pertinence (hypertinence) Always in favour of more autonomy But without losing the connection

27 Jonathan Estes 4 Four Principles 1. e-Learning is not the golden bullet that will solve all problems in delivering education. In other words, technology cannot teach people everything they need to know; educators need to spend an equal amount if not more time on developing quality, competency- based education. 2. All forms of education should encourage participation and collaboration. Web Based Teaching is a relatively flat medium that doesn't enable participants to express their opinions, share their ideas, or interact with each other - unless an interactive element in included. 3. Educators should always use multiple learning activities so that anyone - regardless of their learning style and preferences - can absorb and retain the information. 4. Education should focus on learning outcomes that are measurable and demonstrable. I consider this the most important and too-often ignored educational concept.

28 What benefits to the students ? e-Twinning changes the relationships within the classroom as well as outside of it Reinforces the basic notion of teamwork Promotes self and lifelong-learning Increases self-confidence Invites to practice just-in-time information- processing The final marks are significantly improved


30 Eaton Center - Toronto Naples-Toronto

31 When the intellect is tightly coupled to the world, decisionmaking and action can take place within the context established by the physical environment, where the structures can often act as a distributed intelligence. Donald Norman

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