science and technology education in postindustrial …ilia1/presentations/sctech_edu_tal_18_.pdf ·...
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SCIENCE AND TECHNOLOGY EDUCATION
IN POSTINDUSTRIAL SOCIETY
Culturological approach
Ilya LevinSeminar TAL19.03.2012
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OUTLINE• Introduction• Culture. The space of culture• Spiritual, Social, and Technological cultures• Culture of Information Society. Trends
• Personal Identity Online• Social Media• Data intensive Science
• Science as a value• Education 2.0• Personal vs. Social in Postindustrial Education• Conclusions
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SPACE OF CULTUREThree-dimensional model
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PARADIGMS OF CULTURE
•Cognitive paradigm - knowledge
•Values paradigm - ideas
•Regulative paradigm - rules
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AXIS OF CULTURE
regulations
knowled
ge
valu
es
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TYPES OF CULTURE
•Spiritual
•Social
•Scientific - Technological
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SPACE OF CULTURE
regulations
knowled
ge
valu
esSp
iritua
l
Social
Technological
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CULTURAL TRENDS OF INFORMATION SOCIETY
regulations
know
ledge
valu
esSp
iritua
l
Social
Technological
Personal Identity Online
Social Media
Data Intensive Science
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DEFINITIONS
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Neutral Value-laden
Personal Identity Online
Ability of websites to distinguish one individual
from anotherPersonal identity
formed in cyberspace
Social Media
Use of Web applications supporting the creation of
user-generated contentNew way of forming social consciousness
Data-Intensive Science
Data growing faster then technology
Fourth paradigm of science
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PERSONAL IDENTITY ONLINE
Spiritual Culture of Postindustrial Society
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PERSONAL IDENTITY ONLINE
•Infosphere
•Multipersonality
•Personality in Cyberspace
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SOCIAL MEDIASocial Culture of Postindustrial Society
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CARR - SHIRKY WAGER
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Does the Internet Make You Smarter?
Clay ShirkyNicholas Carr
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CARR–BENKLER WAGERWhether the most influential sites on the Internet will be peer-produced or price-incentivized systems?
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Nicholas Carr Yochai Benkler
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MARX IS BACK?
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DATA-INTENSIVE SCIENCE
The Fourth Paradigm of Science - Technological Culture of Postindustrial Society
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HISTORY OF COMPUTING
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DATA GROWING FASTER THEN TECHNOLOGY
• Commerce%entirely%data9driven
• Science%handling%massive%data
• Companies%spending%$$$%to%collect/analyze%data
• Personalized%computing
0
200
400
600
800
1000
1200Technology*Growth(Moore’s*law)
1998%%%2000%%%%2002%%%2004%%%2006%%%2008%%%2010%%%2012
Top*Ten*Data*Warehouse*size
Terabytes*(=*1012 bytes)*of*Data*
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ALL ABOUT ACCESSING DATA!"#$%&''%&()*"%+,,-$$./0%1&"&2
Data Centers
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SCIENCE PARADIGMS
I. Empirical Science
II. Theoretical Science
III.Computer based Science
IV.Data Intensive Science
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THE FOURTH PARADIGM: DATA-INTENSIVE SCIENTIFIC DISCOVERY
The speed at which any given scientific discipline advances depends on how well
its researchers collaborate with one another, and with technologists, in areas of
eScience such as databases, workflow management, visualization, and cloud
computing technologies.
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SCIENCE AS THE VALUEFrom XX to XXI century
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SCIENCE IN XX CENTURY
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VALUES DILEMMA
?
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EDUCATION 2.0Education of the era of Web 2.0
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WEB 2.0
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PIO Social Media Data Intensive
Interactivity Sociality Mash-up
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WEB 2.0
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•Interactivity• Web is a mediator between users but not an information store• Dynamic improvement
•Sociality•Creation of communities•Crowd-sourcing support•Personal status support•Self-regulation
•Syndication (Mash-up)•Hierarchical integration of services•Exponential grow of data
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EDUCATION 2.0
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PIO Social Media Data Intensive
Subjecthood Collaboration Redundancy
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EDUCATION 2.0
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•Subjecthood• Personalized Knowledge vs. Standard Curriculum• Structurisation. Decreasing of Entropy• Subjectiveness of Content
•Collaboration• Teacher as a partner. Leader vs. driver• Personal, naturally formed, multidimensional status of a participant• New assessment. Monitoring of personal achievements vs. standard grades
•Redundancy• Redundant educational environment. Variety of knowledge sources
(media, culture artifacts, people of different ages and qualification)• Personal way of learning• Role of a teacher as an organizer of students activities but not as a
provider of the content
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WEB VS. EDUCATION 2.0
PIO Social MediaData
Intensive
Web 2.0 Interactivity Sociality Mash-up
Education 2.0 Subjecthood Collaboration Redundancy
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HISTORICAL FORMS OF EPISTEMOLOGY
•Direct observation
•Indirect observation. Acceleration
•Indirect observation. Energy transform
•Indirect observation. Information transform
•Social epistemology. Data intensive learning
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HISTORICAL FORMS OF EDUCATIONAL PROCESS
•Preindustrial Society. Personal Education
•Industrial Society. Class-Lesson. Socialization
•The end of XX - Computer Micro-worlds. Personalization
•Socialized Educational Environments32
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CONCLUSIONS• Both technology and education can be presented in the
space of three types of culture - spiritual, social and technological
• There are three contemporary phenomena corresponding to the three types of culture: Personal Identity Online, Social Media and Data Intensive Science
• Personal Identity is formed in Cyberspace in addition to real identity• Social Media forms social consciousness• Science becomes data-intensive
• Crisis of the cultural value of Science Education and domination of Data Intensive Science
• Education 2.0 provides a common platform for both personal and social components of educational process
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