new future education lab

new future ed lab

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intro’d to Salvatore and Oriana via Kevin suggesting the new future education lab opening google hangout (which on first take disinterested me as i found much of it depressing)

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a couple other articles on nfel:

and poster of 7 day course summer 2014 via fb:

nfel poster




















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Education is a Commons – Initial Hangout

7:45 – strange nows – to understand how things may change – Salvatore, we don’t expect future vision, we expect many futures

9 min – we try to materialize one or more of these possible futures – so that they become practical/real – then people express whether they like it – participatory performances.. so not just what is technically/intellectually possible – real objective is – what do we prefer – via feedback loops – agile – constantly reinvent the future – this is what we are wanting to do as well – for the ed system

11:30 – experimenting as we design – the future we would prefer.. not only designing – but putting things into place. design and usage – each one informs the other

12 – for ed – at center – knowledge commons, around knowledge commons an organizational model develops – wirearchy (Jon Husband), currency – k coins

14 min – people assign you k coins

14:30 – this ecosystem is based on large knowledge common, operates as a wirearchy – organizational model, regulated through a mutualistic currency – k coins, that’s the thing we are designing and also the way we are working

only thing we haven’t started yet are the k coins

22 min – Jon on history of education – leading up to purpose – (23 min) – to acquire a credential – and then he said – arguably, particular spaces and people are less and less necessary for that… ie: commons – what’s left to deal with is how to credential… and i’m guessing that’s what k coins intend to do

25 min – extremely boring after you know it – knowledge is structured vertically

26 min – Jon added this link:

This is all occurring at a time when it also seems people everywhere are seeing and feeling the loss of parts of their lives to the ‘enclosure’ of privatization and the diminishment of the commons (the public spaces where certain types of common services and goods are made available to the public).

Co-creating in a wide range of forms, processes and purpose may become an effective and important antidote to the spreading enclosure of human creative activity.

But .. the dominant models of governance, commercial ownership and the use and re-use of that which is co-created by people are going to have to undergo much more deep change in order to disrupt the existing paradigm of proprietary commercial creation and the model of socio-economic power that this paradigm enables and carries today.

wirearchy – 4 elements: knowledge, trust, credibility, focus on results

29 min – Layne – (works at p2pfoundation, via s korea) -teacher from teaching to facilitator of learning, ie:  energy development – need spaces for collaboration like living bridges planet, etc….. internet of communications, then internet of things, then internet of energy, then internet of logistics

33 min – Ajay india – edu journeys

35 min – Penny scotland – ethnography – new models of creativity – how people interact and make knowledge together.. looking at how space is part of this .. creative land.. ie: tribes in aboriginal culture… interaction between human and unhuman..  creativity as a commons… and what is actually commoning – collaborative ethnography – so open

38 min – Naveed pakistan, pharmaceutical co

40 min – Salvatore – protocol, recipe, reputation

laboratories escaping physical space and becoming protocols – open source/knowledge/practice – people can participate, schools become ubiquitous and become more a form of protocol

reputation – something you don’t produce, something assigned to you. i recognize you as being contributive/participative to the system so i assign you some reputation

recipe – two things: knowledge (goes back into commons) and products. new role – creators of recipes ie: i can enter this ecosystem and say – in order to do this… you need to do this – ie: take this course… i make my own recipe of ie: the perfect communication designer..

45 min – currently recipes done by minister of ed, so enormous shift of who defines recipes… so here enters the reputation… so recipe pays more attention to participants defintion than minister of ed definition..

Oriana – 4th thing – shift roles – prof as student, student as prof

49 min – Don hong kong – prof of school of creative media at univ of hong kong – my area is digital media. area of interest – benefit that digital media has contributed to ed.. my conclusion is that there is a potential for enhancement.. but the reverse is happening. my students – seem to be more interest in communicating between each other – social life – ie: what film did you see – rather than using tech for ed purposes. my conclusion is that tech is not helping but rather harming ed.. primarily used to promote consumption/consumerism. ie: google facebook – really advertising companies.

54 min – Salvatore – where tech is taking us.. almost enforcement of consumerism. our every access to knowledge is used to buy/sell something. i share/fear this happening. but as always happens.. things infiltrate these scenarios.

italy experiment – creating quite some noise – take a book – ie: rewrite a book on twitter. what happened –

1. people started impersonating the characters.. brought on entirely new vision/interpretation and need for interpretation of the book. people started impersonating the characters – so they had to do more than read the book and make a short essay – they had to deeply understand characters – talk/express like them.

2. international experts of novel started to join in convo – what was a class of high school students – became open/ubiquitous  – so messy

3. story enhanced/expanded.. started making private messages to character..

4. became model of sustainability for school – they relied on businesses – publishing companies finance concept.. now 1 book each month in this way

so our idea – is that this is an opportunity – but must be sought after – participated in. this is happening in strange ways.. and awful ways.. but the idea is that we really can infiltrate these dynamics and pull something out of it

1:02 – Jon – useful to remember – we’re only 15-20 yrs into all this.. the first massive wave – 2006-2007. summit mcgill – the participatory condition (negropante). what existing ed system provides is credentials.

1:04 – Jon ref to Jane Jacobs – dark age ahead – about  rise of credentialism in our society today – absolutely necessary to create curiosity in people

or what if we create/free up spaces of permission with nothing to prove – and then allow for (or help bring back out) natural curiosity. then listen to that. a people experiment ness. a qr film ness.

1:07 – Don – concerns about digital tech – i don’t think this tech is contributing to ed as much as it can be.. and.. the digital tech seems to be reducing people’s ability for interpersonal communication. a lot of younger people seem to have lost the ability for f-to-f connection. Turkle’s alone together supports this.. that even though we are physically together we are further apart

interesting. depressing. is this true. or are we missing something bigger/better – because it (what our souls crave) is actually smaller24/7 ish. perhaps the always-on-call/connected ness is more like breathing, more natural, truly ubiquitous. perhaps it’s us who have compartmentalized so much – that we can’t see authentic connection. ie: how much of the time in the classroom was real in the first place. and if we do think it was so real/better before – why would anyone be seeking some other connection – while in that space. [thinking of suffocating ness.]

young people cannot actually speak to each other over the phone.


our mediated world has become more real to most people than our meeting in the flesh.

sounds like the irl to adults.. and away from keyboard to youth – ness

1:10 – mediated and present shock suggested – not mature yet..

or is it that those our thinking what mature is – is irrelevant/wrong/? – is it more that we’re not listening – not allowing ourselves to be taken back to natural yet

1:12 – wanting to continue – those listening don’t – (showing difference of those actually participating.. no?)  – guides can help people to mature – (Layne) –

1:13 – Don – we can use it that way – but business has a different goal – than improvement of society et al. ie: facebooks goal is to make profit – not to improve communication between people. same with education… goal is to make profit. business goal to make profit.

1:15 – Salvatore on ubiquitous as ubiquitous – affecting the world.. ie: not just ubiquitous tech – don’t start from tech – start from human beings – may sound simple – and it is ie: not ubiquitous class/tech.. we mean ubiquitous as ubiquitous  (irl ness again)

1:19 – Salvatore – build fablab and go into city.. then how to share so others across world benefit.. this course may be more fluid than talking about tech and companies..  might be more useful to focus on possibilities.. ie: fb does take our info to sell things – this is just one scenario.. things can co exist in ecosystems..  we know there are things that are wrong or actually not optimal.. we can be more constructive..

1:22 – Penny – adaptability to platforms according to availability – ie: knowledge sharing in other parts of the world.. voice of the farmers…. knowledge sharing platform. ability for farmers to share their own experiences.

1:25 – Jon – people with ba’s a minority. with knowledge commons – widens # of people – dumbing down? practical learning in application different than education? Matt Taibbi reference. i’m not that optimistic about where everything is going. it’s going to be tough. there are a lot of obstacles in the way. [find on his page – quote from interview: changing a mental model – really hard – but once you really get it – can change almost instantly]

1:31 – from our pov this is a revolutionary process – because it’s not based on conflict.. but on possibility.. not dualistic..

99 and 1 ness

1:33 – Alice – we dreamed how we wanted school to be and now we are making it come true

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Education is a Commons – Final Hangout

Michel  – 42 min in Michel saying p2p is too slow] in final hangout

Philippe  – 1 hr – no prep/plan – but then – what did we learn from las 2 steps – don’t need 4th and 5th steps, youth today don’t need to talk: commons – they just seem immersed in it naturally

huge Philippe.

1:21 – Lief bringing up

we need a political infrastructure (commons?) as well as we have an internet infrastructure

1:24 – Bonnitta – what do young people need? navigation tools.. but listen to them

1:28 – knowledge is not a matter of census – Salvatore

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then intro’d to art is open source when Michel tweeted this project/write up:

(huge resonation.. adding my end of dialogue embedded in their post below..

Much has happened since those times, including the fundamental intuitions and practices coming from Lévi-StraussMalinowski, to BatesonMeadCliffordGeertz,Bhabha and the many more with which ethnography has understood many lessons, including the ones of self-representation, the importance of performance (of all parties involved, and with all parties involved being able to choose the rules of the game, not having to adapt to a scheme decided by the ethnographer, in polyphonic ways, with a number of different voices, evenly distributed between the ethnographers and the people, from their own point of view).

This is a radical approach in which the logics of consensus are replaced by the ones of ecosystemic co-existence.

P2P Ethnography, as Ethnography, can be defined as a qualitative research design aimed at exploring cultural phenomena. Different from Ethnography, its aim is not to produce field studies or case reports, but to establish continuously available, accessible, participatory, performative and collaborative processes which allow gaining understandings about the knowledge and the systems of meanings in the lives of a social group, and its interactions with other ones.

not a report/presentation.. but an ongoing conversation – GB Shaw ness

P2P Ethnography represents a participatory, performative approach, in which research and understanding require gaining awareness of one’s position within the relational ecosystem (from cultural, emotional, aesthetic, perceptive, cognitive points of view) of the observed social group, and to establish or modify relations and interconnections both within the group, outside of it, and in-between, in fluid, dynamic, possibilistic ways.

P2P Ethnography requires the definition of the concept of Ubiquitous Commons:the availability and accessibility of shared, usable Knowledge, Information and Data Commons which are ubiquitous both in their spatial dissemination and in their capacity to co-exist throughout cultures, divides, media. A protocol for a new definition of Public Space in the Age of Communication, Information and Knowledge.

ie: commons – messy without abundance brought by net

This can be done in multiple ways, which can be combined together: they can be collected from social networks, harvested through interactive systems or opportunities for performance and self-expression and representation, or they can even be the object of education processes through which people understand how to create their own forms of expression and representation in ways which are suitable for inclusion in the Human Ecosystem.
whoa. .. even be…?
aren’t they it in total…?
that was the depression ness from their ed hangout

What knowledge do I produce? Do I plan to share it, transmit it or make it available/accessible/usable in some way? Using which tools, technologies, media? Dedicated to whom? Interoperable with what? Within which knowledge ecosystems?

This can be among the most surprising models to try to understand. Mostly because the desire and attitude towards producing knowledge is not often matched by the awareness about the efforts which are needed to make that same knowledge available, accessible, usable and interoperable with other sources. This is often one of the largest problems with innovation processes.

open ness – as largest problem

none of us if one of us

The first stage is mostly dedicated to describing a methodology to enable capturing the expressions coming from multiple points of view, and to map this methodology onto a protocol, so that the harvesting process can be performed through social networks, interviews, surveys, but also and most important through self-expressive and self-representational processes, in which individuals and organizations establish their own form for expression and representation (and the rules-of-the-game that go with it) and they use them to produce their own representation, in ways that are interoperable with the rest of the observed ecosystem.

networked individualism ness

individuals and organizations establish their own form for expression and representation (and the rules-of-the-game that go with it) and they use them to produce their own representation, in ways that are interoperable with the rest of the observed ecosystem.
app ness..
re. wire

This stage, the second, aims at creating readability in the ecosystem.

While stories and histories can be very readable, micro-histories are not. Micro histories are polyphonic and even dissonant. They include conflict (and, in fact, it is one of their fundamental characteristics) and do not focus on the dynamics of consensus (even multiple simultaneous consensus) but, rather, on the ones of co-existence and diasporas.

stigmergy ness – Cage ness

change in votingnaked streets – supposed tos – et al

From the simultaneous co-existence of strategies and tactics (from De Certeau’s framework) derives the possibility that each time, space, context, scenario or situation can (and does) have multiple meanings, according to which set of eyes you look through, different perceived softwares and hardwares: everyone potentially and continuously re-programs everything else.

see with heart.. ongoingly

This is the Third Space, described in anthropologic terms by Homi K. Bhabha, and in sociological terms by Edward Soja. Sociocultural approaches are concerned with the “… constitutive role of culture in mind, i.e., on how mind develops by incorporating the community’s shared artifacts accumulated over generations”. Bhabha applies socioculturalism directly to the postcolonial condition, where there are, “… unequal and uneven forces of cultural representation”. It is a transgressive space forself-expressionand self-representation. Third Space Theory suggests that policies of remediation based in models of the Other are likely to be inadequate: an inclusive space/time/context is needed.

As in the third space, strategies and tactics co-exist in the Third Infoscape, meaning the more structured, administrative, statistical data (the ones coming from administrations, organizations and bureaucracies, for example), and the more emergent ones relative to people’s expressions, emotions, and points of view. They can co-exist thanks to recipes, assemblages of ingredients and procedures through which individuals (be them persons or organizations) can describe their point of view onto the world. Recipes are the base onto which the different economies of the Third Infoscape are founded: reputation, attention and networked economies which are mutualistic, meaning that recipes are in a constant peer-to-peer evaluation process through which other subjects of the ecosystem describe their perceived importance for the well-being of the ecosystem itself.

Digital Urban Acupuncture is Urban Acupuncture in the age of ubiquitous media.

For example, this is among the things we experienced while participating to XY Lab. While the importance of storytelling was very clear (the need to tell the story of what happened in the laboratory), the notion of the fundamental importance of how to share the knowledge that was generated from the lab was not clear at all, at direct (what knowledge was produced in the various projects which took place in the lab?) and meta(what knowledge was generated in creating the lab?) levels.

The social articulation of difference, from the minority perspective, is a complex, on-going negotiation that seeks to authorize cultural hybridities that emerge in moments of historical transformation.

What Open Data movements still have not managed to do is to work on the dimensions which are ecosystemic and based on desire.

a diff experiment

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above post led to this:

human ecosystems:

tactics (bottom up, not legible, necessary as micro history – every day life – vs macro history)

strategies (top down, legible – but not getting at it)

7:53 – ie: two entirely different cities in the same space from language alone


Unseen is curated by Rocco DePietro and Gloria Pritschet

The quest to see lies at the heart of human urgency. To breach the barrier between the visible and the invisible is compelling, emotional, informative and even magical. This process of discovery has always driven thinkers and image makers: artists, scientists and philosophers, from astronomers to nanotechnologists, from documentarians and data analysts to planners and prognosticators. As the unseen becomes seeable and seen, a pivot occurs, revealing and demanding irreversible change. No one who has seen is ever the same.

there is never nothing going on.. quiet enough to see it ness

The invisible may be unseen for many reasons. It may be purposely covert for socio-political or military reasons, or to hide corruption or actions contrary to the public good. It may be inadvertently unseen because of the limits of technology or its applications, or the limits of human perception or comprehension. It may be willfully unseen from lack of curiosity, imagination, salience, awareness, or limitations of perceptual processes.




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