Ljubiteljima Zvezdanih Staza ne treba previše objašnjavati lik i delo entiteta zvanog Borg - pseudo rasa kibernetičkih organizama (pozajmljeno od Wikipedije, da se ne mučim u prvoj rečenici bloga) koji teže tehnološko-organizacionoj perfekciji kroz porobljavanje i kibernetizaciju vrednijih primeraka drugih civilizacija, pa uništavanju ostataka tih civilizacija da ne bi predstavljali konkurenciju, a preko potpunog nedostatka empatije, sve sa ciljem da bi to porobljavanje bilo što efikasnije i urađeno uz što manji rizik.
Ono što je najvažnije, Borg pamet je kolektivna na mnogo dublji način nego što mi zamišljamo kolektivnu pamet.
Pod plaštom straha Borg zaljubljenike u Zvezdane Staze ređe asocira na fenomen kolektivnog nego što bi neko ko ne gleda seriju pomislio pri slušanju uvoda u Borg priču.
Tako, lišen nasilničkog i šačice preterivanja, pa obogaćen empatijom Borg bi nekim grupama maštovitih čitalaca, po nekim paralelama, a pod pritiskom sve prisutnijeg kompjuterskog procesiranja, i propusne moći mreža, pa nanotehnoloških trendova i fokusa na ekonomiju znanja, bio dobar proxy za našu srednjoročnu budućnost.
Meni ovih dana pažnju privlači obrazovanje dece (i odraslih) u sredini gde svi imaju kompjuter i broadband.
Pre nego što razradim svoju pažnju mogu slobodno da iznesem i svoj proizvoljan zaključak, preko proizvoljne paralele gde je, na nivou države, ne činiti sve što je moguće da bar sva deca i svi mladi ljudi imaju kompjuter i broadband slično situaciji gde roditelj ne čini ništa da bi mu dete imalo bilo kakvu stimulaciju u kući - zamislimo kuću gde dete nema ni radio, ni TV, ništa od pisanog materijala i ništa od igračaka.
O jeftinim kompjuterima za svu decu je pisao Ivan Marović na starom blogu.
U UK, na primer, je bitka za kupjuter-svakom-detetu de-facto završena pošto, što po prirodi opremljenosti škola, a što po relativno niskoj ceni kompjutera sa osnovnim konfiguracijama može da se pretpostavi da svako, ko to iole hoće, može da ima pristup kompjuteru. I onda se pretpostavlja da većina to hoće. Sada je u toku bitka za broadband gde će 2 Mbits/sec ili manje imati samo oni koje je majka sudbina postavila tako da su se jedva, i nedavno, dokopali i struje. 8 Mbits je norma, 20-24 Mbits u urbanijim delovima, 50, pa 100 i više Mbits neka bliža budućnost.
I dok sam ćutke i nervozno stiskao zube na par ili više sati Interneta dnevno, za koje je moja ne-još-trinaestogodišnja-ćerka sposobna da nalepi nekoliko desetina fotografija, i napiše preko stotinu komentara na Facebook-u, osećao sam da nešto nije u redu sa mojom nervozom - ona i njeni prijatelji su prosto pametniji i brži od mene i mojih prijatelja. Izgleda da ne činimo mi njima uslugu kad im isključimo Facebook nego oni nama kad nas prihvate kao nešto starije i sporije prijatelje.
U pripremi za EC tender-like aktivnost na temu eLearning prijateljica, predavač na UK univezitetu, mi šalje dva dokumenta:
Doc1: Horizon Report, EDUCAUSE Learning Initiative (01/20/2009)
EDUCAUSE is a nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology. EDUCAUSE helps those who lead, manage, and use information resources to shape strategic decisions at every level....
Pa abstract:
The annual Horizon Report is a collaborative effort between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). Each year, the report identifies and describes six areas of emerging technology likely to have a significant impact on teaching, learning, or creative expression in higher education within three adoption horizons: a year or less, two to three years, and four to five years.
The areas of emerging technology cited for 2009 are:
Ceo dokument je ovde
Pa doc2: Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - Henry Jenkins (sa kolaboratorima), Director of the Comparative Media Studies Program at the Massachusetts Institute of Technology
Ceo dokumenat ima preko 70 stranica, iako je i Executive Summary više nego ilustrativan:
According to a recent study from the Pew Internet & American Life project (Lenhardt & Madden, 2005), more than one-half of all teens have created media content, and roughly onethird of teens who use the Internet have shared content they produced. In many cases, these teens are actively involved in what we are calling participatory cultures.A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, strong support for creating and sharing one's creations, and some type of informal mentorship whereby what is known by the most experienced is passed along to novices.A participatory culture is also one in which members believe their contributions matter, and feel some degree of social connection with one another (at the least they care what other people think about what they have created). Forms of participatory culture include:
Affiliations - memberships, formal and informal, in online communities centered around various forms of media, such as Friendster, Facebook, message boards, metagaming, game clans, or MySpace).
Expressions - producing new creative forms, such as digital sampling, skinning and modding, fan videomaking, fan fiction writing, zines, mash-ups).
Collaborative Problem-solving - working together in teams, formal and informal, to complete tasks and develop new knowledge (such as through Wikipedia, alternative reality gaming, spoiling).
Circulations - Shaping the flow of media (such as podcasting, blogging).
A growing body of scholarship suggests potential benefits of these forms of participatory culture, including opportunities for peer-to-peer learning, a changed attitude toward intellectual property, the diversification of cultural expression, the development of skills valued in the modern workplace, and a more empowered conception of citizenship. Access to this participatory culture functions as a new form of the hidden curriculum, shaping which youth will succeed and which will be left behind as they enter school and the workplace.
Some have argued that children and youth acquire these key skills and competencies on their own by interacting with popular culture.Three concerns, however, suggest the need for policy and pedagogical interventions:
The Participation Gap - the unequal access to the opportunities, experiences, skills, and knowledge that will prepare youth for full participation in the world of tomorrow.
The Transparency Problem - The challenges young people face in learning to see clearly the ways that media shape perceptions of the world.
The Ethics Challenge - The breakdown of traditional forms of professional training and socialization that might prepare young people for their increasingly public roles as media makers and community participants.
Educators must work together to ensure that every American young person has access to the skills and experiences needed to become a full participant, can articulate their understanding of how media shapes perceptions, and has been socialized into the emerging ethical standards that should shape their practices as media makers and participants in online communities.
A central goal of this report is to shift the focus of the conversation about the digital divide from questions of technological access to those of opportunities to participate and to develop the cultural competencies and social skills needed for full involvement. Schools as institutions have been slow to react to the emergence of this new participatory culture; the greatest opportunity for change is currently found in afterschool programs and informal learning communities.
Schools and afterschool programs must devote more attention to fostering what we call the new media literacies: a set of cultural competencies and social skills that young people need in the new media landscape. Participatory culture shifts the focus of literacy from one of individual expression to community involvement.The new literacies almost all involve social skills developed through collaboration and networking.These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom.
The new skills include:
Play - the capacity to experiment with one's surroundings as a form of problem-solving
Performance - the ability to adopt alternative identities for the purpose of improvisation and discovery
Simulation - the ability to interpret and construct dynamic models of real-world processes
Appropriation - the ability to meaningfully sample and remix media content
Multitasking - the ability to scan one's environment and shift focus as needed to salient details.
Distributed Cognition - the ability to interact meaningfully with tools that expand mental capacities
Collective Intelligence - the ability to pool knowledge and compare notes with others toward a common goal
Judgment - the ability to evaluate the reliability and credibility of different information sources
Transmedia Navigation - the ability to follow the flow of stories and information across multiple modalities
Networking - the ability to search for, synthesize, and disseminate information
Negotiation - the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
Fostering such social skills and cultural competencies requires a more systemic approach to media education in the United States. Everyone involved in preparing young people to go out into the world has contributions to make in helping students acquire the skills they need to become full participants in our society. Schools, afterschool programs, and parents have distinctive roles to play as they do what they can in their own spaces to encourage and nurture these skills.
.........
"If it were possible to define generally the mission of education, it could be said that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, [Creative] and economic life." - New London Group (2000, p. 9)....
I dok gledam ovu neprirodnu i nelogičnu mešavinu Borga i dečijeg obrazovanja, gde bih Borga najradije obrisao, pitam se otkud mi ovakav instinkt, pa sentiment - možda iz istog izvora iz kojeg dolazi i neopravdana nelagoda roditeljskih crnih misli svaki put kad su prisiljeni da deci daju slobodu za koju su ubeđeni da bi ta deca trebala još da čekaju.