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Final Thoughts?

Gelernter, in his work, The Second Coming: A Manifesto, outlines 58 theses about the features of the new wave of technology. Two of these were especially resonant with Bush’s essay, As We May Think
36. File cabinets and human minds are information-storage systems. We could model computerized information-storage on the mind instead of the file cabinet if we wanted to.
37. Elements stored in a mind do not have names and are not organized into folders; are retrieved not by name or folder but by contents. (Hear a voice, think of a face: you’ve retrieved a memory that contains the voice as one component.) You can see everything in your memory from the standpoint of past, present and future. Using a file cabinet, you classify information when you put it in; minds classify information when it is taken out. (Yesterday afternoon at four you stood with Natasha on Fifth Avenue in the rain — as you might recall when you are thinking about “Fifth Avenue,” “rain,” “Natasha” or many other things. But you attached no such labels to the memory when you acquired it. The classification happened retrospectively.)
I feel that the two theses are intertwined and that they serve to clarify and define each other. In 36, Gelernter outlines that the computer needs to be organized in the same way as we think. In 37, he clarifies how we think, and how a computer could mimic that same organization format. Bush, though writing in an earlier era, mimics many of the same ideas as these two theses present.
Bush originally wrote his essay as an address to scientists post-World War II about new applications of science and technology to better the world rather than build weapons. He says, “Professionally our methods of transmitting and reviewing the results of research are generations old and by now totally inadequate for their purpose” (37). He says that information is lost because people who can understand it are unable to access it. For example, Mendel’s concept of genetics was not widely published, and hence those who could understand and apply that theory never had access to it (37). “Truly significant attainments become lost in the mass of the inconsequential” (37) Bush says. These ideas are also present in Gelernter’s theses. If we cannot understand computers because they are organized improperly, not in the way we think, then consequently the information is lost to us. It is never able to reach our minds in a way that we can understand. In essence, the material never gets published. But Bush connects with Gelernter overtly when he says, “A record if it is to be useful to science, must be continuously extended, it must be stored and above all it must be consulted” (38). If one were to replace the word ‘record’ with ‘file’ it becomes clear how synchronized the two writings are. Both Bush and Gelernter seek to augment the mind by creating a computer that works as the mind does. Bush continues,
When data of any sort are placed in storage, they are filed alphabetically or numerically, and information is found (when it is) by tracing it down from subclass to subclass. It can only be found in one place…[t]he human mind does not work that way. It operates by association. With one item in its grasp, it snaps instantly to the next that is suggested by the association of thoughts. (44)
The ideas of these two authors are so patently similar. Both seek to recreate the way we approach technology, by creating technology that thinks as we do. Too much of modern day technology is organized like a library. There is such a great emphasis on taxonomy, as if that it the way the human mind actually works. We would like to think that there are simple, labeled and identified files within our brain that we can pull up at will, but in reality the mind is not organized that way, and our attempts to classify items in that manner is not conducive to the way we think. Taxonomies are fine for classifying the animal kingdom, but it is not a practical example of the way the human mind works. Science is still stuck in the Enlightenment era’s obsession with logic and organization. The era’s obsession with the physical world led the idea that taxonomy was the best way to organize and sort material.
However, the reason that Romanticism appeared in the first place is because after a while, logical reasoning grates on the human mind and suppresses creativity. Logical reasoning is counterintuitive because it does not follow the model of the human mind. It attempts to classify and file items, but the human mind is like a spider web, with various threads connecting to different areas and to each other. (Ironically, it was Diderot, an Enlightenment philosopher, and creator of the Encyclopedia, who outlined the idea of the human mind as a spider web in his work D’Alembert’s Dream.) To attempt to create computers that follow such an outdated system as a taxonomy is to create, in essence, a computer that is already outdated before it is even finished. The new wave of technology is the next Romanticism, an era where computers are not based on logic, but emotion. Where pulling up a file is not a matter of naming, classification and taxonomy, but a symbiosis of past present and future memories and associations. The way we actually think.

Screencast #1

As part of my final project, I created 3 screencasts about Delicious and how tagging can be used as a learning tool.

#1

2009-04-29_1931

#2

2009-04-29_1947

#3

2009-04-29_1958

A Culmination of Everything I’ve Ever Learned, in Essay Form

At the beginning of this semester, I didn’t know what to expect from the class, having received a description from my adviser that was vague at best. What I did not expect however, was a computer and internet oriented class that would completely change not only the way I viewed new media and the internet, but the way I viewed the classroom experience. I went in thinking that blogging was a ridiculous pastime for people who were obnoxiously desperate to be heard, (while some of those may exist) but I have learned that blogging is a chance to share experiences through a medium that literally has the ability to change the world. As I looked back over my past blogs, it was easy to see the progress I’ve made over the semester. In the beginning, my blog post were just a regurgitation of whatever I had read. But by the end, I’d learned not only how to read ☺ but also how to blog. My favorite blog was the Alien Education blog. It was the first time that I thought through the reason that the reading was assigned. I had read it, and I was originally frustrated because I couldn’t think of anything to write about. But when I took the time to evaluate, not what the story was about, but rather, why it was important that I read the story, I suddenly realized the significance. Blogging has become a way for me to clarify my thoughts. Even if they aren’t clear on my blog, writing them out certainly helps clarify them in my mind. I’ve done reader response journals and the like before, but they were rarely augmented by meaningful class discussion. Furthermore, I didn’t ever read anyone else’s journal. But blogging helped me not only map out my own ideas, but also listen to the ideas of other students as I read and commented on their blogs. I plan to continue blogging when I study abroad next semester, and hopefully as I continue my education in other venues.
However, I digress. The main point of this post is to talk about delicious. When I originally thought about my project, I had planned to incorporate dictionaries. However, when Dr. Campbell had a moment of insight (what you blog about is what you think about, brilliant!!) it became clear that delicious and tagging was the avenue I should go down. Because I tag everything. In the beginning of the semester, I was hesitant to tags sites because I was unsure if they were related. But Dr. C assured me it didn’t matter. Because there’s no such thing as random. While the thought process may seem random to the outsider, it always makes sense to the person who is thinking it. However we go down the path, we know the paths we took to get there. So nothing is random, and that means that whatever I chose to tag would be relevant. So while some of my tags ended up being related to new media, for example, The Media Lab, but other things were not (i.e. Robert Frost poetry).
As I experimented with delicious, I learned new things. I experimented with some of the options delicious presented, like creating blog posts of my tags. (That one never actually worked). Every time I stumbled across something new, I tagged it. I looked at other people’s blogs, and the blogs that they had linked to. I explored tags, tag clouds, wordels. Everything that I found I explored. It added up to a lot of hours doing essentially nothing, but in truth every page I found was something new I learned. Before this class I had never heard of half the things and people I know about now. That’s part of why this class was such a learning experiment.
Delicious was the place where I got to catalog all of my randomness. It was a library, of sorts, for all of my “books”. But instead of paperbacks, my library was full of websites. And the beauty of delicious was that all of my sites were connected. I could click on the tag “education” and find sites about Siftables and stupid grammar advice. Even though the two sites were seemingly unrelated, they both concerned education. I could look up other tags related to education, or just focus on my ten most popular tags. I could subscribe to other users bookmarks, including people in my class. And I could set up RSS feeds in my blog for specific bookmarks.
Delicious was a place to experiment with everything. But the best part about delicious wasn’t bookmarking sites or making tag clouds. The best part was tagging a website. Not very monumental to the unobservant, but it is really a learning moment. For example, when I first came across the Jon Udell blog, I maybe read the first post before I decided to tag it. My first instinct was to tag it as “blog” but delicious also recommends tags: your most popular tags, and the most common tags by other users. Here is where the learning occurs. After tagging it blog, I looked at the delicious suggested tags. They included, among other things, “programming, web2.0, screencast, and technology” At the time, I didn’t realize that Udell was such a technology guru, but after looking at his suggested tags, I did some more research. I looked up web2.0 and stumbled across, among others, Tim O’Reilly. From there, I expanded even more. I looked up my other web2.0 tags, and they included everything from tinyurl.com to Tim Berners-Lee’s TedTalk and WorldCat (which is actually a real library).
The beauty of delicious isn’t the organization and the bookmarks, thought they are a central feature. The beauty of delicious is its ability to serve as a learning tool. To help the user realize that education is more than textbooks and Baby Einstein CDs. Web2.0 is more than twitter and facebook.
Overall, this class has been a major learning experience. Ironically, it was only as a senior that I started to learn about how to learn. The saddest part is that I won’t really be able to apply this knowledge to very many more classes, but I suppose we’re always learning, so there’s still a chance to apply myself. Being in this class has given me a chance to evaluate not only how I learn, but how others learn as well, and how education should be changed to allow for the best learning possible.

Dreaming about Delicious

Last night delicous.com was in my dream, which, while decidedly odd, got me thinking about some things. I’ve been focused mainly on the moment of learning that comes when a site is tagged, but while looking at my delicious tags, I noticed that they are also all connected to each other by their shared tags. For example, I tagged two sites as “web2.0″. One was the Institute for the Future of the Book, and the other was LinkedIn.com, a social job networking site. Both are rightly tagged as web2.0, and yet, we tend to focus the definition of web2.0 as that thing which it is related to in the tag, rather than the whole definition. In other words, when I see the Insititute for the Future of the Book, and its tag, web2.0, I think about how web2.0 and If:book are related. I don’t think about social networking and web2.0 until I look at LinkedIn.com, but both are part of the total definition of web2.0. By looking at the tags as a whole, rather than just an individual site and its tags, we learn more about not only the site we tagged, but also the meaning of the tag itself.

Unthinkable?

One of the most interesting claims made by Clay Shirky in his article is that we are living in the midst of an internet revolution. While I can see how the idea may connect with older generations, I feel that this revolution is not as significant with younger generations. As a member of a generation that has grown up with the internet, it is not unusual for me to use the internet as my first source of information for research and learning. Newspapers are quickly becoming outdated, but I feel that the current and future generations are not feeling the effects of this revolution because, in a sense, we were never connected with it. As a child, I only read the newspaper for the comics, and today, when news is important, I go to google news before I open a paper. For older generations that feel a connection to the newspapers, it is harder to let go, but frankly, from my own point of view, I find it hard to be concerned about the death of the newspaper.

Alien Education?

I started out this blog originally with just a summary of what we had read, but naturally, I found it hard to push out much further than that. So instead, I decided to ponder: why are we reading this story? Education has been a recurring theme in our class, and pushing the boundaries of modern education specifically. But this story isn’t about using computers or turtles or technology to teach. It’s a different method of learning, by immersing the learner in a superior culture. Dr. C and I talked about Bruner’s spiral curriculum, and that is what connected with me in this story. The idea that if one is immersed in all of the learning/curriculum, not just the basics. We won’t always know what’s going on, but it pushes the mind further, and allows us glimpses of ideas that might be above our heads at the time. Its not simplified, spoon-fed learning. Studies have shown that immersion is the best way to learn a new language, so it seems obvious that the way we best learn the most basic knowledge would be the best way to learn all other knowledge, but instead, the school system is so caught up in levels and grades and spelling tests that it fails to acknowledge that the best learning often occurs when no one is “teaching”.

The Delicious Library

So after talking with Dr. C about my project, I think I’ve finally got it. I’m going to explore taxonomy vs. folksonomy, specifically, tagging on delicious.com and how tagging organizes the web. Bush mentions in his essay the idea of sharing associative trails. To extend the metaphor, you took a walk in the woods and marked your trail. Now imagine that other people also walked in those same woods and marked the trail as well. You can then explore their trail and they can explore yours. Sharing the trail leads to new discovery and a learning journey. So naturally, you are wondering: how is social bookmarking a learning process? The learning I am referring to is not the journey on the trail, but something much more subtle and yet more powerful. I’m talking about the act of tagging. You may think it is simple, and in a way it is, but tagging is more than just a keyword, it is a connection, both a mental linking and a physical hyperlink. When you research and play on the internet, it is a matter of individual discovery. You are working alone, skipping along the trail by yourself, basket of berries in hand. But as soon as you decide to tag a website, other people become involved. One of the best features of delicious.com is the patterns in the trial. When you tag a website, delicious has a spot for you to write your own tag. A word that shows the significance or relevance of the website to you. But it also includes popular and recommended tags. These are more than just suggestions. These tags show the relevance and significance of that same website both to other people and to you. For example, you the blog of Jon Udell and decide to tag it “blog”. Then you look at the other tags that delicious suggests. You see technology, web2.0, blog, microsoft, programming, etc. Now the website becomes much more to you than just “blog”. You can see how other people view it; and can explore the idea what the blog is about, who Jon Udell is, what he does. You see web2.0 and think: we talked about that in class. You google web2.0 and the research process starts all over again. Then you tag a new site and new ideas form. It’s infinite and yet organized.

Gophers: Go for it!

So, sorry about blogging twice within a 30 minute period, but as I was deliciousing some sites, I came across the delicious blog which claims that it now supports tags for gopher. I assumed it was an obnoxious rodent, but in fact it is not. Its a whole other internet, only not <http://> but <gopher://> Cool huh? Anyway, so I started cruising through gopher, and I stumbled across the Online Book Initiative, a gopher site (?) that has posted a few hundred authors and their various works. It reminded me of when we were talking about tags and taxonomy on Tuesday, because it is arranged exactly like a taxonomy. Every author has a folder; they are listed in alphabetical order, and within each folder are sub-folders containing works and then text. It was all so neat and organized, unlike anything one would normally find on the internet, but it was also a very small selection of the books that are actually available. Hence, it was able to be so easily labeled and categorized. You can’t search for a book by category, you have to know the author, and click on his/her folder. Looking at it makes you realize the beauty of tagging, where you can search by a keyword, and author, anything really, as long as it reminds you of the website you’re looking for.

Is My Machine Using Me?

So the other day, while I was cruising around making wordles and delicious clouds (unsuccessfully! gah!) I added this experimental software to my blog from delicious.com that will create a blog entry of all my delicious tags and sites for the week. It hasn’t created one yet at the time I am writing this. I’m pretty sure I typed in that it would appear at 9:00 AM but that somehow morphed into 2:00 AM so who knows when it will appear. But it should be a cool experiment. So pretty soon I won’t even be touching my keyboard. I’ll just be napping while my computer takes over. Hmm…this all sounds eerily familiar…like some video we might have watched in class… Furthermore, in classic April Fools form, Google has “created” this feature called CADIE (Cognitive Autoheursitic Distributed-Intelligence Entity) that they claim will auto-respond to emails and type your papers for you. While it’s a joke, it made me think about whether a computer would ever really be able to think and write that way.

So let’s all reminisce about the beginning of the semester…

The Machine is Us/ing Us

Wordles!!!

Ok, so this might be the coolest thing ever. Ever ever. EVER. Even cooler than savethewords.org. Because they’re MY words. I made a wordle of my blog and it is so cool! Check it out here.