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TOPIC MAPS 2007 Polyscopic Topic Maps in Flexible E-learning and Collaborative Knowledge Creation. by Dino Karabeg University of Oslo. Lecture Plan. COVERING THE TITLE THEME U.O. Information Design Course - a prototype FLEXPLEARN course model Polyscopic Topic Maps  In flexible learning

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topic maps 2007 polyscopic topic maps in flexible e learning and collaborative knowledge creation

TOPIC MAPS 2007Polyscopic Topic Maps in Flexible E-learning and Collaborative Knowledge Creation

by Dino Karabeg

University of Oslo

lecture plan
Lecture Plan

COVERING THE TITLE THEME

  • U.O. Information Design Course - a prototype
  • FLEXPLEARN course model
  • Polyscopic Topic Maps

 In flexible learning

 In collaborative knowledge creation

DEVELOPING THE SOFTWARE PLATFORM

  • Polyscopic Topic Maps Wiki
  • Design prototypes

 Information Design Course

 Fuzzzy.com

 Key Point Dialog, WiKeyPoDia.org

  • Deployment

 Applications

 Theory

 Information Design book

University of Oslo Information Design

slide4

Motivation 1

If you don't remember something, you haven't learned it, and you are never going to remember something unless you are interested in it. These words dance together. 'Interest' is another holy word and drives 'memory'. Combine them and you have learning. If that is so, and I believe it is, then our entire system of education is bankrupt because what is taught to you is not what you are interested in, and it is not taught to you in a method that can accentuate the interest so you build up a whole fibrous web of learning for yourself. Not an interest you have that doesn't connect with everything else in the world. So why not go in through your interests? But that is not how our school systems are set up. You memorize things you are not interested in, throw them up on a test, and then you forget them.

Richard Saul Wurman: The InfoDesign interview

By Dirk Knemeyer (January 2004)

http://www.informationdesign.org/special/wurman_interview.htm

Richard Wurman

motivation 2
Motivation 2

These times of ours excel in dismantling frames and liquidizing patterns – all frames and all patterns, at random and without advance warning. Under such circumstances 'tertiary learning' – learning how to break the regularity, how to get free from habits and prevent habitualization, how to rearrange fragmentary experiences into heretofore unfamiliar patterns while treating all patterns as acceptable solely 'until further notice' – far from being a distortion of the educational process and a deviation from its true purpose, acquires a supreme adaptation value and fast becomes central to what is indispensable 'equipment for life'.

(Zygmunt Bauman, The Individualized Society)

Zygmunt Bauman

slide6

If learning should be flexible and active,

what should a university course be like?

flexplearn a flexible exploratory learning environment
FLEXPLEARN - a flexible exploratory learning environment

Students learn information design

  • According to their needs and interests
  • According to their background
our challenge
Our challenge

Providing the right guidance.

student projects
Student Projects

Each project explores parts of the map and brings back a report.

can we do something similar for scientific production and communication
Can we do something similar for scientific production and communication?

Max Weber reminds us that, in the art of warfare, the greatest progress originated not in technological inventions but in the transformations of the social organization of the warriors [ … ] One may, along the same line, ask whether a transformation of the organization of scientific circulation and production and, in particular, of the forms of communication and exchange [ … ] would not be capable of contributing to scientific production in sociology – and to do so more powerfully than the refinement of new technologies of measurement or [ … ] the endless [ … ] discussions of methodologists and epistemologists.

(P. Bourdieu, Epilog: On the Possibility of the Field of World Sociology. In P. Bourdieu and J.S. Coleman, Social Theory for a Changing Society. Russel Sage, 1984.

Pierre Bourdieu

University of Oslo Information Design

slide18

We can come out of the information jungle by climbing to a top of a mountain

University of Oslo Information Design INF4/3210

polyscopic information
Polyscopic information
  • The scope determines the view.
  • Three kinds of abstraction:
  • Horizontal
  • Vertical
  • Structural

University of Oslo Information Design

platform development strategy
Platform: development strategy
  • Prototypes:
  • FLEXPLEARN, Information Design Course
  • Fuzzzy.com
  • Key Point Dialog, WiKeyPoDia.org, KommuneWiki.org

University of Oslo Information Design

platform deployment strategy
Platform: deployment strategy
  • Applications
  • Theory
  • Publicity

University of Oslo Information Design

theory examples
Theory (examples)

University of Oslo Information Design INF4/3210

R. Guescini, D. Karabeg, R. Nordeng, A Case for Polyscopic Structuring of Information. Pp. 125-138.