Κείμενο του David Wiley για τη σχέση ανοιχτότητας και μέλλοντος της εκπαιδευτικής διαδικασίας.
versations this week at the semi-annual meeting of the Shuttleworth Foundation Fellows, I was struck by (what is for me) a new way of contextualizing and understanding “open” – as one of a long line of technological innovations that radically improve productivity.
History is filled with technological innovations that have increased our “productivity,” making it significantly less expensive for us to engage in some activity than it had been prior to the innovation. I have often thought of open as being part of the family tree of information technology innovations that includes inventions like writing, the printing press, computers, and the internet. But my previous conceptualization of these inventions was limited to a general notion of “inventions that enable us do that we couldn’t before.” This framing does not explicitly consider their impact of open on our productivity in a market sense. It was the juxtaposition of a conversation about sustainability with Fellows Peter Bloom and Johnny West against Jeremy Rifkin’s The Zero Marginal Cost Society, which I recently finished reading, that really catalyzed this new perspective.