Biovision Alexandria Supercourse 37381
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A presentation abou The Library of Alexandria Supercourse: Expanding the Role of the Educator. Exploring the movement from the physical to the virtual in terms of connecting us as human beings - particularly in the domain of education. By Dr. Francois Sauer, Dr. Ron LaPorte, and Susan Hanna Bennett
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Biovision Alexandria Supercourse 37381
- 1. By: Dr. Francois Sauer, Dr. Ron LaPorte, and Susan Hanna Bennett The Library of Alexandria Supercourse: Expanding the Role of the Educator 1
- 2. Overview In a Knowledge-based society we go: From Knowledge organized in the Physical Place of a library (private or public) To knowledge distributed in Virtual Spaces via multi-media. From knowledge classified by topic To knowledge selected through meaning enabling associations that are context sensitive. The Librarian then becomes the expert in formulating effective questions to selectively find meaningful associations in different knowledge spaces bigger than the storage capability of a human brain. From knowledge based on the findings of science To the relevance of our conscience for the requisite ethic needed in the application of science. From the access to explicit knowledge captured in writing To virtual networks of excellence that link scientists around the world to concurrently access explicit and implicit knowledge. From the Educator identifying and proliferating appropriate content according to predetermined standards, To the Educator as a Catalyst enabling ethical application of the available knowledge when teaching the value of science including: Truth, Honor, Teamwork, Constructive Subversiveness and Conflict Resolution. 2
- 3. From the physical place to the virtual space connecting humans 3
- 4. Forces Pressing Against Current Paradigms…. Reproduction The Information Age Association The Relationship Age Explicit and Implicit Knowledge within Virtual networks of Excellence Explicit Knowledge within Physical Places 4
- 5. Forces Pressing Against Current Paradigms…. Illustration: Serge Bloch 5 Social Systems Technological Systems
- 7. The Educator and the Student: Yesterday and Today 7
- 8. Virtual Knowledge Spaces Library of Alexandria 100,000 searchable books On-line Supercourse 4,300 On-line lectures 8 1. Environment of Trust vs. External Control 2. Engaging the Creative Thinking Cycle vs. the Reflexive Cycle 3. Systemic Thinking vs. Lineal Thinking 4. Compassion vs. Judgment 5. Courage and Resourcefulness vs. entitlement 6. Interdisciplinary relationships vs. silos A new perspective:
- 9. Library of Alexandria and Educator’s value added Genuinely Interested Emotionally Connected Honoring Needs 9
- 10. Library of Alexandria and Educator’s value added New Associations between ideas and people An Open Mind - Vulnerable 10
- 11. Library of Alexandria and Educator’s value added A Blue Print for Problem Solving 11
- 12. Library of Alexandria and Educator’s value added Ambiguity for Creativity and Innovation Be ready to let go… 12
- 13. Conclusions Friction in the system, as result of the gap between technology growth and social constructs, presents a tremendous opportunity to improve efficiencies. “Increased public-private partnerships may create new and nontraditional arrangements to support innovation and sustainability in the healthcare delivery system.” (PricewaterhouseCoopers’, 2009) Individual singularity represents a significant constraint in light of the proliferation of knowledge. 13
- 14. Conclusions (cont’d) Technology is needed to reduce complexity and enhance collaboration. In the Industrial age, steam was the resource to multiple the physical force of a human being. In the Relationship Age, the search and virtualization engines will be the lever to multiply the creative imagination of human beings. “In the more immediate future, two other advances – semantic technologies and computer-aided molecule design – will play a much bigger part in enhancing the research process.” (PricewaterhouseCoopers’, 2008) 14
- 16. Epilogue “Those who can make you believe absurdities can make you commit atrocities.” - Voltaire “The student of tomorrow will need to be prepared for a higher calling. This higher calling will be to preempt crisis before they occur, anticipate disasters before they happen, and solve some of mankind’s greatest problems, starting with the problem of our own ignorance” (Frey, 2009). 16
- 17. References: 17 1. Serageldin, Ismail. Science: The Culture of Living Change. Bibliotheca Alexandrina, Alexandria Egypt 2007. p.32 2. Downes, L. The Laws of Disruption: Harnessing the New Forces that Govern Life and business in The Digital Age. © 2009 by Larry Downes. Basic Books, New York. 3. Frey, Thomas. The Future of Colleges and Universities. http://www.davinciinstitute.com/papers/the-future-of-colleges-universities- blueprint-for-a-revolution/ 4. Sauer, F. (2009) Relearn, Evolve and Adapt: An Essay to Integrate Creative Imagination with Socially Conditioned Thought and Behavior. http://relearnevolveandadapt.com/ 5. PricewaterhouseCoopers’, Dec 2009. “Top 10 health industry issues in 2010: Squeezing the juice out of healthcare.” p. 18 6. PricewaterhouseCoopers’, 2008. “Pharma 2020: Virtual R&D: Which path will you take?” p. 7
Hinweis der Redaktion
- The principal role of the teacher has been, up to this point in time, providing the student with the content knowledge required to contribute through his/her work to the community. We offer that, up to this point, this role has remained consistent regardless of the development of technology. Until 200 years ago, the existing perceived world knowledge was essentially manageable by encyclopedists as Voltaire (1694-1778). The conceptual processing of knowledge was reserved for a very small and powerful elite of thinkers, i.e. clergy, philosophers or civil leaders, Today the abundance of knowledge requires that everyone processes only a fraction of the knowledge available, as it is not possible to assimilate all of it for its use when needed. This new requirement creates the need for people to connect and work cooperatively in co-creative relationships. We also claim that as connectedness and understanding increase they create a greater space for invention which is necessary for innovation (commercialization of inventions). This has the potential to level the playing field for developing nations as associations can be digitally develop cross national and political boundaries. And it holds a promise to move the relationship of Educator and Student from the level of how to apply knowledge to the level of how to assess the value of the current knowledge and how to create new knowledge. The educator becomes then a catalyst with an ethical responsibility to balance individual development with community development
- When the Library of Alexandria was burned and completely destroyed, the unique content of its encoded explicit knowledge was lost for humanity. Today, two millennium later, the Library of Alexandria Supercourse (http://www.pitt.edu/~super1/) is transforming the public perception of a library as a “physical place where cuneiforms and books encoding explicit knowledge” are organized by subject and location to the concept of library as a “virtual space to relearn, evolve, and adapt” organized to identify the relevance of specific knowledge for a specific conversation, connecting people through co-creative relationships. Manifesting the commitment of the Library of Alexandria to deliver “All knowledge, for all people at all time” The industrial age has created a need for mass training where the teacher delivered content. Now, in this information age, the technology is creating an opportunity to expand the role of the library with the teacher as a catalyst to expand student mind ethically balancing the fulfillment of individual and community needs. With access to the knowledge provided by centers such as the Library of Alexandria, a new landscape is created for “association” between concepts and between people. With the association process two or more people through dialogue are bringing to consciousness some new connections that may create a new concept. We are also speaking of the individual who independently (though perhaps not to the same potential) can “associate” in a creative way two uncorrelated nuggets of knowledge extracted from the world pool of knowledge. In summary, the library now is bringing educators closer to the students, and closer to the experts. The ubiquity of digitized knowledge assets means that the educator can leverage these assets so that he/she now can efficiently exercise his/her roles in the researching and absorbing component, and spend more time on improving the doing, interacting and reflection components of understanding, incorporating the ethic required in the application of knowledge.
- This transformation, preceded by the “Information Age”, is characterized by the proliferation of new knowledge captured not only in worlds but also in sounds and images. This abundance of knowledge created the current quest to assimilate and use current knowledge. In this “Relationship Age” the selectivity and the speed of associations is pivotal to entrepreneurship and innovation, the role of the educator now also includes to become a catalyst for the expansion of the student’s mind to process the knowledge of our complex and chaotic world. The educator now is becoming a knowledge entrepreneur. Historically, after the invention of the “press” that proliferated knowledge to a great extent in the form of books, and the evolution of the ‘public library’ that distributed that knowledge to the scientists and the workforce of the industrial age. Now we see roles models such as the Library of Alexandria creating with the Internet a new global ubiquity of digitized assets that facilitate the catalysis of new knowledge within complex social systems. From the explicit knowledge organized in a physical place we are evolving to a web of explicit and implicit sharing of knowledge, as now links to experts are associated with the explicit knowledge distributed in the web. From this perspective, the teachers now are the engineers of education, that take the knowledge built by experts, and rearrange them based upon the relationships they have with their students and the needs of their community.
- Now one of the emerging challenges in our complex and chaotic world is to reconcile the explosion of knowledge with the capacity of the individual and the community to assimilate and process this knowledge as no individual brain can process all the knowledge available alone. A growing gap manifests the cognitive dissonance between technological systems and social systems. This gap is basically about the ethic required to apply the available findings of sciences. Developing countries may have now a unique opportunity to up front better integrate technological and social systems. In the book “The Laws of Disruption”, Downes writes “According to the Law of Disruption, technology changes exponentially, but social, economic and legal systems change incrementally… as human beings reorder their lives to adjust to new realities, the second order effects of innovation are both more dramatic and more systemic” (Downes, 17). This is illustrated here. Here we see illustrated the widening gap between technology and social, economic, and/or legal systems. The challenge is to design the policies that will regulate the operation of the New Paradigm of co-creation for the educator-student relationship. This New Paradigm of the educator as a catalyst represents a significant shift; this shift requires a major transformation in the thinking of many educators and a transformation of the policies that will support their new role for the educator to help the student to navigate within our complex interconnected system with multiple feedback loops and leverage points that neutralize the predictive value of any lineal thinking process. In addition the key challenge is the ethical balance between the fulfillment of the needs of the individual and his/her community.
- Today, in our digitalized knowledge world, for example the content of many of the lectures of the “Nobel Prize” is instantly available worldwide through the Library of Alexandria Supercourse including to an inner city student in Kansas. In this environment of “just in time, all content available everywhere for every one” in multiple media, the value added of the educator more firmly rests in the domain of teaching “How to associate, process information and knowledge and relate with other people?” The library with its capability to leverage the benefits of the Internet and the teacher are critical agents for the improvement of our community and the development of its values. The teacher in this new world is a role model in the training of students, helping them to learn how to identify, select and associate relevant knowledge to address practical challenges.
- Does the educator compete with the tools of the digitized world? Or is there a freedom produced that enables the educator to emphasize a more human, individualized approach to learning? And is this fundamentally a new role, or a different emphasis with this New Paradigm? By increasing the productivity of the educator, “high technology” forums such as the Library of Alexandria Supercourse free the time for the educator to add “high touch” value to his/her students. These forums with an abundance of high quality content empower the educator to stimulate the creative imagination of the students, evolving the role of the educator from: The content provider (Articulating the lecture on the blackboard) to the catalyst for creativity and innovation with ethic (facilitating knowledge associations and people relationships through technology). The authority in a specific knowledge area to the catalyst teaching “web socialization”, finding not only information and knowledge associations, but also human interaction, thus we can now exit our silos building new friendships and gaining new knowledge. In this new role of “catalyst” the educator leads by example. The educator has now the responsibility to inspire the students to be all they can be, helping the student to manifest his/her potential to the fullest to make a positive contribution to the community. In this role, educators continue to encourage students to reach beyond regurgitating facts, to dialogue about new ideas with educators or peers potentially anywhere and anytime of day or night. The teacher as a catalyst also accelerates the student learning and discovery by opening up opportunistic relations with others in knowledge domains that can help the student. Therefore, the educator-student relationship becomes a bilateral doorway to explicit knowledge and to people with in addition implicit knowledge. As a catalyst the educator is teaching how to find relevant knowledge, and how to find relationships rather than just exercising our memory. This is going on throughout the world.
- The operating principles of the New Paradigm, shared by the educator and student, are as follows: 1. Environment of Trust vs. External Control Engaging the Creative Thinking Cycle vs. using our pre conditioned thinking 3. Systemic Thinking vs. Lineal Thinking 4. Compassion vs. Judgment Courage and Resourcefulness vs. entitlement 6. Interdisciplinary relationships vs. silos The Library of Alexandria Supercourse is an example of how multi-media virtual knowledge forums and leadership can expand the value–added of the educator towards facilitating the development of the student’s creativity and innovation. Multi-media virtual knowledge forums have the potential, especially with the aid of semantic based search engines, to free the educator’s time from undertaking course material preparation to perform roles as mentor and leadership. Ron LaPorte’s comments: “It seems to me that with the additional time available educators can perform other very important roles as mentor and more in a leadership capability. Thus with the high tech, high touch relationship approach it will be easier to build and maintain a connection with students half a world away. Also, you are able to touch students outside the classroom seeing, and also "keep in touch" as they move on through their careers. The teacher can stay on as an anchor to the students and in many ways a life savior to the student” The educator then can stay on as an ‘anchor’ for the students helping them to be more resourceful due to their connectivity. The Library of Alexandria Supercourse as a “space to relearn, evolve, and adapt” (Sauer, 2009) is the virtual space that enables interaction between real people. We are all interconnected including, for example a student in Kansas with a Nobel Prize winner presenting at BioVision 2010 in Alexandria. In this cyberspace, the knowledge of humanity is becoming malleable and fluid. Now through associations new knowledge will be created from the generative process in the mind of a creative person exposed to new nuggets of knowledge as well as in the generative dialogue, enabled by the Library of Alexandria Supercourse, between creative people. This high technology world and its tools hold a promise to remove certain traditional industrial revolution practices or reduce time burdens such as lecture preparation, allowing educators the time to tailor the education to individual students possibly through the use of new tools. Today, graduate mentorship produces much more highly trained and skilled students than classroom education. Forums like the Library of Alexandria Supercourse and other tools offered by high technology may enable graduate style mentorship at more elementary levels of education. The vision presented is that of the educator as a mentor, a leader, and a facilitator of innovation that is highly ethical and relevant to the community.
- Library of Alexandria Supercourse value added Leverage quality and availability of content for better lectures Educator’s value added as a catalyst Be genuinely interested in the success of the student. Use the time freed by technology to undertake leadership training, receive and give immediate feedback, and make connections outside of the classroom. In this context to be a successful student is not only to know the scientific findings in a specific domain but to also be able to apply them with ethic to concurrently benefit him/her and the community. The student look for an alignment between his/her beingness, doing and getting. Library of Alexandria Supercourse value added By increasing productivity it frees educators to spend quality time “high touch” for relating with students Educator’s value added as a catalyst Able to emotionally connect with the student. Serve as a catalyst to build student-student relationships, student-community relationships and global connections. Library of Alexandria Supercourse value added Stress the need to customize the lectures to optimize the assimilation of knowledge leveraging creativity and innovation in a way that is respectful of the community culture Educator’s value added as a catalyst Meet the student where he/she is in his/her intellectual and emotional development, honoring the needs of his/her student as well as the needs of the community
- Library of Alexandria Supercourse value added Facilitate a “Just in Time” multi-disciplinary and multi-cultural approach to key topics as earthquake, flu or any major event locally as well as globally Educator’s value added as a catalyst Open student’s mind by creating new associations between ideas and between peoples in different knowledge domains. Move towards global knowledge sharing and global relationship sharing. Model the value of vulnerability to explore new possibilities.
- Library of Alexandria Supercourse value added Empower the educator as a role model who chooses how to best leverage the content provided by the Library of Alexandria Supercourse as a reference Educator’s value added as a catalyst Provide a blueprint for problem solving that enables the student to, with courage, access his/her own resourcefulness, to think systemically and creatively fostering an environment of respect for the opinions of others
- Library of Alexandria Supercourse value added Embrace presentations with different perspectives on the same subject Educator’s value added as a catalyst Tolerate ambiguity and contradictory scientific theories to leverage creativity and innovation Library of Alexandria Supercourse value added The educator is central to the presentation of his/her lecture. The Library of Alexandria Supercourse fades in the background. Educator’s value added as a catalyst Be ready to let go for the student to manifest as now all what he/she wants be
- New social constructs are playing ‘catch-up’ with technology and scientific discovery. And this forms the platform for the argument that the role of educator is a strong candidate, perhaps even stronger and more influential than governments, to help our communities to responsibly exploit the opportunities presented by sciences and technology. Historically the educator is at the center of knowledge sharing. The Library of Alexandria, within this multi-disciplinary scientific environment, is implementing technology to offer to the community new ways to access available knowledge. And the fact that the Library of Alexandria made the decision to become totally virtual and completely based on technology puts it as the first library organization not depending on a collection of physical books.
- As critically, the Library of Alexandria also enables new ways of Association of Knowledge and People because of the ease of cross-referencing between scientific fields compared with a traditional library. Soon we can anticipate the emergence of digital search engine that will be able to extract meaning and therefore to facilitate conceptual associations between different domains.
- Despite the useful tools and resources now made available, the role of educator as a Catalyst of associations needs community support. In this New Paradigm where identification, assimilation and proliferation of new knowledge are pivotal to nurturing grass-roots creativity and invention towards innovation, the educator needs supportive policies to set expectations about the shift in emphasis of their role from being data and information conduits, to working with students as individuals helping to customize learning, assessments of progress, and provide more philosophical foundations that enable the student to set appropriate boundaries and become actors within the interconnectedness of their learning and their communities. As part of this catalyst function the educators have also a mentoring and leadership roles. This new role requires leadership training, a foundation in ethics and philosophy, community relations education and facilitation skills that extend cross-cultural boundaries to equip the educator for their role in global knowledge and relationships sharing. “Science sans conscience n’est que ruine de l’ame” – François Rabelais. One domain where the issues of interconnectedness, learning, and innovation must be managed more expeditiously is public health. The gap between technological innovation and social elements (i.e. culture, politics, law) is becoming untenable in terms of the effectiveness of politics. And the question then becomes: is there a new operating model that is made possible with the help of educators? Educators, because of their daily work with students, have an opportunity to enable structural coupling (Maturana and Varela, 75) rivaled by perhaps only the television. Might this offer the possibility of instilling a set of operating principles within students that enable our next generation to move with a higher velocity while protecting the concerns of the community? And if so, how do these operating principles get decided? And how do you manage the local and/or global development of these operating principles? The challenge with this question is: what we mean by community, do we mean geographic community, national virtual or multiple communities that we are all a part! The definition of our sense and need for belonging is at stake.
- It is perhaps ironic, that high technology presents this unique opportunity to be more human, and just as the Library of Alexandria was unique and exclusive in its origin, it is now again the first in being unique and inclusive in its ability to open an unprecedented capacity for educators to make this shift from content provider to catalyst for the student’s mind. We believe that the offered operating principles for the educator as a catalyst provides some unique perspectives for a more powerful integration of education, scientific discovery, business and innovation.