Who will help me make-up the future after Iain Banks is gone?

IainBanksIain (M.) Banks, creator of one of the grandest and most provocative contemporary visions of the future, has announced that he has terminal cancer. Banks is a well-known Scottish writer who publishes under both Iain Banks (his own brand of fiction) and Iain M. Banks (his own brand of science fiction). I first came across Banks when I read his first book, The Wasp Factory, while living in Scotland in the mid 1990s. It is a stunningly eerie tale of youth and identity with quite a shocker of an ending and was quite controversial when it was published. It was, however, Banks’ science fiction, in particular his “Culture” series, that ultimately got me hooked. The Culture novels are a series of so-called “hard sci-fi” stories that take place in a distant future where humanoids have relegated the task of their governance to advanced artificial intelligence machines that operate as enormous spaceships that traverse the vast regions of space creating problems, solving problems and seeking out new colonies.

One of the things that I have enjoyed most about Banks’ writing is his ability to construct new ways of referring to things pertaining to the future that one always wanted to be able to say, but didn’t have the right words to do so. My favorite example is Banks’ notion of an “outside context problem” (OCP) that he explores in the Culture novel, Excession. It’s worth quoting Banks at length here because he explains the concept himself better than anyone has:

The usual example given to illustrate an Outside Context Problem was imagining you were a tribe on a largish, fertile island; you’d tamed the land, invented the wheel or writing or whatever, the neighbors were cooperative or enslaved but at any rate peaceful and you were busy raising temples to yourself with all the excess productive capacity you had, you were in a position of near-absolute power and control which your hallowed ancestors could hardly have dreamed of and the whole situation was just running along nicely like a canoe on wet grass… when suddenly this bristling lump of iron appears sailless and trailing steam in the bay and these guys carrying long funny-looking sticks come ashore and announce you’ve just been discovered, you’re all subjects of the Emperor now, he’s keen on presents called tax and these bright-eyed holy men would like a word with your priests.

Essentially an OCP is a problem that goes undetected because it is so far beyond the context into which it is introduced. With the increasingly rapid rate of technological development, I see the potential for many OCPs. In fact, in regards to my favorite topic, education, I would suggest that much of the technological development that has taken place over the past two decades has been one big OCP. This is why we are currently dealing with an expanding divide between the technological and social realities that youth encounter in their personal lives and that which they encounter in educational institutions.

The loss of an influential and thought-provoking writer of Banks’ caliber will be greatly felt (weird talking about it in future tense, but strangely fitting as well…). He has, however, left us a legacy to work with in his more than 20 novels plus several short stories. He has promised one more novel that he expects to finish in the time he has left titled, The Quarry. I know nothing about the book other than that Amazon has it for pre-order under Iain Banks, suggesting that it will not be a sci-fi story. But, even knowing nothing about it, I feel confident in recommending it based solely on past experience.

Friends of Iain Banks have set up a website where fans can leave messages at friends.banksophilia.com. Let’s all stop by and say “bye”.

Image is © 2012 Joel Meadows with Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Generic license.

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Seamless technology integration in a program designed by and for high school students

I came across a video recently about a program offered at Monument Mountain Regional High School in Great Barrington, MA, a public school where high school students have the option of completing their final year with an independent study program. The participants in the program design their own courses of study, focusing on things that interest them and work collaboratively with their fellow students. One of the things that I find interesting is how seamlessly the students integrate technology into their learning. One notices in the video that technology is always present but never obtrusive or forced into the learning context. We could learn a lot about how to integrate technology into learning from these young people.

There is a Facebook group for the project here.

 

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Nokia’s getting ahead of the 3D printing learning curve

lumiacaseFunny how things fall into your lap: A few days ago, I posted an article on the potential impacts of 3D printing on manufacturing, consumer behaviors and education. I suggested that cheap at-home 3D printing will require designers to consider a range of factors that are often ignored today, ex. limitations of 3D printers and materials used, consumers’ ability to put things together from small printed parts, etc., and that if we want to be prepared for this type of design-based economy, we have to start educating for it now. I just came across some things that demonstrate exactly the point I wanted to make. Nokia recently made available 3D models of cases for their Lumia phones so that people with access to 3D printers can print them themselves. However, it seems that what they released are simply the designs intended to be used in industrial injection molding manufacturing processes. They didn’t redesign the model to take into account the capabilities and limitations of currently available 3D printers. Injection molding uses materials and processes that produce a more durable product than 3D printers are capable of. The result is that the printed cases are too thin in places and crack very easily.

QED.

Nokia is listening to their users, though, and they’re still way ahead of the game here. Although, with a little bit of foresight, they should have realized that designing for industrial manufacturing processes is not the same as designing for 3D printers before they released the models (caveat: who knows – maybe they did what they did intentionally so they could learn to do it right). Nokia’s users, however, have definitely been quick to figure this out and immediately set out to improvise and improve on the models released by Nokia. But, the key here is that Nokia released their models free of charge and under Creative Commons licenses. What will happen when companies inevitably want to sell their designed models as their primary goods and protect their intellectual property? Not thinking through the design process could prove devastating in such a situation.

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How 3D printing will change everything – including education

makerbot-replicator2Edit: This article is getting a lot of attention so I’ve decided that some more background info on 3D printing is in order since I only briefly describe the technology. For more info see these TED Talks on 3D printing: 7 TED Talks on the wonder of 3D printing.

3D printing went from underground nerd-toy to “the next big thing” in just a couple of days when Obama mentioned it in his State of the Union address on Tuesday. The day after the SOTU stocks having anything remotely to do with 3D printing made a significant jump, ranging from 2-6%. A couple of days later, the web is a-buzz with 3D printing; seems that everyone wants to voice their opinion about what it is, why it matters, and what we are going to do about. I shall gladly partake in the frenzy as this has been a fascination of mine for some time (although I still don’t have a 3D printer, which kind of bums me out). But, before I start, let me just say to educators – If you haven’t already, you better start thinking about getting a 3D printer in your school and figuring out how to use it! Continue reading

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The ‘best educational systems in the world’?

appleorangeAn article published on the BBC News website yesterday on “successful” educational systems introduces the topic in a very odd and misinformed manner. The article takes a very brief look at educational systems in Finland, Hong Kong, and South Korea, claiming that they are “often lauded as among the best [educational systems] in the world”. Now, I don’t know who is saying that these or any other educational systems are the ‘best in the world’. The fact is that any claim to that effect would be a meaningless statement because it suggests that the ‘system’ is separable from its context. Thankfully, the educational researchers and specialists interviewed for the article do allude to that fact which, in turn, makes it all the stranger that the writer would still introduce the article as purporting to be about some of the ‘best educational systems in the world’. So, what is the real deal with these educational systems and what might policy makers learn from them? Continue reading

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Filter Bubbles: A challenge for information literacy in the 21st century

The future is a strange beast. We’re always actively constructing it but we never know what the future will actually be. A seemingly insignificant occurrence in the present can emerge as the essential foundation of a future construct and, what’s more, the veracity of the originating source doesn’t always matter. A little tidbit of misinformation transmitted in the present can produce a future full of so many wrongs that they produce an enclosed self-supporting system of non-truths that can go unchallenged for years. As information flows are increasingly personalized through user tracking and other similar technologies, this has the potential of producing what Eli Pariser calls a “filter bubble”. A filter bubble occurs when the information provided to a user is filtered to the extent that the user is unaware of information that differs from a specific point of view. Filter bubbles and information manipulation in general has been identified as one of the top cyber threats for 2013 in Georgia Tech’s new Emerging Cyber Threats Report 2013.

Filter bubbles can be produced for a range of purposes (the notorious “santorum” Google bomb is an example of an intentional filter bubble) as well as being simply an undesirable and unintentional side-effect of technological development. However, there are those who rely on the contextual enclaves produced by filter bubbles to justify a discourse that has little, if any, relevance to the real world. Examples include today’s highly partisan political media, religious fanatics, and proponents of pseudosciences. For whatever reason, the leaders of these types of groups see a benefit in maintaining these questionable contexts and often resort to misinformation that originated long ago to justify their dubious claims. If we are truly to promote information societies, then the big task for educators today is to promote an awareness of the filter bubble phenomenon and information skills that will contribute to the construction of well-informed and reasonable future contexts. Continue reading

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