Alfred, Thank you for sending your Sept 29 draft of Global Rich Lifelong Learning, reflecting curriculum and delivery development over several decades. From my background as education advocate and interest in Digital Literacy Research from a policy/impact/cost/investor perspective (that is, nontechnical, interested party), following are comments/questions:
1. Record-based learning. Initial edit suggestion in Abstract: For a general audience, I would begin with "this paper considers the major global problem of bringing high quality (record-based or document-based) learning (herinafter "learning") to everyone .... (Such) learning is often non-existent or marginal in the developing parts of the world. ... 2. 3-4 person group learning model. Most interesting is the documentation of the value of 3-4 person groups engaged among each other and with questioner in clarifying terms, responses and individualized responses, building team learning skills, and helping in individualized "memory development" by speaking in a group, and remembering it better/longer because of engagement in the event including in acquiescene of others about a person's best estimate of response in the context. Similarly, the documentation of the cost of developing questions by peer groups, and administering them in reaching peer networks in-person, on-line programmed learning by voice response, by distance learning communication, is very helpful in communicating to investors with interests in reaching particular audiences. 3. Voice and computer interface model. The primary use of voice-response model, which may be followed by computer-access (with or without voice response) is very powerful when available, including potentially by low-cost cell phone or other device for both speaking and keyboard entry. I like the model of enabling each student to link such learning to Integrated Learning Profile, with a lot of storage for current work, and personal histories including health records (needed for participation in most facility-based locations) and linked with skill & interest self-assessments, and portfolio of products of any kind which the student is proud, such as 6th graders constructing flyers to advertise local services or businesses they visit. This model links well with Locker-Room Homework Software systems developed in U.S. by several libraries and other providers, to help prepare for interaction with local schools. It also links well with personal health-first-focused efforts of parties like Gates Foundation. 4. Interface with paperless libraries. I like the capacity for many learners, in a variety of languages, to access the exploding universe of low/no-cost "worldwide or regional content catalogs" of libraries, education agencies, business ventures, often tied to distance-connected Instructional Support Centers for teacher/instructor/facilitator parties with responsibilities for particular curricula to particular learners. This model allows for the individual to interact with local teacher (or not) in a small group setting, and including in a project-learning setting. I note in Illinois, there are about 4000 libraries and the Secretary of State of Illinois funds major adult literacy programs, similar to efforts in other U.S. and overseas jurisdictions, operating through joint education-library-healthcare telecommunication networks, facilitating flexible access, and lowest cost delivery to meet learner needs (learner chooses which facilitator helps the most in access to learning). Similarly, in Illinois the new president of U of I Joseph White has proposed "making no small plans" for role of landgrant university, including in healthcare and economic development, and has suggested there might be a new virtual campus of U of I called University of Illinois Unlimited (UIUL) modeled on continuing education/distance learning people/technology model of privately-funded University of Phoenix, which now has nearly 230,000 students in one or more course linkages. Clearly, other countries might use such a framework in k-12 arena as well, with entry facilitated by facilitators of groups of 3-4 learners of any age. I believe we are on the verge of widespread use of Information ATM cards, which will provide access as Electronic Library or Learning Cards, which again could link well with voice-data-response interface for structured learning/examination validation and self-assessment and tracking of learning/career plans (Personal Information Management tools). 5. Project-based learning. Such learning is a natural extension of a learner's identification of what they want to learn, and how they want to learn it, and taking responsibility for reporting on what they learned, and what they did. This is also a means to "grubstake" the acquisition of ICT interface equipment and access connections in returns for youth undertaking "civic engagement projects" of their own choosing, learning along the way. Again, project-based learning, with a person of any age presenting to peers and more-experienced persons their "product" is one of the most highly memorable learning experiences. Do you remember special projects/dramatic plays that you performed in front of others, and got their feedback? I'm sure we all do, going back to 6th grade, etc. Do you remember who gave you your first "paid" summer job, or admitted you to a special 1-6 week education training opportunity, camp experience, etc., often with a community service component? At a collegiate level, there are clearly role-based learning experiences, where individuals learn their most effective roles/workstyles within groups whether in business, nonprofit or public agency "enterprise" or service-delivery mission (I participated in developing an unfunded freshman course in such "community enterprise roles" in Chicago.) 6. Who pays? All of the above are essentially inquiries into who pays, as a combination of research grants, company subsidization of model-building, and school or library or health care system delivery. As your summary notes the on-and-off financial commitments, the question would seem to require a minimum of 7 year commitment by any party. It seems there may be opportunities for country-wide applications of elements of voice/3-4 person record-based learning, based models to be invested in by a combination of library and health-related foundations (e.g. Gates) and International Agencies, with U.S. agencies participating to some degree. The question is "who has the responsibility" for delivering better quality of life over any 7 year period, in order to make these models work and help persons one-by-one (or groups of 3-4)? It would seem these are the parties that need to "buy" the learning for all model for their particular country, language, region, along with the "pump priming" investments you have made to ensure they are a success. I don't know if this helps, but it helpful to me in Illinois in clarifying my thinking and planning next steps for Digital Literacy awareness, access, and skills in low-income areas of our state, and making presenations to legislature and public agencies for support of particular steps. Some of these steps can be seen at www.mtag.org of Midwest Technology Access Group, linked with parties at UIC Managerial Studies and other parts of University of Illinois, and parties hosting conferneces on Community Technology and Telecommunications and rural economic development/telehealth, where I am on planning committees, as illustrated at: http://www.communitydevelopment.uiuc.edu/telecom2005/ Perhaps sometime when I am in California I might have an opportunity to visit your program to see your tremendous work in person. (I was born and raised in L.A., and get out there to visit family from time to time.) Layton Olson, board member Midwest Technology Access Group, and Layton E. Olson, Esq. Howe & Hutton, Ltd. 20 N. Wacker Dr., Suite 4200 Chicago, IL 60606 312-263-3001 Fax: 312-372-6685 [EMAIL PROTECTED] www.howehutton.com -----Original Message----- From: Alfred Bork [mailto:[EMAIL PROTECTED] Sent: Monday, October 03, 2005 2:06 PM To: Layton E. Olson; 'The Digital Divide Network discussion group' Cc: 'Alfred Bork' Subject: RE: [DDN] Creating the $100 Laptop Layton Here is the paper. I suspect that the list will not accept attachments, but we will see. Note particularly the children's voice activated self- instructional word processor. It should be a valuable tool for illiterates of any age. I look forward to your comments. I can send full details if you want. Alfred University of California, Irvine _______________________________________________ DIGITALDIVIDE mailing list DIGITALDIVIDE@mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to [EMAIL PROTECTED] with the word UNSUBSCRIBE in the body of the message.
