science and technology education in postindustrial …ilia1/presentations/sctech_edu_tal_18_.pdf ·...

SCIENCE AND TECHNOLOGY EDUCATION

IN POSTINDUSTRIAL SOCIETY

Culturological approach

Ilya LevinSeminar TAL19.03.2012

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OUTLINE• Introduction• Culture. The space of culture• Spiritual, Social, and Technological cultures• Culture of Information Society. Trends

• Personal Identity Online• Social Media• Data intensive Science

• Science as a value• Education 2.0• Personal vs. Social in Postindustrial Education• Conclusions

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SPACE OF CULTUREThree-dimensional model

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PARADIGMS OF CULTURE

•Cognitive paradigm - knowledge

•Values paradigm - ideas

•Regulative paradigm - rules

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AXIS OF CULTURE

regulations

knowled

ge

valu

es

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TYPES OF CULTURE

•Spiritual

•Social

•Scientific - Technological

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SPACE OF CULTURE

regulations

knowled

ge

valu

esSp

iritua

l

Social

Technological

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CULTURAL TRENDS OF INFORMATION SOCIETY

regulations

know

ledge

valu

esSp

iritua

l

Social

Technological

Personal Identity Online

Social Media

Data Intensive Science

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DEFINITIONS

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Neutral Value-laden

Personal Identity Online

Ability of websites to distinguish one individual

from anotherPersonal identity

formed in cyberspace

Social Media

Use of Web applications supporting the creation of

user-generated contentNew way of forming social consciousness

Data-Intensive Science

Data growing faster then technology

Fourth paradigm of science

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PERSONAL IDENTITY ONLINE

Spiritual Culture of Postindustrial Society

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PERSONAL IDENTITY ONLINE

•Infosphere

•Multipersonality

•Personality in Cyberspace

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SOCIAL MEDIASocial Culture of Postindustrial Society

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CARR - SHIRKY WAGER

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Does the Internet Make You Smarter?

Clay ShirkyNicholas Carr

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CARR–BENKLER WAGERWhether the most influential sites on the Internet will be peer-produced or price-incentivized systems?

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Nicholas Carr Yochai Benkler

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MARX IS BACK?

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DATA-INTENSIVE SCIENCE

The Fourth Paradigm of Science - Technological Culture of Postindustrial Society

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HISTORY OF COMPUTING

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DATA GROWING FASTER THEN TECHNOLOGY

• Commerce%entirely%data9driven

• Science%handling%massive%data

• Companies%spending%$$$%to%collect/analyze%data

• Personalized%computing

0

200

400

600

800

1000

1200Technology*Growth(Moore’s*law)

1998%%%2000%%%%2002%%%2004%%%2006%%%2008%%%2010%%%2012

Top*Ten*Data*Warehouse*size

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ALL ABOUT ACCESSING DATA!"#$%&''%&()*"%+,,-$$./0%1&"&2

Data Centers

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SCIENCE PARADIGMS

I. Empirical Science

II. Theoretical Science

III.Computer based Science

IV.Data Intensive Science

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THE FOURTH PARADIGM: DATA-INTENSIVE SCIENTIFIC DISCOVERY

The speed at which any given scientific discipline advances depends on how well

its researchers collaborate with one another, and with technologists, in areas of

eScience such as databases, workflow management, visualization, and cloud

computing technologies.

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SCIENCE AS THE VALUEFrom XX to XXI century

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SCIENCE IN XX CENTURY

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VALUES DILEMMA

?

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EDUCATION 2.0Education of the era of Web 2.0

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WEB 2.0

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PIO Social Media Data Intensive

Interactivity Sociality Mash-up

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WEB 2.0

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•Interactivity• Web is a mediator between users but not an information store• Dynamic improvement

•Sociality•Creation of communities•Crowd-sourcing support•Personal status support•Self-regulation

•Syndication (Mash-up)•Hierarchical integration of services•Exponential grow of data

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EDUCATION 2.0

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PIO Social Media Data Intensive

Subjecthood Collaboration Redundancy

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EDUCATION 2.0

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•Subjecthood• Personalized Knowledge vs. Standard Curriculum• Structurisation. Decreasing of Entropy• Subjectiveness of Content

•Collaboration• Teacher as a partner. Leader vs. driver• Personal, naturally formed, multidimensional status of a participant• New assessment. Monitoring of personal achievements vs. standard grades

•Redundancy• Redundant educational environment. Variety of knowledge sources

(media, culture artifacts, people of different ages and qualification)• Personal way of learning• Role of a teacher as an organizer of students activities but not as a

provider of the content

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WEB VS. EDUCATION 2.0

PIO Social MediaData

Intensive

Web 2.0 Interactivity Sociality Mash-up

Education 2.0 Subjecthood Collaboration Redundancy

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HISTORICAL FORMS OF EPISTEMOLOGY

•Direct observation

•Indirect observation. Acceleration

•Indirect observation. Energy transform

•Indirect observation. Information transform

•Social epistemology. Data intensive learning

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HISTORICAL FORMS OF EDUCATIONAL PROCESS

•Preindustrial Society. Personal Education

•Industrial Society. Class-Lesson. Socialization

•The end of XX - Computer Micro-worlds. Personalization

•Socialized Educational Environments32

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CONCLUSIONS• Both technology and education can be presented in the

space of three types of culture - spiritual, social and technological

• There are three contemporary phenomena corresponding to the three types of culture: Personal Identity Online, Social Media and Data Intensive Science

• Personal Identity is formed in Cyberspace in addition to real identity• Social Media forms social consciousness• Science becomes data-intensive

• Crisis of the cultural value of Science Education and domination of Data Intensive Science

• Education 2.0 provides a common platform for both personal and social components of educational process

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