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Jon Gertner has an interesting article in today’s New York Times about Bell Labs, the place that gave us the transistor and the Unix operating system, information theory and the background radiation of the universe, among many other ideas and devices. It was perhaps the greatest industrial lab America, or the world, has seen. Ever. So far.

in the search for innovative models to address seemingly intractable problems like climate change, we would do well to consider Bell Labs’ example — an effort that rivals the Apollo program and the Manhattan Project in size, scope and expense. Its mission, and its great triumph, was to connect all of us, and all of our new machines, together.
In his recent letter to potential shareholders of Facebook, Mark Zuckerberg noted that one of his firm’s mottoes was “move fast and break things.” Bell Labs’ might just as well have been “move deliberately and build things.”

Perhaps the ecology of innovation has changed so much in the last couple of decades that Zuckerberg’s philosophy is the right one. Perhaps not. So far Facebook is only one idea.
And again:
THERE was another element necessary to Mervin Kelly’s innovation strategy … he gave his researchers not only freedom but also time. Lots of time — years to pursue what they felt was essential. One might see this as impossible in today’s faster, more competitive world. Or one might contend it is irrelevant because Bell Labs (unlike today’s technology companies) had the luxury of serving a parent organization that had a large and dependable income ensured by its monopoly status. Nobody had to meet benchmarks to help with quarterly earnings; nobody had to rush a product to market before the competition did.

But what should our pursuit of innovation actually accomplish? By one definition, innovation is an important new product or process, deployed on a large scale and having a significant impact on society and the economy, that can do a job (as Mr. Kelly once put it) “better, or cheaper, or both.” Regrettably, we now use the term to describe almost anything. It can describe a smartphone app or a social media tool; or it can describe the transistor or the blueprint for a cellphone system. The differences are immense. One type of innovation creates a handful of jobs and modest revenues; another, the type Mr. Kelly and his colleagues at Bell Labs repeatedly sought, creates millions of jobs and a long-lasting platform for society’s wealth and well-being.

The conflation of these different kinds of innovations seems to be leading us toward a belief that small groups of profit-seeking entrepreneurs turning out innovative consumer products are as effective as our innovative forebears. History does not support this belief. The teams at Bell Labs that invented the laser, transistor and solar cell were not seeking profits. They were seeking understanding. Yet in the process they created not only new products but entirely new — and lucrative — industries.

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Open publication - Free publishing - More educationIf you had chance to read this, and accessed the link via the address on the title page, or wherever you accessed it - It would be great to have feedback on your i...

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The new ;Digital Pioneers' project starts tomorrow.  last year it was almost entirely based on in-class delivery, with a couple of websites being designed that used the potential for home access.This year, I have tried to encourage a little more d...

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It was an excellent weekend spent in the University library that brought home some of the comments from the students in the digital literacies research.  Several of the students, all under 25, considered the texts were more accessible when being p...

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I think that I have learned the ways of the academy this last month or so, and that developing skills in the HOT way of the academy are strict and hard to fathom at times.  I think that in large part my desire to explore how the theories of the na...

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I'm proud to announce the publication of a new book that I edited together with my longtime collaborator Daisuke Okabe and a new editorial collaborator Tsuji Izumi, Fandom Unbound: Otaku Culture in a Connected World. The book is a collection of essay...

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Well, what a conundrum, I feel that I have truly had a revolution, not Copernican but as substantial in its impact - looking at Connectivism, I have had an illuminating journey, and there is ...

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Hi Marklink to the Mooc is here - http://change.mooc.ca/index.htmlI think over the last few weeks I have considered the point of you that you describe, and I feel it is changing. the academic community is in fact academic communities - there are pee...

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Space to think, vital space, head space.

This is it, they can't damn this flow. The English course, an Indian summer, there we were, sitting on the grass, the concrete walls of the institution, vaguely irrelevant. It was impossible to feel anything other than free. The students were standing, others walking, some lounging, chatting, reflecting on their personal projects.

I am sitting on a sofa at home, drinking coffee, writing this. Is this my work? Not sure what it is, but it appears necessary.

Nursery
Yesterday I went to pick up my daughter at the creche. I looked around at the play space. Lovely bright colours, hand painting on the walls, boxes full of toys, little kids moving freely, busily building their real, imaginary worlds.

Primary
I rushed off this evening to the parent teacher meeting at my son's school. I sat facing uncomfortably front at an adult designed child-sized desk. I gazed anxiously at the lists of homework, the shelved exercise books and the high set windows.  Outside, the kids were kneeling on the playground tarmac, playing with their Bayblades.

Boarding
I got my finger stuck in a metallic chair once. The more that I struggled, the more that it swelled up and made its release unlikely. It was in a German class with the man who would successfully convince me that German was not for me. I remember nothing more about his class.

With a lot of tugging, a sizeable pat of butter and no little pain, I was freed. From that day on, I was the undesirable element.

One afternoon, to my considerable pleasure, he excluded me from his class.  I went off to my study and ate toast. Perhaps the best piece of toast I ever remember eating.

Dormitory, library, lavatory.
Sleeping in a room with thirteen co-detainees left little space for privacy. Showering was communal, baths shared, adolescent angst barely hid. Escape was a common subject of discussion at my school. Tales were told of the three boys who managed to get as far as Preston. We only got as far as Blackpool ice-rink. We bribed the monitors.  I didn't like ice-skating, I couldn't care less.

Peace, on week days, was a lavatory cubicle.  Sundays,  I squatted a corner of the library behind the magazine rack. In times of stress, I continue to find comfort in plastic bound glossies and anonymous silence.

Four walls and a door
Let's just close the door, so nobody can hear what I have to say.

Why do we insist on sitting people down on chairs to learn? How much do other people's spaces condition our behaviour? Would we want other people to choose our furniture for us?  Why do prisons and some schools have high-set windows? What has learning got to do with facing front? Aren't we missing something if we only look in one direction? What is it about libraries and comfort? Should the bell at the end of the school day be a release?

Banksy mural 
Photo PaternitéPas d'utilisation commercialePas de modification Certains droits réservés par walker cleavelands 

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welcome to education studies!

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I have an issue on a submitted PhD paper, a formative paper as part of my first year - the focus is on the approach of Connectivism as a way of engaging learning and the potential for this in both formal and informal approaches.  Clearly, much of ...

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Learning new ways of placing myself, and locating others, is still my main task. I work in a Higher Education college in the UK on an Education Studies programme - can't deny my own revolutionary tendencies in looking for a radical shift from the institutional model and I have been spending the last few months looking at connectivim thinking it may lie there - although 'there' doesn't really exist, it's rather a recognition of changes in knowledge and learning that begin a radical realignment, a movement that won't be easily appropriated and aligned with formal education. I saw a post yesterday, where that is I no
Longer know, that asked if we write posts for ourselves or our readers - it set me on a thought journey that has involved a group of students, colleagues and my partner already - whoever wrote that doesn't know I read it (not sure if it was even their main point) and couldnt envisage the ripples in the pond here. The network is varied and multi-modal and how learning & teaching operate within it will change incredibly, if anything strikes me it is the issues related to access - how the finding of order amidst irregular patterns does require all to be included, to add to the patterns - I suppose absence in itself adds to the structure of learning, but what is needed to broaden, make open, the networks to all?
Hope to find my self in this network in time, willing to cast my pebble in isolation and ripple in response to others until then - perhaps this is the future though, tacit awareness of the impossibility of fixed knowledge and clarity of any given space?
Peter

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Shukies Web: distributed if not contributed: This is the first posting since joining the #Change11 and the I am in a kind of alienated hinterland that has left me lost, in the processes ...

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#change11 Shukies Web: distributed if not contributed: This is the first posting since joining the Change11 and the I am in a kind of alienated hinterland that has left me lost, in the processes ...

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This is the first posting since joining the Change11 and the I am in a kind of alienated hinterland that has left me lost, in the processes of interaction, and of the network.  I have been excited asbout the potenyail for a new theory and spent mu...