What a clever and entertaining approach to enhance the reader’s appreciation of the media of comics. As one who doesn’t regularly follow comic strips, I welcomed the opportunity to learn the strategies of the artist to address the meaning of the message through the frame and the various methods to depict time. I will read comics with a new appreciation and attention to details. Unfortunately inquiry into comics was not incorporated into my art history classes of the past.

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Fascinating concept, and the discussion raises more questions than it answers. How do people learn how to negotiate the system to ensure receiving a legitimate education from legitimate educators? How do those with skills learn to market their skills and put themselves in a position to become referrals to others? Where is the quality control to this endeavor? Accreditation? How simplistic to believe that an individual can put together a cluster of experiences by matching up with various skilled individuals and become a professional in any field. Health care…scary thought! The concept is feasible for adult continuing education similar to individuals exchanging skills with others on the Internet, data bases at one’s church or work setting for example.

Like Vickie, I love that children were recognized by Kay and Goldberg as valued creative users of technology. Where was the Dynabook when my children hit grade school in the late ’80s and early ’90s? As for my childhood, I have fond memories of Etch-a-Sketch. Not a whole lot of technology there, but hours of creative thinking!

Engelbart’s discussion of “kernel statements” (cards) and the various relationships between them”  parallels the use of concept mapping as a very effective teaching strategy.  In order to help students understand the variety of relationships between what they might otherwise consider unrelated assessment findings in the patients for whom they care, concept mapping concept mapping may be implemented.  In this group activity, students augment their own learning and that of their peers in a visual representation of the facts and the connections.  Each connection is noted by the students who actively produce the map.  Effective questioning by the faculty member facilitates students sorting the facts, identifying the nature of the relationships to develop solutions to the development of a health care plan.  New media that can address complex situations with the “possibility of finding solutions to problems that before seemed insoluble is truly a valuable application of technology.

 

How appropriate for Wiener in “Men, Machines, and the World About,” to relate the homeostatic mechnisms of the human being to what man strives for in the creating the perfect machine.  “Machinery” has become an essential component to modern health care, yet cannot replace all of the “tasks” of the human body.  Therefore it is not appropriate to workship the machine as Wiener notes.  We need to evaluate how and when gadgets are used and not use them just because they are available.  This presents an ethical dilemna for heatlh care providers.

Licklider’s revelation that 85% of what he had considered “thinking” time indeed was not causes us to humbly re-evaluate the effectiveness of our work time and ask what more can machines do for us!

Have we achieved Licklider’s symbiotic future?  We certainly store entire books, a feat the author noted we would not be able to accomplish.   Speech production and recognition have been achieved as predicted.

This is a great learning adventure to be part of the BU dream team!