Archive for the ‘personal computing’ Category

Constructivism. Putting the social into e-learning.

November 26, 2008 2 comments

There is no one true reality – rather, individual interpretations of the world. These are shaped by our experience and our social interactions. Learning is a process of adapting to and organising one’s quantitative world, rather than discovering pre-existing ideas imposed by others. Clements & Battista, 1990.

Constructivism is essentially a theory of learning, which developed from the work of Piaget. It is based on the belief that ‘reality’ is not an external absolute, but a personal composite constructed from our active thinking and previous experience. Learning requires the active construction of knowledge, rather than absorbing it from books  and lecturers (Eckerdal, et al. 2006). Thus, understanding is created as we engage mentally with our ‘environment’ in an effort to make sense of it, referring, as we do so, to what we already ‘know’ to be true. The word environment is used loosely here – it could be the world around us, a specific situation, a mathematical problem or a poem; essentially any situation which we strive to make sense of.

Zurita, G. & Nussbaum, M. (2004:235-6) cite the work of Rochelle and Teasley (1995) in listing the characteristics of effective constructivist working environments. These include learning being constructive, active, significant, based on consultation, reflexive and collaborative. Thus:

Constructive means that the students have to modify their current knowledge schemes to integrate new information and acquire new knowledge. Active indicates that a total student participation is expected. Significant refers that learning has to be with a meaning, built from the conceptual structure the student already has. Based on consultation points out that the child has to formulate his/her own questions, from multiple interpretations and learning expressions. Reflexive shows that the student has to mirror his/her own experience on other students, making them experts in their own learning. Finally, to be Collaborative indicates that the child learns from others by working together on the same objective, where each group member is a potential source of information.

For constructivists, learning is a transformative process in that our understanding is constantly changed by additional meaning making. Mezirow (1991:94) argues that transformative learning ‘‘begins when we encounter experiences, often in an emotionally charged situation, that fail to fit our expectations and consequently lack meaning for us, or we encounter an anomaly that cannot be given coherence either by learning within existing schemes or by learning new schemes.’’

The ability to reflect is seen as a powerful tool by constructivists. Mezirow (117) states:

Reflection is involved in problem solving, problem posing and transformation of meaning schemes and perspectives. We may reflect on the content of a problem, the process of our problem solving or the premise upon which the problem is predicated. Content and process reflection can play a role in thoughtful action by allowing us to assess consciously what we know about taking the next step in a series of actions. Premise reflection involves a movement through cognitive structures guided by the identifying and judging of  resuppositions. Through content and process reflection we can change our meaning schemes: through premise reflection we can transform our meaning perspectives. Transformative learning pertains to both the transformation of meaning schemes through content and process reflection, and the transformation of meaning perspectives through premise reflection.

Constructivists believe in creating learning environments that offer learning opportunities that are meaningful to the learner, provide maximum learner control over the learning situation and encouraging the learner to be active in their construction of mental representations of phenomena in their world. Constructivist teachers value the understanding (often informal in the case of young children) what learners bring to the table and use it as a starting point for further learning. Constructivist do not really believe in ‘teaching’; rather that learning occurs in an environment which is creative, exciting, engaging and motivating for learners.  The function of the facilitator (teacher) is to create this environment, and to guide or support the learner in his or her path to understanding. This is done in a number of ways, including asking pertinent questions which steer the learner’s thinking so as to provide direction.  Bruner called this  support scaffolding, based on Vygotsky’s idea about the zone of proximal development, being the difference between what a person knows now, and can learn next.

Social constructivism (socio-constructivism) is based on constructivism, but places emphasis on the social aspects of learning. Vygotsky saw language as the prime conduit for learning, saying that our most valuable learning is gained by talking about things. Knowledge making can occur as we reflect on issues as individuals, but discourse – discussion, questions, argument, explanations – is the most powerful method of refining our understanding. Downes puts the idea neatly by saying (2008:24) “Although we learn what we learn from personal experience, we usually learn what we learn from other people.”

Learning environments reflect the change in our beliefs about how learning occurs. Today, desks are arranged to facilitate discussion and teachers provide opportunities for groups to discuss issues. Fernandez, (2008) provides us with a useful contrast between the learner as an individual and the learner as a member of a social group, reflecting on Brown’s comments that the idea of ‘I think, therefore I am’ should be replaced by ‘we participate, therefore we are.’

Constructivism was welcomed by educationists who were turned off by the assumptions of the behaviourist school, which tended to see learning simply as a matter of responses to stimuli. Lowerison et al. (2004:466) say that  “the objectivist position is that reality exists independently of the human mind and is not affected by an individual’s particular belief system. Physical laws are constant, and are based on an objective and reliable set of facts, theories and principles. Perceived changes in the nature of reality are simply the evolution of our knowledge about the “truth” driven by the discovery of some previously unknown, but pre-existing, phenomena.” The essence of the difference between these paradigms is the way they perceive the nature of truth, and the way one goes about ‘acquiring’ it.

Closely allied to constructivism is the idea of constructionism, which suggests that  learning happens most effectively when people are also active in “making tangible objects in the real world” (Wikipedia). As such, it ties closely to the idea of apprenticeships and experiential learning.  Seymour Papert contributed largely to the development of the constructionist theory.  LOGO, a computer programming language popular in schools in the 1980s, provides a useful example of a constructionist  approach to learning.

Papert and Harel’s ideas about constructionism can be explored here. This paper (undated, accessed 27/11/09) by Ackermann examines the differences between constructivism and constructionism.

Bruner built on the work of Piaget and Vygotsky,  is also worth looking at.  Like Piaget, Bruner saw learning as an active process where learners construct new ideas and concepts based on existing knowledge. They select and transform information, construct hypotheses  and make decisions with reference to and reliance on an internal cognitive structures, based on a network of schemas which provide meaning and structure to experience and allow the learner to build on what is already known to expand their repertoire of understanding (Pritchard &Woollard, 2010). For Bruner, the task of teachers is to encourage pupils to discover principles for themselves, with the teacher providing ‘scaffolding’ by pointing the student in the right direction by way of open discussion and asking questions which help the pupil to develop their understanding – essentially providing a means for students to bridge the gap between known and achievable as described by Vygotsky’s Zone of Proximal Development.  Bandura’s work is also based on Piaget and Vygotsky, with learning seen as active and collaborative, with people working together on shared beliefs and common goals to improve their lives (Pritchard & Woollard, 2010).


E-Learning and social constructivism

It is relatively easy to create a social constructivist environment in a classroom. It is more difficult to do so in the context of distance learning, whether paper based (these still exist in developing countries) or electronic. Early distance education e-learning environments tended to be simple electronic versions of old paper based ones, where lecture notes was provided for students to read on screen. Communication was more or less limited to e-mail discussion with  the course tutor. The attrition rate in distance education has always been high, one of the reasons being that the systems designed to deliver e-learning has tended to leave students students feeling isolated (Flood, J. 2002). E-learning designers have struggled to design systems which provide a social constructivist environment, largely because it is impossible with the technology available at this stage to recreate classrooms online. According to Valentine (2002) problems include “the quality of instruction, hidden costs, misuse of technology, and the attitudes of instructors, students, and administrators.”


The kinds of applications used to ‘deliver’ content have been called Learning Management Systems (LMSs), managed learning environments (MLEs) and virtual learning environments (VLEs).  VLEs like Blackboard force users down a narrow, highly directed path and are not particularly user friendly as a result.  Holley and Oliver (2009) express concern about this approach.   However, they add that “when academics offer rich and engaging online materials, an opportunity is provided for students to learn in a different way, at a place and time of their own choosing” (page 2). However, to provide more personalised and individualised modes of study, negotiated with individual students, involves teachers relinquishing some power and control of the classroom, meaning that they have to really value the alternative approach.

There are two issues here – the lack of flexibility of LMS systems, and the inability of teachers to trust students to control their own learning.  Improvements have been made by open source developers, who are involved in ongoing work on more flexible applications like Moodle, which is more capable of supporting  constructivist pedagogies (Downes, S. 2008). Fernandez (2008) makes the point that Moodle “isn’t just a piece of software used for teaching and learning, it’s also a community of educators and software developers who have incorporated the culture of the guild and apprenticeship into their work processes.” The influence of educators is important when it comes to providing systems which match the needs of learners.

We see here that better software does facilitate better design and provision. This notwithstanding, it is useful to take cognisance of Farmer’s comment (2008) that “the use of constructivist methods does not necessarily require a specific e-Learning system…” and that providers need to “focus on instructional methodology rather than information technology.”

Virtual Learning Environments as we understand them today, are unlikely to be as powerful as blended learning environments for the simple reason that it is is impossible to mirror the classroom, with all its nuances, vocal and visual clues. However, e-learning providers have learned much in recent years, supported by more powerful computers, communications infrastructures, Internet technologies and applications enabled by the changing way in which we understand and use the web.  What has become clear is that a high level of personalised support or “hand-holding” (Martinez, M. 2003:1) is important for distance learning students and that learning-management packages need to come bundled with tools which enable students to communicate effectively with one another to make use of the potential of socially constructed learning.  Computer mediated communication plays an important part in this, providing the potential for supporting both personalised and social learning in terms of choice of tools and the means to communicate with one another to create effective learning networks. More and more communication tools are on offer – email, messaging, sms texting, discussion boards, video-conferencing, blogs, wikis, podcasts, vodcasts, microblogging applications like Twitter, Plurk and (until recently) Pownce. The number of choices grows almost daily. Downes (2008:24) has suggested that developments in conferencing applications “will make actual in-person meetings less necessary, and the ‘blended’ aspect of blended learning will come increasingly to reflect the in-person activities people undertake in their own workplaces or communities.”


The bottom line is that educational institutions as we now know them are bound to change. Already we see lectures being replaced by podcasts and a steady reduction in tutor-student face to face time as management types replace academics as leaders of universities and universities become more like businesses, trimming costs and urging faculty to ‘work smarter’. New applications like Second Life are already attracting a good deal of interest in academic circles, raising the possibility of adding value to both  distance education and replacing at least some part of current face to face blended learning. In the future, the brave new world of virtual reality will have an even larger impact on the way we communicate, learn, recreate and do business.

In the immediate future, new, web-savvy students who were raised in a digital age and use powerful information technologies on a daily basis for both personal and work purposes are pointing us in a new direction, that of personal learning environments (PLEs). Unlike VLEs, these are created by the users themselves, providing rapid access to the resources they require to do what they do. From a pedagogic perspective, the importance of this is that PLEs provide a high level of personal control as opposed to institutional control, providing a good fit with the constructivist paradigm.  ‘Digital natives’, as Prensky (2001) calls them, are natural networkers, highly ‘connected’, social, collaborative, multi-taskers. They use information and communications technologies intuitively, even if they do not always understand the educational potential of all the applications they are familiar with (Trinder et al. (2008). The idea of connectivism (Drexler, 2008) ties in well with social constructivism, demonstrating how new generation learners use the power of our networked world to tap into remote sources of knowledge, including experts in various fields.  These learners work in a world without boundaries from a technological point of view. They are adept at finding, storing, managing and sharing information using new web-based applications. More importantly, they are involved in knowledge creation, using blogs, wikis and other on-line applications to mash and developing new ways of looking at and using information. These students bring fresh challenges for learning institutions across the educational spectrum, given their need for a fast moving, game oriented learning (Pensky, 2001) which traditional learning environments are hard pressed to provide.

The video below, created by Wendy Drexler, shows how today’s independent learners use technologies to find, organise and manipulate information in our information rich world, using their connections to develop powerful social networks to mediate their construction of knowledge.  It is these skills which are essential for all learners if they are to flourish as members of the knowledge economy.





Bellefeuille, G., Martin, R. & Buck, M. (2006)  From Pedagogy to Technagogy in Social Work Education: A Constructivist Approach to Instructional Design in an Online, Competency-Based Child Welfare Practice Course Child and Youth Forum, 34(5). 371-389.

Clements, D. & Battista, M. (1990) Constructivist learning and teaching. Arithmetic Teacher, 38(1). 34-35.

Downes, S. (2008) The Future of Online Learning: Ten Years On. Accessed 30/11/2008.

Drexler, W. (video) Access via Belshaw, D. (2008) Finally! A video that explains what I’m aiming for as a teacher. (accessed 29/11/2008)

Eckerdal, A., McCartney, R., Mostrom, J., Ratcliff, M., Sanders, K & Zander, C. (2006) Putting threshold concepts into context in computer science education (2006) Proceedings, ITiSE ’06, June 26-28, 2006, Bologna, Italy.

Farmer, J. (2008) Social constructivists and eLearning. Michael Feldstein’s e-Litrate blog. Accessed 29/11/2008.

Fernandez, L. (2008) Moodle and social constructionism: Looking for the individual in the community. Academic Commons. Accessed 29/11/2008.

Flood, J. (2002) Read all about it: Online learning facing 80% attrition rates. TOJDE 3(2)

Holley, D. and Oliver, M. (2009) Student engagement and blended learning. Portrait of risk. Computers and Education.  Accessed 3/12/2009.

Holley, D & Dobson, C.(2008) Encouraging student engagement in a blended learning environment: the use of contemporary learning spaces. Learning, Media and Technology, 33(2). 139-150.

Lowerison, G., Sclater, J., Schmidt, R. & Abrami, P. (2006)  Student perceived effectiveness of computer technology use in post-secondary classrooms. Computers and Education, 47. 465-489.

Martinez, M. (2003) High attrition rates in e-learning: Challenges, predictors and solutions. The e-learning development journal.

Mezirow, J. (1991)  Transformative dimensions of Adult Learning. San Francisco, CA: Jossey-Bass.

Pear, J. & Crone-Todd, E. (2001) A social constructivist approach to computer-mediated instruction.  A social constructivist approach to computer-mediated instruction. Computers and Education, 38(1-3).221-231.

Prensky, M (2001) Digital natives, Digital Immigrants. On the Horizon (MCB University Press, Vol. 9 No. 5, October 2001).

Pritchard, A. & Woollard, J. (2010) Psychology in the Classroom: Constructivism and Social Learning. David Fulton, Oxford.

Trinder, K., Guiller, J., Margaryan, A., Littlejohn, A. & Nicol, D. (2008) Learning from digital natives: bridging formal and informal learning. The Higher Education Academy.

Using distance learning to your networking advantage. The e-Learning Portal. Accessed 29/11/2008.

Valentine, D. (2002) Distance learning: Promises, problems, possibilities. Accessed 29/11/2008.

Zurita, G. & Nussbaum, M. (2004) A constructivist mobile learning environment supported by a wireless handheld network (2004 Journal of Computer Assisted Learning, 20. 235-243.

Useful books on Constructivism.

Fosnot, T.T. (1996) (Ed.) Constructivism: Theory, perspectives, and practice. Teachers College Press, New York, London.

Hiebert, J., Carpenter, T.P., Fennema, E., Fuson, K.C., Wearne, D., Murray, H., Olivier, A. & Human, P. (1996) Making Sense: Teaching and learning mathematics with understanding. Heinemann, Portsmouth NH.

Supplementary material.

Royal Navy uses Sony PSP for on-board training. The Telegraph, 27/11/2009

Belshaw, D (2006) The kind of school in which I want to work. Accessed 1/12/2008.

Brahm, Taiga (2008) PLE illustrations. Social Software and More blog. Accessed 3/12/2008.

de Freitas, S. (2008) Serious Virtual Worlds. A scoping study. Serious Games Institute, JISC.

Frielick, S. (2004) Beyond constructivism: An ecological approach to e-learning.

Koohang, A.,  Riley, L. &  Smith, T. (2009) E-Learning and Constructivism: From Theory to Application. Interdisciplinary Journal of E-Learning and Learning Objects, volume 5.


Useful books.

Pritchard, A. & Woollard, J. (2010) Psychology in the Classroom: Constructivism and Social Learning. David Fulton, Oxford.

Woollard, J. (2010) Psychology in the Classroom: Behaviourism. Dasvid Fulton, Oxford.


Foundations. Past, present and future

November 12, 2008 1 comment

It is interesting to reflect back on the developments in computing over the past thirty or so years at a time when the prevailing technologies seems to be taking another major turn, this time in the direction of  ‘real’ mobile computing and user friendly surface interfaces. This post provides a brief history of the development of computing, before considering the kinds of changes which look likely over the immediate future and the impact that these developments are likely to have on our both personal and educational practice.

Analysis of computer development identifies four main stages of development, being:

1) The first generation (1946-1958) The era of vacuum tubes. Examples are ENIAC, UNIVAC, EDVAC

2) The second generation (1959-1964) The era of the transistors.

3)  The third generation (1965-1970) Integrated Circuits-Miniaturizing the computer

4) The fourth generation (1971-today) The era of microprocessors.

Question: Are multicore processors a fifth stage, or a continuation of the fourth?

The past…..

computer_1954This picture appeared in a 1954 copy of Popular Mechanics. The original, dreamed up by scientists from the Rand Corporation, was forwarded as a ‘home computer’ for the year 2004. It would have a teletype interface and would use the Fortran as a language.

(Any idea why is has a steering wheel?)


Electronic Numerical Integrator and Computer (Eniac).

Designed and built to calculate artillery firing tables, ENIAC (1946) was able to solve a wide range of computing problems.

acorn_bbcb_system_s1Real personal computing came of age in the late 70’s and early 80’s.

My first computer – Acorn BBC model B. £399.00 (ouch!) I later added a “Torch” floppy disk unit, which had two 5.25 floppy disk drives and a Z80 co-processor which allowed the BBC to use CP/M software. Perfect Writer, Perfect Calc and a database came bundled with the Z80.
Although these features are not particularly impressive by today’s standards, they provided powerful new tools which helped people to work more quickly and efficiently. Wordprocessors and Spreadsheets were suddenly available to the man in the street.

This software was also available for the first IBM PCs which became  available at about the same time. The IBW was well built, heavy and expensive. Early models featured two 5.25 inch floppy drives. Hard drives were available at a later stage and were very expensive.

The first Apple.  Garage model.


In spite of this somewhat scruffy beginning, Apple Computer (now Apple) went on to become a a major consumer electronics manufacturer, successfully branching into the mobile music and mobile phone markets, where they lead the field for well designed and finished ‘cool’ gadgets.

Links to sites providing histories of computing.

Old Museum : History of computers, 1 : History of computers, 2 : Computer History Museum : Computer History Museum : A history of computers from About : Presentation by Michael A Hoyle.

An illustrated history of computers : PC World’s brief history of computers, as defined by TV ads : A history of Apple computers from About.  A working lego model of Charles Babbage’s analytical engine.

Laptops and Notebooks



The Apple IIc


The first laptop? | More on early laptops | GRiD Compass 100

Even at this stage, there was a demand for ‘portable’ computing. Early models like the Osborne (1981) and IBM (1984) were similar in design.



The IBM5155 (1984)


They were extremely heavy when compared with today’s models, with small monochrome screens which did not show up particularly well in the open.  True portablility was limited, given the need to plug into an electrical supply, limiting them as office to office machines.



Osborne 1, 1981




An Apple laptop from 2004



Wired Gallery – Classic computer manuals from Apple and IBM

First Spreadsheet – Visicalc… Or was it? Dan Bricklin’s Website : First Word Processor – Wordstar… Others… : Other software from

What some do with their old technology.

Moore’s Law

moore1There was a steady development of both hardware and software through the 1980s. 5.5 inch floppy discs were replaced by smaller 3.25 inch discs, which were more robust and held more data (1.44 mb). Hard drives became more affordable. The key to development depended largely on the development of better microprocessors.

The power of microprocessors has doubled every 18 months or so, as engineers found ways to pack more and more transistors onto chips. The first person to write about this trend was Moore – hence Moore’s Law.

Moore’s law has played a big part in the development of computer chips and processors. Recent articles have questioned whether the rate at which processors double their speed can continue. Others point the way to new technologies which will allow us to continue developing more and more powerful computers.

Moore’s Law – Wikipedia Moore’s Law – Intel Understanding Moore’s Law – Arts Technica Original issue of publication found – BBC News Moore’s Law – 40th birthday article (April 2005) Moore’s Law is dead, says Moore. New life for Moore’s Law says Steven Chou. CNet News Moore’s Law meets its match. IEEE Spectrum Beyond Moore’s Law – Technology Review. Superfast computing – BBC (2004)

Various Histories

IT Timeline : IT History : Internet History : Telephone History : Eniac museum online : About Eniac : Living Internet : About history of the internetHistory of computing hardware (wikipedia)

The essential trend in the development of computers has been the appearance of smaller, easier to use and more powerful machines at a steady rate. More powerful microprocessors have enabled software developers to design better software. Another important aspect is the rapid fall in ‘real’ price, with computers becoming more affordable – hence the ubiquitousness of the technology today.

While looking at the development of computing and the kinds of computers and software prevalent in the seventies and eighties, a number of commonalities emerge. These were personal computers, not only in name but in character too. They were used in an isolated fashion for a variety of tasks, at a time when the idea of a fully networked world was understood by very few.

The 90’s – Colour, multimedia and the world wide web.

images-1 Computers would begin to change in the early 1990s as the internet developed. The launch of multimedia computing would also change the way we understood and began to used computers, especially as educational tools. Resources like Microsoft Encarta providing a rich multimedia environment which revolutionised the way we explored information, allowing us to look at data in totally different ways. The development of the web launched the world into the Information Age.

Breaking News

tblTim Berners-Lee to head web research project.

The influence the internet has had on the way we socialise and live our lives is to become a focus of a new field of study under the leadership of the inventor of the world wide web, Tim Berners-Lee.

The joint research programme in web science is being launched by the University of Southampton and the Massachusetts Institute of Technology (MIT) in the US.

The new research area will look not only at computer science, but will also cover emerging research into social networks and how people behave while using the internet.

Prof Berners-Lee, a professor at both Southampton and MIT, who invented the world wide web’s basic software was knighted in 2004, said: “The web isn’t about what you can do with computers. It’s people, and , yes, they are connected by computers. But computer science, as a study of what happens in a computer, doesn’t tell you about what happens on the web.”  Education Guardian, 2/11/2006.

The future.

Jonathan Zittrain explains how the web works because  of random acts of kindness.

Tomorrows computers and issues…


Smaller computers, and powerful internet ready mobile phones. A Jan 08 report from ZDNet provides evidence that iPhones are used to a far greater extent for accessing the web than other internet ready phones. This suggests that we are heading in the right direction with respect to the development of easy-to-use interfaces. A growing number of applications for both the iPhone and the new iPod suggest that ‘usable’ hand-held computers are likely to be available sooner rather than later. The recent launch (October 08) of Google’s Android powered phone, updated iPhones,  new Blackberry’s and the new Palm Pre (Oct 09) have raised the stakes in this market.

Collaboration and The Cloud

Perhaps the most important change in recent times has been the way we use the internet. While we once simply looked up information (the read web) we now use it largely as a communication and collaborative tool (read-write web). Web2.0 is largely about talking and sharing, where we use the web as a platform for what we do. This contrasts to old style computing, where the software we used was purchased and installed on the computer itself. Efficient hand-held devices now allow us to interact with the web while we are on the move – in buses, trains and while sitting having coffee – enabling us to be more productive.

Other developments include user friendly surfaces, which provide new ways of buying and paying for things and of interfacing with one another and information. While these are still expensive, it it likely that they will become more affordable in the future.  Microsoft’s surfaces is demonstrated here.

Other new developments.

Apps on a stick from Wired ‘How To’ wiki.

Wearable computers Business Week | Wikipedia


Sony reader

Sony reader


Electronic paper – the killer technology of tomorrow?

Cloud computing. The future is online.
ZDNet on cloud computing
BBC News… video

Worrying issues…

Government interference and spying: Zimbabwe , South Africa and the UK.
Privacy issues and ISP spying. The BT / Phorm issue. More on Phorm from New Scientist.



  • Continued shrinkage
  • merging technologies ||  more
  • More Web2 applications
  • Changing practice, changing applications
  • blogs, wikis, social networking, personal learning environments, collaboration, multitasking, typing not writing, voice recognition
  • wearable computers
  • Better understanding of today’s learners**, more provision and effective use in schools.
  • More user-friendly touch sensitive devices
  • Powerful technologies, potential for abuse by powerful organisations.
  • The end of a free Internet?

** See
1. Oblinger, D. (2003) Boomers, Gen-Xers & Millennials. Understanding the New Students.
2. Frand, J.L. (2000) The Information-Age Mindset. Changes in Students and Implications for Higher Education.
3. Marc Prensky’s website.

Connectivism. How digital natives use technology to develop their own learning

Articles for summary and discussion

Ball, P. (2006) 2020 Computing: Champing at the bits.

Butler, D. (2006) 2020 Computing: Everything, everywhere.

Dempsey, J. (2007) The Internet at Risk. The Need for Higher Education Advocacy. Educause, Nov/Dec.

Hawkins, B.L. (2007) Winds of Change. Charting the Course for IT in the Twenty-First Century. Educause, Nov/Dec.

Ruttimann, J. (2006) 2020 Computing: Milestones in Scientific Computing

St George, A. (2007) Imaging Tomorrow’s Future Today. Educause, Nov/Dec.

Science Daily (30/3/2008) Future of Computing: Carbon Nanotubes and Superconductors to replace the Silicone Chip.

Inventor Ray Kurzweil talks about the future of technology.

Recommended readings on the Top Ten IT issues from Educause.

See these pics from The Guardian. More here.

Some interesting videos



Click to see iPhone feature


Augmented reality.


Augmented Reality and social networking. Some thoughts from web innovator Matthew Buckland.

Situated Audio Platform (SAP) – an Augmented Reality game.

Questions are being asked about the future of the web. Can we assume that the free access to resources and social networking we enjoy will continue?  Or will the web ultimately be commodified? The end of the internet?

What path will we take with respect to using the web as a tool for learning? The future of institutions. Some thoughts by Graham Attwell of Pontydysgu.

Resonant Energy Transfer – WiTricity – will be a useful invention when it is fully developed.