The document summarizes key events in the development of digital literacy and technology-enabled learning over time. It notes that in 2010, 33 miners were trapped 700 meters underground in Chile for 70 days before being rescued. It then discusses the evolution of technologies for teaching/learning from early machines like Skinner's teaching machine in the 1950s to more modern notions of literacy and how people learn today across formal and informal contexts with new technologies and online resources.

1. Sn.
José.
Chile.
5th
August,
2010.
33
miners.
70
days.
700
meters
Below
Ground.

2. stateme
nts
“We
drive
into
the
future
using
only
our
rear
view
mirror.”
Marshall
McLuhan

3. Statement
#1
imposing
technologies
in
a
fairly
inflexible
way

4. hFp://www.cogniJvetechnologies.net/90-­‐years-­‐since-­‐pressey/
Have
we
focused
too
much
on
the
technology
(since
Skinner)?
Skinner
and
teaching
m
achine
Frederic
Skinner,
Harvard
University
List
of
quesJons.
Mechanism
to
respond.
1958

5. 1995
Unreliable,
boring,
more
technology
to
do
the
same.
MemorizaJon.
Mechanical
Task.
Limited
in
Jme/space.
future>

6. 1920/2010
post
modern
schools
hFp://www.guardian.co.uk/government-­‐compuJng-­‐network/2011/apr/21/intellect-­‐crJcises-­‐ict-­‐curriculum-­‐schools

7. Statement
#2
tradiJonal
literacy
+
21st
century
literacies
illiterate
educaEonal
insEtuEons
1950
Literacy:
number
of
people
(+15)
who
can
read
and
write

8. Internet
blocked
in
schools
"shut
down
"

9. World
(tradiJonal)
illiteracy
MaFhew
White
(1997)

10. World
(tradiJonal)
illiteracy
United
NaJons
Millennium
Development
Goals
Increase
adult
literacy
by
50%
2015
Increase
3
Jmes
Afghanistan/Niger

11. World
Illiteracy
Rate
1970
–
2000
(prognosis
for
2005
–
2015),
age
15
years
and
over.
Source
UNESCO
InsJtute
for
StaJsJcs
(UIS).

12. Global
ICT
developments,
2000-­‐2010*
100
90
Mobile
cellular
telephone
80
subscripJons
Internet
users
70
Per
100
inhabitants
60
50
40
30
20
10
0
*EsJmates
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010*
Source:
ITU
World
TelecommunicaJon
/ICT
Indicators
database

13. hFp://www.ragtag.info/2011/feb/2/history-­‐world-­‐100-­‐seconds/
Access
only
2
every
7
telegeography.com
One
(random)
day
in
Wikipedia…
Digital
divide
>
connecJvity
424,000
arJcles
+ 14,200
geo-­‐tagged
events.
[by
Gareth
Lloyd
and
Tom
MarJn.]
Graham,
M.,
Hale,
S.
A.
and
Stephens,
M.
(2011)
Geographies
of
the
World’s
Knowledge.
London,
Convoco!
EdiJon.
Oxford
Internet
InsJtute.
More
ArJcles
of
AntarcJca
than
any
other
84%
arJcles
from
EU
and
US
country
in
South
America
or
Africa

14. 3
basic
literacies
Content
creaJon
Sharing
of
knowledge
TranslaJon/
integraJon
Literacy:
capacity
to
apply
knowledge
and
skills
in
key
areas
to
analyse,
communicate
effecJvely,
solve
problems
in
different
situaJons
(OCDE,
2004).

15. //www.flickr.com/photos/passes/
641095/sizes/o/in/photostream/
less
Copyright
and
Basic
onnect
/
AggregaJon
1
Create/
C
literacy
# more
right
to
copy

16. repliers
>
connectors
in.reuters.com
Basic
(meaning-­‐format),
T#
2
ContextualizaJon,
TranslaJon
Literacy
ransformaJon,

17. Basic
literacy
#3
Knowledge
distribuJon,
low
cost,
decentralizaJon
hFp://mindshit.kqed.org/2011/05/10-­‐open-­‐educaJon-­‐resources-­‐you-­‐
may-­‐not-­‐know-­‐about-­‐but-­‐should/

18. Statement
#3
technical
innovaJon
content
container
social
innovaJon
context

19. CommiFee
for
Democracy
in
InformaJon
Technology
(1995,
Santa
Marta
-­‐slum-­‐,
Rio
de
Janeiro,
Brazil)
Using
Internet
to
aFack
young
people
at
risk
slum
children,
indigenous,
former
prisoners,
physically
&
mentally
disables.
Regional
offices
in
20
Brazilian
States,
+
Colombia,
Uruguay,
Chile,
Mexico,
Guatemala,
Honduras,
Japan,
Angola,
South
Africa
&
ArgenJna
(5000
café
–
850
community
centers)

20. To
build
new
bridges
between
different
kinds
of
learning
Project:
To
develop
an
IT
project
relevant
for
the
community
{
1
}

21. Experimental
communiJes>
trial/error
+
combine
disciplines
+
Problem
based
learning
[real
world]
ICT
outside
of
the
classroom
{
2
}

22. Peer
based
learning
micro-­‐transference
(exchange
of
experiences)
–
(different
ages,
uses
context)
“doesn´t
ma0er
if
kids
don´t
have
a
great
IT
teacher”
(Sugata
Mitra)
{
3
}

23. Lifelong
learning
>
DIY
(Jme/spaces)
‘we
need
to
engineer
new
technologies
to
help
them
HOW
to
learn,
not
WHAT
to
learn’
(Moravec)
70/20/10
90%
of
what
we
learn
come
informally
70%
work/experience.
Princeton´s
center
for
crea<ve
leadership
20%
interacJon
with
others.
10%
formal
learning.
{
4
}

24. internet
access
as
a
universal
human
right
16th
of
May,
2011

25. John
Moravec,
phd
Docente
Estudios
de
Innovación
Posgrado
de
Estudios
Liberales,
Universidad
de
Minnesota.
Cristóbal
Cobo
Romaní,
phd
Oxford
Internet
InsJtute
University
of
Oxford
www.aprendizajeinvisible.com