Preface | p. xiii |
Foreword | p. xvii |
Approach | |
The Most Important Idea | p. 1 |
Ideas in Common | p. 8 |
Ideas Are Open | p. 12 |
Attitude | |
Attitude of Avoidance | p. 19 |
Call a Kid to Fix It | p. 20 |
I Don't Understand the Internet | p. 22 |
The Internet Is a Big Encyclopedia | p. 24 |
Why Only Open Content Will Endure | p. 29 |
Children Need Cultural Comfort | p. 31 |
Is There a Conspiracy? | p. 35 |
The Education Establishment Ogre | p. 37 |
Knowing the Bad Stuff | p. 38 |
The Education Establishment Attitudes toward the Internet | p. 42 |
Attitude: Wire the Schools | p. 45 |
Attitude: Technology Cannot Replace Human Teachers | p. 46 |
Attitude: Books Are Better | p. 49 |
Attitude: Ignore the Internet | p. 55 |
Attitude: Reposition Present Education Techniques Online | p. 57 |
Attitude: Control Internet Access to Protect Children | p. 60 |
Attitude: Educators Must Choose What Students Use | p. 65 |
Attitude: Education Must Retrieve Control of Open Content | p. 67 |
Attitude: The Education Industry Creates Superior Content | p. 70 |
Attitude: Curriculum Standards Rule | p. 73 |
Attitude: Wire the Schools, Not the Kids | p. 75 |
The Response of the American Public | p. 77 |
The Kids' Attitude | p. 79 |
The College Level Clearer Course | p. 81 |
The Extra-Education Little-Noticed Morph | p. 83 |
Distant Learning Is Many Things | p. 85 |
Responses of Various Countries | p. 88 |
The Accurate Attitude about Technology | p. 90 |
Can Pedagogy Be What It Teaches? | p. 97 |
The "It's Only Access" Mental Block | p. 103 |
Access | |
The Great Content Cascade onto the Internet | p. 105 |
The Author's Vantage Point | p. 106 |
Hewlett Foundation Initiative | p. 110 |
Technology Was the First Necessary Step for Access | p. 111 |
What Knowledge Is | p. 112 |
Knowledge Moved | p. 114 |
Why Knowledge Accessed in the Virtual Knowledge Ecology Is Superior | p. 116 |
Open Content Only Is Accessed from the Virtual Knowledge Ecology | p. 118 |
Why Open Content Is a Bargain | p. 120 |
Literacy and Language | p. 123 |
The Container Is Not the Content | p. 127 |
Direct, Individual Access | p. 128 |
Search Engines as Access | p. 130 |
Repositioned Old Kinds of Access | p. 133 |
Open Content for Learning That Is Not Part of the Virtual Knowledge Ecology | p. 134 |
Content That Cascades Into the Virtual Knowledge Ecology Becomes Global | p. 134 |
Content for Small Children and Other Learner Levels | p. 138 |
Definition and History of the Virtual Learning Cascade | p. 141 |
Eyewitness Account of the Subject Cascade | p. 142 |
Eyewitness Account of the Cascade Sources | p. 167 |
How Open Content Is Paid For | p. 181 |
The Movement Toward a New Ecology of Learning | p. 182 |
The Increasing Level of Detail | p. 185 |
Ubiquitous Wireless Computing | p. 188 |
Aggregation | |
It Takes a Network for Knowledge to Emerge | p. 191 |
Early Glimpses of the Virtual Knowledge Ecology | p. 192 |
Cyberspace Cognitive Explosion | p. 194 |
Why It Takes Chaos and Complexity | p. 197 |
The Cambrian Explosion | p. 198 |
Highway to Network to Ecology | p. 204 |
The Center of Everything | p. 206 |
Seeing Wholes | p. 211 |
Opening the Universe of Human Learning | p. 213 |
Open Content Only | p. 215 |
Complexity and the Emergence of Meaning | p. 217 |
Minimalization | p. 219 |
Networks | p. 220 |
Small-World Networks | p. 222 |
Dynamic Networks | p. 226 |
The 80-20 Rule | p. 229 |
The Network Effect | p. 231 |
Open Content Vets Spontaneously | p. 236 |
The Darwinian Effect | p. 240 |
Virtual Content Creatures | p. 241 |
Why Aggregated Virtual Knowledge Is Superior | p. 243 |
How to Find Something on the Internet | p. 245 |
The Grand Idea | p. 246 |
Adapting | |
Making Learning Suit the New Knowledge Location | p. 251 |
The Knowledge Itself Is Not Isolated but Connected | p. 251 |
The Education to Expect | p. 255 |
The Adaptation of Technology | p. 257 |
The Adaptation of Content | p. 258 |
The Adaptation across Cultures | p. 261 |
Letting Kids Really Learn Something | p. 263 |
How Kids Adapt to the Virtual Knowledge Ecology | p. 265 |
The Gift of the Virtual Knowledge Ecology to Teaching | p. 266 |
How the Education Establishment Could Adapt | p. 269 |
Action | |
Embrace the Main Idea | p. 275 |
Don't Try to Fix the Schools | p. 275 |
Get the Virtual Knowledge Ecology to the Kids | p. 277 |
Use Cell Phone Screens Now | p. 278 |
Give Each Child of Yours WI-FI | p. 279 |
Get Laptops to School Students | p. 281 |
Develop Devices for Ubiquitous Mobile Computing | p. 281 |
Give Other People's Kids WI-FI | p. 283 |
Paint the Planet with Access | p. 284 |
Transmit a Lily Pad | p. 285 |
Press Forward on Language Tools | p. 286 |
Take Open Content into the Future | p. 287 |
Accept Obsolescence | p. 288 |
Think Share Not Copyright | p. 289 |
Make Open Content and They Will Come | p. 291 |
Open Your Own Content | p. 292 |
Sprout Language Lily Pads | p. 294 |
Rethink Assessment | p. 294 |
Be a Pixel Pedagogue | p. 295 |
The Cyberschool Cascade | p. 299 |
URLs for Web Pages Mentioned in the Ideas | p. 311 |
Index | p. 327 |
About the Author | p. 331 |
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