CONTACTS 
0201 - Intel Corporation                                                                                                                                                  O-00000704 0201
020101 - Mr. Morris E. Jones;

SUBJECTS
SDS Needs to be Taught in School, Morris Jones
Curriculum KM Com Metrics Formal Academic Training

0504 -
0504 -    ..
0505 - Summary/Objective
0506 -
050601 - Follow up
050602 -
050603 -
050604 -
050605 -
050606 -
050607 -
050608 -
050609 -
050611 -  ..
0507 -
0508 -
0509 - Discussion
0510 -
051001 - Asked Morris about the problem of failed network connection between
051002 - c14 and the original CPU, designated as c15, reported in the record on
051003 - 050204, ref SDS 12 NU9N, but which actually developed just yesterday or
051004 - the day before.  Morris asked several questions to clarify the scope
051005 - of the problem, and then noted that the problem is with c15, rather
051006 - than c14.  After the call, the problem was solved by focusing on c15,
051007 - as Morris suggested. ref SDS 12 OH9J
051008 -
051009 -
051011 -  ..
051012 - Intelligence Augmented by Technology for Continual Learning
051013 - Education Learning New Way of Working by Augmenting Intelligence
051014 -
051015 - We discussed applying SDS for a new way of thinking and learning,
051016 - based on Morris' analysis reported on 911123. ref SDS 1 0477  More
051017 - recently experience as professor of engineering in the graduate
051018 - program at San Jose State college, where he also consults with the
051019 - Dean on planning and policy, has brought further awareness about
051020 - opportunities to improve teaching and learning.
051022 -  ..
051023 - People have long sought ways to improve learning.  Formal education
051024 - presents an important path toward this goal.  Morris noted colleges
051025 - are deluged with schemes and claims for improvement that make
051026 - curriculum planners wary of false promises.
051028 -  ..
051029 - We reviewed our discussion on 950204 that showed SDS syntheses  the
051030 - separate literacy tasks of reading and writing into an integrated
051031 - practice of analysis. ref SDS 3 C257, also called "report," in POIMS.
051032 - ref OF 5 2300  Morris explained today that in the field of education
051033 - analysis from reading and writing is related to practice, commonly
051034 - called "study" that enables learning.
051036 -  ..
051037 - Morris explained common study practices for reading with writing use
051038 - tools to highlight content in particular pages, adding handwritten
051039 - comments in the margins, and using color coded tabs with handwritten
051040 - descriptions fixed to various pages (postits) in order to find
051041 - important information quickly.  He noted that students vary a good
051042 - deal in applying study practices, and that testing, by and large is
051043 - based primarily on memory, rather than the ability to define a problem
051044 - and then find the resources required to solve it.
051046 -  ..
051047 - Recently, on 050112 Henry van Eyken, a retired teacher, presented
051048 - plans for an online civic journal that would advance Doug Engelbart's
051049 - vision for an ABC concept. ref SDS 11 4R5L  This was reviewed
051050 - previously on 991222 showing Engelbart's call for a new way of
051051 - thinking and working, based on continual learning. ref SDS 8 C742
051052 -
051053 -    A.  Activity is performing work on the job to earn a living like a
051054 -        teacher, gardener, doctor, lawyer, engineer, carpenter,
051055 -        chemist, actor, manager. etc
051057 -         ..
051058 -    B.  Activity is learning to perform and improve "A" activity with
051059 -        formal education, including training symposia and seminars,
051060 -        reading professional literature, and advanced degrees, like
051061 -        Morris teaches in the graduate program at San Jose State.
051063 -         ..
051064 -    C.  Activity improves "B" activity, based on a continual learning
051065 -        model to augment intelligence, see again review on 991222.
051066 -        ref SDS 8 N65J  C activity is the foundation of civilization by
051067 -        enabling all other forms of knowledge work.
051069 -  ..
051070 - How can learning skills (C activity) be improved?  When we go to
051071 - engineering class, attend a seminar, read a book, or experience events
051072 - on the job, can anything be done to improve learning from all diverse
051073 - experiences in order to yield better results in A activity that saves
051074 - lives, time, and money?  The Tofflers proposed more attention on
051075 - thinking and learning (C activity) as the best hope for advance in the
051076 - 21st century, reviewed on 950911. ref SDS 4 2222  How, though, can
051077 - this be accomplished?  What is the role for technology and what do
051078 - educators do differently that improves ability to learn and grow the
051079 - knowledge to innovate and get things done correctly, on time, and
051080 - within budget?
051082 -  ..
051083 - The current model for civilization begins by teaching basic learning
051084 - skills that augment intelligence.  Children first learn alphabet
051085 - technology to render and manipulate symbols through writing and
051086 - mathematics that construct ideas external to the mind.  Literacy to
051087 - construct external mental renderings in documents can then be shaped,
051088 - crafted, improved, communicated, and, also, saved for later use,
051089 - called the conservation of knowledge. (see POIMS, ref OF 3 ER3G
051090 - Communication leverages personal knowledge for taking complimentary
051091 - action, called teamwork, collaboration, and community.  Doug Lenate
051092 - calls people with skills to use the alphabet "superhuman," compared to
051093 - achievement without literacy skills, reported on 010622. ref SDS 9
051094 - N668
051096 -  ..
051097 - Skills that make people "superhuman" are taught in formal education
051098 - grades 1 - 6; as literacy grows, basic skills are applied to learn
051099 - skills for good citizenship (a universal A activity) by teaching
051100 - geography, history and civics beginning about grade 5, with some
051101 - professional and vocational training in grades 9 - 12, where students
051102 - can elect to learn chemistry, biology, wood shop, auto mechanics, etc.
051103 - Learning skills (C activity) are applied further in college to acquire
051104 - professional skills in science, medicine, law, technology,
051105 - agriculture, engineering, government, journalism, etc.
051107 -  ..
051108 - Morris noted that basic learning skills for literacy are taught
051109 - continually throughout all phases of formal education.  He related
051110 - correcting grammar and spelling in student class work at the graduate
051111 - level.
051113 -  ..
051114 - POIMS describes SDS support for flexible structure and extended
051115 - grammar using eight (8) steps that integrate time and context to
051116 - directly improve thinking and learning, i.e., C activity. ref OF 6
051117 - 685K  The flexible structure of SDS provides a significant advance on
051118 - traditional alphabet technology for expanding construction and
051119 - conservation of knowledge, ref OF 6 7H5N, by expanding the linear
051120 - model of alphabet technology into a powerful multi-dimensional
051121 - "Knowledge Space). (see NWO, ref OF 12 PX6J)
051123 -  ..
051124 - Teaching students to write notes in SDS, like this record, and then to
051125 - "connect the dots" between what is said during a lecture and what is
051126 - read in assigned text, and further to what is encountered from all
051127 - other sources yields a more robust learning practice that fulfulls
051128 - promises for "continual learning" called out by Engelbart, the
051129 - Tofflers, Senge at MIT and others.
051131 -  ..
051132 - We considered where to introduce learning SDS for intelligence support
051133 - into curriculum?
051135 -  ..
051136 - Morris related experience developing curriculum that shows when a new
051137 - concept is added, something else must be removed, due to time
051138 - constraints.  This presents a dilemma to educators preparing lesson
051139 - plans.  If SDS improves basic learning skills, then investing time to
051140 - teach SDS will necessarily increase the ability of students to learn
051141 - more concepts, and therefore expands opportunities for adding concepts
051142 - to the lesson plan.  This is the power of Doug's concept of C acvitity
051143 - in the ABC 3-layer architecture of learning, working, and living a
051144 - rich, full life, and thus, gives meaning to the popular concept that
051145 - "knowledge is power." (see POIMS, ref OF 4 0793)
051147 -  ..
051148 - Morris feels that educators and psychologists on college faculty would
051149 - be interested in SDS for improving education in relation to increasing
051150 - the ability to learn by applying technology to cognitive science,
051151 - recommended by Peter Drucker in his article published by the Atlantic
051152 - Monthly, reviewed on 991025. ref SDS 7 8925
051154 -  ..
051155 - Morris explained the challenge college professors encounter helping
051156 - even graduate students write a complete sentence, and a coherent
051157 - paragraph.  He feels that writing skills to apply SDS would likely tax
051158 - most students.  Morris mentioned in a letter on 990515 that engineers
051159 - don't like anlaysis, they just want to do technology. ref SDS 6 0966
051160 - Engineers, managers, and executives, alike, can all benefit from
051161 - learning skills for "listening" using SDS methodology of "thinking
051162 - through writing," set out in POIMS. ref OF 7 3742  Adding SDS to the
051163 - curriculum positions teachers to provide guidance on working
051164 - "intelligently, in student work product along with correcting grammer
051165 - and spelling, noted by Morris today. ref SDS 0 8L8J
051167 -  ..
051168 - Morris feels educators and psychologists will object to describing the
051169 - benefits of SDS as augmenting "intelligence."  He asked if IQ scores
051170 - will rise when students use SDS?
051172 -  ..
051173 - POIMS defines "intelligence" support for organization, analysis,
051174 - alignment, summary and feedback. ref OF 3 0367
051176 -  ..
051177 - Benefits will not be measured based on traditional IQ tests, because
051178 - that would do no more than test whether two groups digging a ditch can
051179 - use a pick and shovel any better after learning to operate a backhoe.
051180 - Testing has to assess one group using the tool relative to not using
051181 - the tool.
051183 -  ..
051184 - On 951012 a meeting at the University of Santa Clara with a psychology
051185 - professor considered plans for a pilot test introducing SDS at the
051186 - high school level. ref SDS 5 0001
051188 -  ..
051189 - Morris explained that psychologists might consider a trial of SDS
051190 - based on theory and history of minimal users, but noted that educators
051191 - base decisions on data.  He asked how a trial could be formulated at
051192 - the high school level, and noted that merely selecting the brightest
051193 - students would not yield impressive results, because they are already
051194 - getting good grades.
051196 -  ..
051197 - Preliminary protocol planning was done on 951012. ref SDS 5 UV5T
051199 -  ..
051200 - Target students would be selected from perhaps c and b students, or
051201 - even students getting d's, but who are considered "underachievers." Two
051202 - groups would be formed to see if a greater percentage of those who
051203 - learn and use SDS could raise their grades and test scores to the A
051204 - level, or otherwise demonstrate measurable results above the test
051205 - group that did not use SDS.
051207 -  ..
051208 - Initial sampling would be small, and if this is successful, then the
051209 - test group would be expanded.
051211 -  ..
051212 - Students would be followed through college and their career to map
051213 - impact of a "new way of working," again, as Morris described on
051214 - 911123. ref SDS 1 0477
051216 -  ..
051217 - Morris feels this is an intriguing proposal.
051219 -  ..
051220 - He feels funding is a challenge.  College professors entertain many
051221 - proposals with polite interest, until they determine whether there is
051222 - funding, and if not everybody loses interest.
051224 -  ..
051225 - Morris recalled that Gelernter's work at Yale on Lifestreams, reviewed
051226 - 031215, ref SDS 10 1J41, was funded by NASA to solve problems revealed
051227 - by loss of the Challenger in 1986.  He also mentioned that funding
051228 - went to MIT at that time.  We reviewed the report at Cal Tech on
051229 - 921021 that NASA made changes to improve communication, but these
051230 - proved inadequate over time. ref SDS 2 4499
051232 -  ..
051233 - Gelernter offered a solution with strong support for time management,
051234 - also, reviewed on 031215. ref SDS 10 NS7G
051236 -  ..
051237 - A similar grant for SDS that integrates time and context management
051238 - would require a principle investigator in the education community,
051239 - and/or professional research.
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