https://www.facebook.com/groups/125513674232534/permalink/876176262499601/?comment_id=896655787118315&reply_comment_id=896774490439778
M Ichael Josefowicz Dmitry Sokolov Now that is a really interesting idea.
The research approach could be used by secondary school students as well as college students or post grads. I think that will require some major modifications of the GUI. Luckily changing a GUI is relatively easy if the content is in a database.
If I were using it in a high school situation, I would post the "readings" in the three column format. Then have an easy way for students to add readings they've discovered into the same format. The highlighting and commenting of different students would be pulled together by the student or team of students working on one question. I can easily see a social studies or history class exploring the issue of GITMO that Thor Mann raised in the subthread.
https://www.facebook.com/groups/125513674232534/permalink/876176262499601/?comment_id=895655497218344
M Ichael Josefowicz Dmitry Sokolov In regards to the world brain 2 project the selection of the right article is embedded in a project. LIM is the place where various intents overlap to get to a new understanding.
If development moved in that direction, it would be great service and could turn out to be a big deal. I can easily seen version 3.0 being used in teaching. Ask a question of the class? Let them search wherever they search, including LIM. When they find something worth discussion create a page similar to World Brain 2 page. Have a focused conversation based on atoms of the words.
It is probably worth clarifying that when I say project, I consider academic research in the service of writing a paper, a project. I don't know about other applications, but LiM seems it could be a killer app for that.
Dmitry Sokolov M Ichael, potential applications are being collected here:
http://confocal-manawatu.pbworks.com/.../IVAN%20Potential...
Please note IVAN for Education and PBIIMS Proposal (Performance-Based Integrated Innovation Management). Theoretically, students can be involved in the actual research from any grade of High School, in the way similar to our work on in World Brain 2 page. It should not be difficult to distribute topics / ask to select topics of students' interest, collect information and analyse, write a paper, develop a technology, submit invention and finding papers and delivery presentations, i.e., integration of the full knowledge cycle learning - research/development - implementation - verification - development of new learning tasks based on achieved understanding.
World Brain 2
In H. G. Wells view the World Encyclopaedia would be created by the “systematic collaborative effort”1 of a multidisciplinary worldwide group of scholars, scientists and intellectuals, who would be continuously communicating with a well-informed public feeling as if they were “really participating” in what Alan Mayne describes as networks of policy and decision makers, professinal advisers, generalists and holistic thinkers. He expected the new organ to develop a directorate and staff of “specialised editors and summarists” who would synthesise and abstract the content of existing sources, and that many of the professional activities within education would be replaced “by a new set of activities, the encyclopaedic work, the watching brief” aimed at broadening and enlightening both popular and specialist minds. Wells thought education would be transformed in such a way as to bring back the “original university idea” of masters surrounded by freely formed groups of student helpers, {see PBIIMS Proposal and IVAN Dimensions - DVS} although he warned against a “professor-ridden world” as being as dangerous as a “theologian-ridden world”. After finishing formal education, Wells wanted people to spend their lives in the process of self-managed learning, the results of which would be “distributed through the general information channels of the world”.
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