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	<title>Portable Learner&#187; Linking Thinking</title>
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	<link>http://portablelearner.com</link>
	<description>A website by Shanta Rohse on learning, technology and design</description>
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		<title>Personal data tracking</title>
		<link>http://portablelearner.com/linking-thinking/personal-data-tracking/</link>
		<comments>http://portablelearner.com/linking-thinking/personal-data-tracking/#comments</comments>
		<pubDate>Fri, 30 Apr 2010 10:22:12 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[reconceptualizing understandings]]></category>

		<guid isPermaLink="false">http://portablelearner.com/linking-thinking/personal-data-tracking/</guid>
		<description><![CDATA[Personal data trackingMillions of us track ourselves all the time. We record our weight. We count calories. We balance our checkbooks. But as electronic senors have gotten smaller and better and as social media has made it normal to share everything, the process of self-tracking is becoming more alluring and more meaningful: pedometers at our feet, breathalyzers [...]]]></description>
			<content:encoded><![CDATA[Personal data tracking<p>Millions of us track ourselves all the time. We record our weight. We count calories. We balance our checkbooks. But as electronic senors have gotten smaller and better and as social media has made it normal to share everything, the process of self-tracking is becoming more alluring and more meaningful: pedometers at our feet, breathalyzers in our lungs, and glucose monitors in our veins. This isn’t the traditional, therapeutic notion of personal development, <a href="http://www.nytimes.com/2010/05/02/magazine/02self-measurement-t.html?pagewanted=all" title="The Data-Driven Life">says</a> Gary Wolf, but rather the self of our most trivial thoughts and actions that would go unnoticed without technical help. “Their validity may be narrow, but it is beautifully relevant.” It all seemed a little too trivial to me, until Wolf tells the story of Bo Adler who suffers from sleep apnea and resisted the standard course of treatment because he did not want to be treated as a standard case until there was evidence that he was a standard case. After all, are any of us really <em>standard cases</em>:</p>
<blockquote cite="http://www.nytimes.com/2010/05/02/magazine/02self-measurement-t.html?pagewanted=all" title="Gary Wolf"><p>Adler’s idea that we can — and should — defend ourselves against the imposed generalities of official knowledge is typical of pioneering self-trackers, and it shows how closely the dream of a quantified self resembles therapeutic ideas of self-actualization, even as its methods are startlingly different. Trackers focused on their health want to ensure that their medical practitioners don’t miss the particulars of their condition; trackers who record their mental states are often trying to find their own way to personal fulfillment amid the seductions of marketing and the errors of common opinion; fitness trackers are trying to tune their training regimes to their own body types and competitive goals, but they are also looking to understand their strengths and weaknesses, to uncover potential they didn’t know they had. Self-tracking, in this way, is not really a tool of optimization but of discovery, and if tracking regimes that we would once have thought bizarre are becoming normal, one of the most interesting effects may be to make us re-evaluate what “normal” means. </p></blockquote>
<p><a href="http://portablelearner.com/linking-thinking/personal-data-tracking/" rel="bookmark">Personal data tracking</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on April 30th, 2010</p>
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		<title>Textual productivity</title>
		<link>http://portablelearner.com/linking-thinking/textual-productivity/</link>
		<comments>http://portablelearner.com/linking-thinking/textual-productivity/#comments</comments>
		<pubDate>Mon, 26 Apr 2010 15:36:29 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[networking]]></category>

		<guid isPermaLink="false">http://portablelearner.com/linking-thinking/textual-productivity/</guid>
		<description><![CDATA[Textual productivityThe thesis of Steven Johnson’s lecture, The Glass Box And The Commonplace Book is that a single piece of information that is designed to flow through an entire ecosystem of news will create more value than a piece of information sealed up in a glass box. He calls this the “textual productivity” of the ecosystem, [...]]]></description>
			<content:encoded><![CDATA[Textual productivity<p>The thesis of Steven Johnson’s lecture, <cite><a href="http://www.stevenberlinjohnson.com/2010/04/the-glass-box-and-the-commonplace-book.html" title="The Glass Box And The Commonplace Book">The Glass Box And The Commonplace Book</a></cite> is that a single piece of information that is designed to flow through an entire ecosystem of news will create more value than a piece of information sealed up in a glass box. He calls this the “textual productivity” of the ecosystem, and it may be the single most important fact about the Web’s growth in the last fifteen years:</p>
<blockquote cite="http://www.stevenberlinjohnson.com/2010/04/the-glass-box-and-the-commonplace-book.html" title="Steven Berlin Johnson"><p>Think about it this way: let’s say it’s 1995, and you are cultivating a page of “hot links” to interesting discoveries on the Web. You find an article about a Columbia journalism lecture and you link to it on your page. The information value you have created is useful exclusively to two groups: people interested in journalism who happen to visit your page, and the people maintaining the Columbia page, who benefit from the increased traffic. Fast forward to 2010, and you check-in at Foursquare for this lecture tonight, and tweet a link to a description of the talk. What happens to that information? For starters, it goes out to friends of yours, and into your twitter feed, and into Google’s index. The geo-data embedded in the link alerts local businesses who can offer your promotions through foursquare; the link to the talk helps Google build its index of the web, which then attracts advertisers interested in your location or the topic of journalism itself. Because that tiny little snippet of information is free to make new connections, by checking in here you are helping your friends figure out what to do tonight; you’re helping the Journalism school in promoting this venue; you’re helping the bar across Broadway attract more customers, you’re helping Google organize the web; you’re helping people searching google for information about journalism; you’re helping journalism schools advertising on Google to attract new students. Not bad for 140 characters. </p></blockquote>
<p><a href="http://portablelearner.com/linking-thinking/textual-productivity/" rel="bookmark">Textual productivity</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on April 26th, 2010</p>
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		<title>The Rules of Big Ideas</title>
		<link>http://portablelearner.com/linking-thinking/the-rules-of-big-ideas/</link>
		<comments>http://portablelearner.com/linking-thinking/the-rules-of-big-ideas/#comments</comments>
		<pubDate>Mon, 26 Apr 2010 11:04:15 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[evaluating the quality of digital resources]]></category>

		<guid isPermaLink="false">http://portablelearner.com/linking-thinking/the-rules-of-big-ideas/</guid>
		<description><![CDATA[The Rules of Big IdeasRule One: tell stories and think by analogy. Rule Two: make the point catchy, but make it ambiguous. Rule Three: simplify and exaggerate. And the Fourth and Final Rule of Big Ideas: play on our natural identification with the underdog by casting the anecdotes and your overarching theme in a rebellious and revolutionary light. Tom [...]]]></description>
			<content:encoded><![CDATA[The Rules of Big Ideas<p>Rule One: <em>tell stories and think by analogy</em>. Rule Two: <em>make the point catchy, but make it ambiguous</em>. Rule Three: <em>simplify and exaggerate</em>. And the Fourth and Final Rule of Big Ideas:  <em>play on our natural identification with the underdog by casting the anecdotes and your overarching theme in a rebellious and revolutionary light</em>. Tom Slee <a href="http://whimsley.typepad.com/whimsley/2010/04/wikibollocks-the-shirky-rules.html" title="Wikibollocks: The Shirky Rules">skewers</a> Clay Shirky’s popular essay, <cite><a href="http://www.shirky.com/weblog/2010/04/the-collapse-of-complex-business-models/" title="Collapse of Complex Business Models">Collapse of Complex Business Models</a></cite>, and, more generally, all big <a href="http://portablelearner.com/book-notes/gladwell-secrets-success/" title="Gladwell’s Secrets of Success">Gladwellian think-pieces</a> which rely on anecdote, analogy, manipulation, exaggeration.</p>
<p><a href="http://portablelearner.com/linking-thinking/the-rules-of-big-ideas/" rel="bookmark">The Rules of Big Ideas</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on April 26th, 2010</p>
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		<title>The internet is not an echo chamber</title>
		<link>http://portablelearner.com/linking-thinking/the-internet-is-not-an-echo-chamber/</link>
		<comments>http://portablelearner.com/linking-thinking/the-internet-is-not-an-echo-chamber/#comments</comments>
		<pubDate>Wed, 21 Apr 2010 00:31:19 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[networking]]></category>

		<guid isPermaLink="false">http://portablelearner.com/linking-thinking/the-internet-is-not-an-echo-chamber/</guid>
		<description><![CDATA[The internet is not an echo chamberDemocracy works best when citizen’s are well-informed. The internet can either expose us to diverse views that challenge our pre-existing ones, or it can offer endless affirmation that the views we hold are the accurate ones. In 2001, Cass Sunstein warned that specialization and fragmentation characteristic of the internet favoured the latter and threatened democracy: [...]]]></description>
			<content:encoded><![CDATA[The internet is not an echo chamber<p>Democracy works best when citizen’s are well-informed. The internet can either expose us to diverse views that challenge our pre-existing ones, or it can offer endless affirmation that the views we hold are the accurate ones. In 2001, Cass Sunstein warned that specialization and fragmentation characteristic of the internet favoured the latter and threatened democracy:</p>
<blockquote cite="http://bostonreview.net/BR26.3/sunstein.php" title="Cass Sunstein, 2001"><p>If the public is balkanized, and if different groups design their own preferred communications packages, the consequence will be further balkanization, as group members move one another toward more extreme points in line with their initial tendencies. At the same time, different deliberating groups, each consisting of like-minded people, will be driven increasingly far apart, simply because most of their discussions are with one another.</p></blockquote>
<p>Yet, nearly ten years later, David Brooks <a href="http://www.nytimes.com/2010/04/20/opinion/20brooks.html" title="Riders on the Storm">points</a> to new research <a href="http://www.nber.org/papers/w15916" title="Ideological Segregation Online and Offline">suggesting</a> that news consumption online is far from perfectly segregated. Using methodologies similar to those used to identify racial segregation, researchers Matthew Gentzkow and Jesse M. Shapiro <a href="http://www.nber.org/papers/w15916" title="Ideological Segregation Online and Offline">tracked</a> how people of different political views move around the Web. Their main finding is that internet users do not stay within their communities; rather they spend their time on a few giant sites that serve politically integrated audiences, like Yahoo News. Furthermore, they found that the internet is actually more ideologically integrated than old-fashioned face-to-face interactions in our workplace and neighbourhoods. If democracy is being threatened — and it is — it seems that the internet is probably not the culprit.</p>
<p><a href="http://portablelearner.com/linking-thinking/the-internet-is-not-an-echo-chamber/" rel="bookmark">The internet is not an echo chamber</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on April 20th, 2010</p>
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		<title>Introducing the mesofact</title>
		<link>http://portablelearner.com/linking-thinking/introducing-the-mesofact/</link>
		<comments>http://portablelearner.com/linking-thinking/introducing-the-mesofact/#comments</comments>
		<pubDate>Tue, 02 Mar 2010 21:20:29 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://portablelearner.com/818/introducing-the-mesofact/</guid>
		<description><![CDATA[Introducing the mesofactThere are facts that don’t change, like the height of Mount Everest, and facts that change a lot, like the weather. Then there are mesofacts, facts that are neither fast nor momentus, and so don’t receive the same scrutiny, but are still worthy of your attention. For example, the Periodic table has added 12 elements [...]]]></description>
			<content:encoded><![CDATA[Introducing the mesofact<p>There are facts that don’t change, like the height of Mount Everest, and facts that change a lot, like the weather. Then there are mesofacts, facts that are neither fast nor momentus, and so don’t receive the same scrutiny, but are still worthy of your attention. For example, the Periodic table has added 12 elements since 1970. 400 new extrasolar planets have been <a href="http://planetquest.jpl.nasa.gov/timeline/timeline.html" title="PlanetQuest timeline">discovered</a> since the first one in 1995. The world’s population <a href="http://www.mesofacts.org/1/post/2010/01/world-population-by-continent.html" title="World Population by Continent">stands</a> at 6.8 million. Many dinosaurs were swift and warm-blooded. “Updating your mesofacts,” <a href="http://www.boston.com/bostonglobe/ideas/articles/2010/02/28/warning_your_reality_is_out_of_date/" title="Mesofacts: Your Reality is Out of Date">says</a> Samuel Arbesman, “can change how you think about the world.” (And, I’m always drawn to insights that change how I think about the world):</p>
<blockquote cite="http://www.boston.com/bostonglobe/ideas/articles/2010/02/28/warning_your_reality_is_out_of_date/" title="Samuel Arbesman"><p>Do you know the percentage of people in the world who use mobile phones? In 1997, the answer was 4 percent. By 2007, it was nearly 50 percent. The fraction of people who are mobile phone users is the kind of fact you might read in a magazine and quote at a cocktail party. But years later the number you would be quoting would not just be inaccurate, it would be seriously wrong. The difference between a tiny fraction of the world and half the globe is startling, and completely changes our view on global interconnectivity.</p></blockquote>
<p><a href="http://portablelearner.com/linking-thinking/introducing-the-mesofact/" rel="bookmark">Introducing the mesofact</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on March 2nd, 2010</p>
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		<title>Learning styles: Reports of demise exaggerated</title>
		<link>http://portablelearner.com/linking-thinking/learning-styles-reports-of-demise-exaggerated/</link>
		<comments>http://portablelearner.com/linking-thinking/learning-styles-reports-of-demise-exaggerated/#comments</comments>
		<pubDate>Fri, 19 Feb 2010 22:01:13 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[assimilating information]]></category>

		<guid isPermaLink="false">http://portablelearner.com/?p=813</guid>
		<description><![CDATA[Learning styles: Reports of demise exaggeratedThe idea that different kinds of learners (such as “auditory learners” and “visual learners”) learn best when they are taught in their preferred learning style modality has had a tenacious grip in classroom settings in recent decades. Here is yet another report, this one commissioned by Psychological Science in the Public Interest, that condemns the [...]]]></description>
			<content:encoded><![CDATA[Learning styles: Reports of demise exaggerated<p>The idea that different kinds of learners (such as “auditory learners” and “visual learners”) learn best when they are taught in their preferred learning style modality has had a tenacious grip in classroom settings in recent decades. Here is yet <a href="http://www.psychologicalscience.org/journals/index.cfm?journal=pspi&#038;content=pspi/9_3" title="Learning Styles: Concept and Evidence">another report</a>, this one commissioned by Psychological Science in the Public Interest, that condemns the use of learning styles in school settings. Frankly, it’s interesting if you are a teacher, trainer, parent or employed in the vast industry of learning style assessments, but it is less interesting if you are a learner or interested in personalized learning in non-structured settings. School is such a narrow slice of the learning landscape, and it distressing to hear of all the resources spent on promoting a suspect proposition, then again to quell it. These findings are not relevant to unstructured learning environments, and the strict type of randomized research designs advocated (e.g., classify learners into categories, then randomly assign the learners to use one of several different learning methods and assess effectiveness of the learning methods with a test given to all participants) is a steep hurdle. Thanks to Will Thalheimer for <a href="http://www.willatworklearning.com/2010/02/learning-styles-reviewed-by-association-for-psychological-science-and-found-wanting.html" title="Learning Styles Reviewed by Association for Psychological Science AND FOUND WANTING.">pointing</a> to the study.</p>
<p><a href="http://portablelearner.com/linking-thinking/learning-styles-reports-of-demise-exaggerated/" rel="bookmark">Learning styles: Reports of demise exaggerated</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on February 19th, 2010</p>
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		<title>Vaccines, The Lancet retraction and open scientific debate</title>
		<link>http://portablelearner.com/linking-thinking/vaccines-lancet-open-scientific-debate/</link>
		<comments>http://portablelearner.com/linking-thinking/vaccines-lancet-open-scientific-debate/#comments</comments>
		<pubDate>Tue, 09 Feb 2010 16:03:23 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[networking]]></category>

		<guid isPermaLink="false">http://portablelearner.com/?p=796</guid>
		<description><![CDATA[Vaccines, The Lancet retraction and open scientific debateLast week, the prominent British medical journal The Lancet formally retracted a deeply flawed 1998 study that linked childhood measles-mumps-rubella (MMR) vaccine to autism. Despite a wealth of research that concludes there is no link, a decade of anti-vaccine sentiment is proving more difficult to retract. In an interview for On The Media, The Lancet’s [...]]]></description>
			<content:encoded><![CDATA[Vaccines, The Lancet retraction and open scientific debate<p>Last week, the prominent British medical journal <cite>The Lancet</cite> <a href="http://www.thelancet.com/journals/lancet/article/PIIS0140-6736%2810%2960175-7/fulltext" title="Retraction&acirc;??Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children : The Lancet">formally retracted</a> a <a href="http://www.popsci.com/science/article/2010-02/british-journal-retracts-controversial-1998-paper-linking-autism-and-vaccines" title="Lancet Retracts Controversial 1998 Study Linking Autism and Vaccines">deeply flawed 1998 study</a> that linked childhood measles-mumps-rubella (MMR) vaccine to autism. Despite a wealth of research that concludes there is no link, a decade of anti-vaccine sentiment is proving more difficult to retract. In an <a href="http://www.onthemedia.org/transcripts/2010/02/05/01" title="On The Media: Transcript of &quot;A Shot of Reality&quot;">interview</a> for <cite>On The Media</cite>, <cite>The Lancet’s</cite> editor Dr. Richard Horton weighs in on the state of open scientific debate:<br />
<blockquote>We used to think that we could publish speculative research which advanced interesting new ideas which may be wrong, but which were important to provoke debate and discussion. We don’t think that now. We don’t seem able to have a rational conversation in the public space about difficult controversial issues without people drawing a conclusion which could be very averse.…The 19th-century days where you could sit in the salon at the Royal Society and have a private conversation amongst your fellows just doesn’t exist anymore. So I think yeah, too much information in this particular case is a bad thing, which seems to go against every kind of democratic principle that we believe in. But in the case of science, it seems to be true.</p></blockquote>
<p>  But it is not. I can’t help but wonder if we had had this conversation, in public, ten years ago when the study was still “speculative research” we may well have averted the flawed decision to publish it in the first place. We need more information, not less, and more inclusive conversations, not narrowly confined to the medical community. The public may well have to engage the medical community in the public space “difficult conversations without drawing a conclusion that could be very averse…”</p>
<p><a href="http://portablelearner.com/linking-thinking/vaccines-lancet-open-scientific-debate/" rel="bookmark">Vaccines, The Lancet retraction and open scientific debate</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on February 9th, 2010</p>
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		<title>Real body language</title>
		<link>http://portablelearner.com/linking-thinking/real-body-language/</link>
		<comments>http://portablelearner.com/linking-thinking/real-body-language/#comments</comments>
		<pubDate>Tue, 02 Feb 2010 03:21:28 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[assimilating information]]></category>

		<guid isPermaLink="false">http://portablelearner.com/785/real-body-language/</guid>
		<description><![CDATA[Real body languageNatalie Angier reviews recent studies in the field of embodied cognition, which recognizes that we process information not only with our minds but with our entire bodies. For example, a person who thinking about the future may lean forward slightly, and person reflecting on the past my tip backwards. It seems the body can be [...]]]></description>
			<content:encoded><![CDATA[Real body language<p>Natalie Angier <a href="http://www.nytimes.com/2010/02/02/science/02angier.html?pagewanted=all" title="http://www.nytimes.com/2010/02/02/science/02angier.html?pagewanted=all">reviews</a> recent studies in the field of <cite>embodied cognition</cite>, which recognizes that we process information not only with our minds but with our entire bodies. For example, a person who thinking about the future may lean forward slightly, and person reflecting on the past my tip backwards. It seems the body can be very literal-minded. Someone holding a warm drink is more likely to think well of other people than if they were holding a cold drink. Gesturing can help children master math. Our Cartesian mindset insists that thinking is the brain’s domain, but these studies hint at a nuanced two-way communication with the body.</p>
<p><a href="http://portablelearner.com/linking-thinking/real-body-language/" rel="bookmark">Real body language</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on February 1st, 2010</p>
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		<title>Surprising gaps in your self-knowledge</title>
		<link>http://portablelearner.com/linking-thinking/gaps-self-knowledge/</link>
		<comments>http://portablelearner.com/linking-thinking/gaps-self-knowledge/#comments</comments>
		<pubDate>Mon, 01 Feb 2010 04:15:16 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[assimilating information]]></category>

		<guid isPermaLink="false">http://portablelearner.com/?p=784</guid>
		<description><![CDATA[Surprising gaps in your self-knowledgeJeremy Dean frequently highlights classic social psychology research that helps us understand why we think and act the way we do. He turns to self-schema theory and a 1977 study by Hazel Markus for insight into why many of us are blissfully unaware of certain aspects of our personalities. Self-schema refer to the beliefs we [...]]]></description>
			<content:encoded><![CDATA[Surprising gaps in your self-knowledge<p>Jeremy Dean frequently <a href="http://www.spring.org.uk/2010/01/10-more-brilliant-social-psychology-studies.php" title="10 More Brilliant Social Psychology Studies: Why Smart People Do Dumb or Irrational Things | PsyBlog">highlights</a> classic social psychology research that helps us understand why we think and act the way we do. He <a href="http://www.spring.org.uk/2010/01/what-are-the-shocking-voids-in-your-self-knowledge.php" title="Self-Schemas: Finding The Surprising Gaps in Your Self-Knowledge?">turns</a> to self-schema theory and a 1977 study by Hazel Markus for insight into why many of us are blissfully unaware of certain aspects of our personalities. Self-schema refer to the beliefs we have about ourselves. We use them to understand and explain our behaviour, especially when that behaviour is significant to our self-conception. Once we have developed a schema, it is remarkably resilient. In this study Markus examined women who identified with independent/dependent schema and those who did not (that is, aschematic). Some of the participants believed they were independent, some did not, and the others didn’t know or, apparently, did not care. The aschematics are the most interesting category because they did not seam to realize whether or not they were independent —  a surprising gap in their self-knowledge. Markus’s original paper is <a href="http://psycnet.apa.org/journals/psp/35/2/63/" title="302 Found">available</a> at PyscNET.</p>
<p><a href="http://portablelearner.com/linking-thinking/gaps-self-knowledge/" rel="bookmark">Surprising gaps in your self-knowledge</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on January 31st, 2010</p>
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		<title>Atoms to bits</title>
		<link>http://portablelearner.com/linking-thinking/atoms-to-bits/</link>
		<comments>http://portablelearner.com/linking-thinking/atoms-to-bits/#comments</comments>
		<pubDate>Fri, 29 Jan 2010 21:17:14 +0000</pubDate>
		<dc:creator>Shanta Rohse</dc:creator>
				<category><![CDATA[Linking Thinking]]></category>
		<category><![CDATA[engaging with online learning]]></category>

		<guid isPermaLink="false">http://portablelearner.com/?p=783</guid>
		<description><![CDATA[Atoms to bitsTuned in as I am to A History of the World in 100 Objects and the notion that humans make tools and tools remake humans, I couldn’t help but notice Chris Anderson claim that everyone now has the power to make complex things. In the DIY culture of the internet, manufacturing will be radically democratized; [...]]]></description>
			<content:encoded><![CDATA[Atoms to bits<p><a href="http://portablelearner.com/linking-thinking/history-world-objects/">Tuned in</a> as I am to <cite>A History of the World in 100 Objects</cite> and the notion that humans make tools and tools remake humans, I couldn’t help but notice Chris Anderson <a href="http://www.wired.com/magazine/2010/01/ff_newrevolution" title="In the Next Industrial Revolution, Atoms Are the New Bits | Magazine">claim</a> that <em>everyone</em> now has the power to make complex things.  In the DIY culture of the internet, manufacturing will be radically democratized; in the next industrial revolutions, “atoms are the new bits.” What was once mass produced will become mass personalized. Think on the ways in which we manage our daily lives, through our education systems, work practices, community services and governance, all of which are designed and coordinated with tools we have had at our disposal. What will these tools look like in the DIY model when collaboration, crowdsourcing and great ideas attracting like-minded individuals? The garage/basement examples Chris Anderson provides remind us that the manufacturing revolution is very much confined to hobbyist and boutique markets, not mainstream industry. But the whole notion of moving from mass production to mass personalization is rather intoxicating.</p>
<p><a href="http://portablelearner.com/linking-thinking/atoms-to-bits/" rel="bookmark">Atoms to bits</a> originally appeared on <a href="http://portablelearner.com">Portable Learner</a> on January 29th, 2010</p>
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