horizons Canada is the 00:57:47 internal think-tank of the Government of Canada that does strategic foresight

In 2010, Paul Dourish and Genevieve Bell wrote a book about tech innovation that described the way technologists fixate on the “proximate future” — a future that exists “just around the corner.” The authors, one a computer scientist, and the other a tech industry veteran, were examining emerging tech developments in “ubiquitous computing,” which promised that the sensors, mobile devices, and tiny computers embedded in our surroundings would lead to ease, efficiency, and general quality of life. Dourish and Bell argue that this future focus distracts us from the present while also absolving technologists of responsibility for the here and now.

memoria attiva

n. The shifting nature of the instructor—from transmitter of knowledge to facilitator and curator—has accelerated the need for strategically planned faculty support and a reevaluation of the role of teaching and instruction. The

le paysage a déjà changé. Mais il n’a pas de représentation politique unifiée, faute d’un horizon partagé.

L’un des piliers de cet ordre commun, c’était le partage d’un vecteur commun qui allait du local et de l’archaïque vers le global et le futur. Ce cliché permettait de distinguer ce qui est réactionnaire et ce qui est progressiste. La désorientation actuelle rend cette distinction plus difficile dans la mesure où l’on revient, dans tous les pays du monde, à une définition régressive de l’État-nation dans le meilleur des cas, aux racines ethniques dans le pire : l’horizon commun a été explicitement abandonné.

La conjoncture forme un triangle : premièrement, l’horizon de la mondialisation continue, sous la forme baroque d’une hypermodernisation futuriste et post-humaine, qui imagine ne pas avoir à traiter des problèmes de milliards de personnes devenues selon cette horrible expression simplement « surnuméraires » ; deuxièmement, une régression massive, dans tous les pays, vers des appartenances ethniques ou nationales ; et troisièmement, la question d’une autre façon d’être au monde, d’un ancrage au sol mondial, qui n’est pas le sol barrésien fait de sang, de morts, de cimetières et d’églises. C’est là qu’il faut tracer une nouvelle opposition entre l’horizon utopique du retour au sol natal et la question nouvelle du terrestre.

“Project Shangri-La,”

Sam Jaffe

From the standpoint of enactment, initial responses do more than set the tone; they determine the trajectory of the crisis. Since people know what they have done only after they do it, people and their actions rapidly become part of the crisis. That is unavoidable. To become part of the problem means that people enact some of the environment they face. Had they not acted or had they acted differently, they would face a different set of problems, opportunities and constraints.

User studies and intuition both suggest that the activities that a knowledge worker engages in change—sometimes dramatically—over time. Projects and milestones come and go, and the tools and information resources used within an activity often change over time as well. Furthermore, activities completed in the past and their outcomes often impact activities in the present, and ongoing activities will, in turn, affect activities that will be undertaken in the future. Capturing activity over the course of time has long been a problem for desktop computing.

So does polychronicity scale? Or is it a nested phenomenon whereby someone might be monochronic within hour- long intervals but polychronic when the frame enlarges to a month? And if so, what might be the consequences of different nesting combinations?

appointment. Time chunksopen up the possibility for future-oriented temporal manipulation and valuation; they assumethat we are able to know, in advance, the duration of tasks and experiences.

Timing as a

Trajectories and rhythms frame temporal horizons, de-scribed as knowledge of likely future activities that are drawn upon in the organization of current work. The three together bring orderliness to the working day, with the na-ture of temporal horizons dictating how flexibly work can be organised, and the urgency with which it needs to be carried out.

4.3.3 TimeBotsWhile the Printer Clock focused on emphasising the embodied and situated nature of time, pointing to the mesh of activities and characters that come together to create time, the TimeBots drew attention to personal rhythms and how they played out within the context of the classroom. The aim was to challenge the idea that the world is in a state of constant acceleration by inviting children to reflect on the multiple speeds of their day. In contrast to the slow movement, which assumes acceleration as a universalised condition and attempts to counteract this condition by promoting opportunities to slow down, the intention here was to invite the students to explore the variant speeds at which they l

Temporal horizons allow people to situate their work with respect to otheranticipated needs and activities. So, for instance, the proximity (immediacy)of the next activity affects the work currently being done (e.g., increases thesense of urgency). We characterize a temporal horizon ascloseordistantwhen describing a situation where people use their knowledge of what’scoming up – through their understanding of rhythms – to determine howquickly they must work to finish their current activities.

We characterize a temporal horizon asflexibleorinflexiblewhen describing an individual’s flexibility on when shehas to get her work done. A situation in which an individual has flexibilityconcerning when an activity has to be finished, we describe as a flexibletemporal horizon. If the person does not have much flexibility on when thework needs to done, we describe as an inflexible temporal horizon. Individ-uals who have less flexibility have to follow the actual ‘‘scheduling’’ of thework much more closely than individuals who have greater flexibility.

We characterize the manifesta-tions of rhythms in work practice as an emergence of a set oftemporalhorizons. People, in the course of their daily work, use their knowledge oflikely future activities to organize their current activities.

Temporal horizons reflect this broad temporal structure to theperson’s day. Some of the activities have fixed deadlines such as teachingclass at 10:00 am while others such as meeting students early in the after-noon are more vague. Temporal horizons point to how an individual’spersonnel view of her activities is temporally organized. Second, an indi-vidual doing her work often has to deal with multiple temporal horizons.Rarely, will she have only one activity to focus on.

friend’s friend’s friend’s

friends of our friends’ friends.  

the discipline aims to identify the key actors within networks, where influence is concentrated in these networks, and how that influence is disseminated.

Wikipedia “edit-a-thons

to evaluate products for accessibility prior to purchase.

such as using multiple means of representation when developing resources, including audio, text, and video

The University of Southern California recently developed its “Garage,” combining fabrication and workshop areas with informal lounging spaces to encourage cross-disciplinary interaction, hands-on projects, and collaboratio

the Smart Sparrow platform to develop the first massive open online course in engineering that leverages adaptive learning to provide personalized suppor

, LMS are also experiencing a paradigm shift from course to curricular management

classrooms are starting to resemble real-world work and social environments that foster organic interactions and cross-disciplinary problem-solving.

and outside of the campus

However, institutions continue to be challenged to generate these opportunities in spaces and with paradigms that still lean on traditional practices

Adaptive Learning Technologie

NMC Horizon Report > 2017 Higher Education Edition

When educators are actively experimenting in the classroom, students in turn are more likely to confidently take creative risks themselves. It is also important that educators provide opportunities for students to take ownership of their learning and depart from teacher-defined outcomes without being penalized

While access to internet-enabled technologies makes it easy for people to create media and products and share them with the world, there can be heavy legal repercussions such as lawsuits associated with fair u

Ashift is taking place in schools all over the world as learners are exploring subject matter through the act of creation rather than the consumption of conten

Regarding the major obstacles for higher education, blending formal and informal learning is considered one of the solvable challenges

wicked

Regarding the major obstacles for higher education, blending formal and informal learning is considered one of the solvable challenges

In higher education, the BYOD movement addresses the same reality; many students are entering the classroom with their own devices, which they use to connect to the institutions’ networks.

NMC Horizon Report: 2016 Higher Education Edition

Research and Innovation Actions