Comments on: Architecting School 2.0 http://www.speedofcreativity.org/2007/01/21/architecting-school-20/ Fri, 21 Nov 2008 22:23:33 +0000 http://wordpress.org/?v=2.6.3 By: » Escola 2.0 - é que… é já a seguir! Pelo menos, devia… > Quintrilho http://www.speedofcreativity.org/2007/01/21/architecting-school-20/#comment-31384 » Escola 2.0 - é que… é já a seguir! Pelo menos, devia… > Quintrilho Wed, 28 Feb 2007 18:04:17 +0000 http://www.speedofcreativity.org/2007/01/21/architecting-school-20/#comment-31384 [...] Como resultado desta entrevista, Seely Brown aponta notas para um novo conceito de escola. Ver em: Arquitectura da Escola 2.0 [...] [...] Como resultado desta entrevista, Seely Brown aponta notas para um novo conceito de escola. Ver em: Arquitectura da Escola 2.0 [...]

]]> By: Christian http://www.speedofcreativity.org/2007/01/21/architecting-school-20/#comment-30388 Christian Mon, 22 Jan 2007 15:38:01 +0000 http://www.speedofcreativity.org/2007/01/21/architecting-school-20/#comment-30388 Wes (and Steve): While I'm 'just' beginning to absorb the ramifications of what you've sparked here, I can tell you that the interview and this reflection have sparked a great deal of what-if thinking for me. No lack of appreciation for that. In the spirit of that, I'd like to offer a challenge and invitation to you individually or as a pair: If you were to share this piece with a global forum of school designers and architects and planners (nearly word-for-word or using it as a starting point) and the central ideas pushed forward by Brown as a confirmation of what 'school design' in the future can mean, how would you write that article? If interested, please let me know. I'd love to talk to you about the idea of publishing just such a piece at DesignShare.com in the near future (next 2 weeks, perhaps?) with the possibility of doing an additional follow-up piece in the coming months. Let me know. I'll be blogging about this entry of yours, Wes, as well as Steve's interview with Brown. But I think that you can reach a larger and more diverse audience if we sent it out as a published article on our site and in our e-newsletter that has a pretty good sized audience/community that would be most intrigued by these connection points. Cheers...and very well said! Christian Wes (and Steve): While I’m ‘just’ beginning to absorb the ramifications of what you’ve sparked here, I can tell you that the interview and this reflection have sparked a great deal of what-if thinking for me. No lack of appreciation for that.

In the spirit of that, I’d like to offer a challenge and invitation to you individually or as a pair:

If you were to share this piece with a global forum of school designers and architects and planners (nearly word-for-word or using it as a starting point) and the central ideas pushed forward by Brown as a confirmation of what ’school design’ in the future can mean, how would you write that article?

If interested, please let me know. I’d love to talk to you about the idea of publishing just such a piece at DesignShare.com in the near future (next 2 weeks, perhaps?) with the possibility of doing an additional follow-up piece in the coming months.

Let me know. I’ll be blogging about this entry of yours, Wes, as well as Steve’s interview with Brown. But I think that you can reach a larger and more diverse audience if we sent it out as a published article on our site and in our e-newsletter that has a pretty good sized audience/community that would be most intrigued by these connection points.

Cheers…and very well said!
Christian

]]> By: Wesley Fryer http://www.speedofcreativity.org/2007/01/21/architecting-school-20/#comment-30380 Wesley Fryer Mon, 22 Jan 2007 05:38:39 +0000 http://www.speedofcreativity.org/2007/01/21/architecting-school-20/#comment-30380 Thanks Steve, but I wouldn't put this in a better/worse light! I was taking notes and reflecting on what was said-- I often feel like I have some good background knowledge when it comes to discussions like these but not nearly enough! There is so much more to read, learn about and strive to understand. I didn't even know about John Seely Brown until this past December. What a great mind! Thanks again for doing this interview and sharing these great resources. :-) Thanks Steve, but I wouldn’t put this in a better/worse light! I was taking notes and reflecting on what was said– I often feel like I have some good background knowledge when it comes to discussions like these but not nearly enough! There is so much more to read, learn about and strive to understand. I didn’t even know about John Seely Brown until this past December. What a great mind! Thanks again for doing this interview and sharing these great resources. :-)

]]> By: Steve Hargadon http://www.speedofcreativity.org/2007/01/21/architecting-school-20/#comment-30379 Steve Hargadon Mon, 22 Jan 2007 03:58:49 +0000 http://www.speedofcreativity.org/2007/01/21/architecting-school-20/#comment-30379 OK, Wes. You did a much better job summarizing the interview than I did! I think it's mostly because you know much more about the background information than I do. Thanks for doing this! OK, Wes. You did a much better job summarizing the interview than I did! I think it’s mostly because you know much more about the background information than I do. Thanks for doing this!

]]> By: Kyle Brumbaugh http://www.speedofcreativity.org/2007/01/21/architecting-school-20/#comment-30378 Kyle Brumbaugh Mon, 22 Jan 2007 01:37:33 +0000 http://www.speedofcreativity.org/2007/01/21/architecting-school-20/#comment-30378 Another note on 'tinkering.' Although many dislike the connotation, I think that 'hacking' using the definition from O'Reilly, really is tinkering. (http://en.wikipedia.org/wiki/Hack_(technology_slang)) Look at the definition a few paragraphs down the page. "An inelegant and usually temporary solution to a problem." The 'Lifehacker' blog is one that teaches tinkering with software and hardware. Also within the computer culture, 'Modding,' becomes tinkering in the fact that one must learn how to fit all of the requsite pieces that make up a functioning computer in another type of case or in a case that is ultra quiet, there are even mods that air cooled like the old Volkswagen beetles. Modding also takes on an artistic aspect when you see some of the cases that are fabricated to hold computer components that are works of art unto themselves. I do agree with the comment that we need to encourage the 'exploratory motive' of the students and teachers we work with on a daily basis. We enourage Another note on ‘tinkering.’ Although many dislike the connotation, I think that ‘hacking’ using the definition from O’Reilly, really is tinkering. (http://en.wikipedia.org/wiki/Hack_(technology_slang)) Look at the definition a few paragraphs down the page.

“An inelegant and usually temporary solution to a problem.”

The ‘Lifehacker’ blog is one that teaches tinkering with software and hardware. Also within the computer culture, ‘Modding,’ becomes tinkering in the fact that one must learn how to fit all of the requsite pieces that make up a functioning computer in another type of case or in a case that is ultra quiet, there are even mods that air cooled like the old Volkswagen beetles. Modding also takes on an artistic aspect when you see some of the cases that are fabricated to hold computer components that are works of art unto themselves.

I do agree with the comment that we need to encourage the ‘exploratory motive’ of the students and teachers we work with on a daily basis. We enourage

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