Automating the design of graphical presentations of relational information
ACM Transactions on Graphics (TOG)
Communications of the ACM - Special issue: Soviet computing
Lifelong learning—more than training
Journal of Interactive Learning Research - Special double issue on intelligent systems/tools in training and lifelong learning
Do We Need Formal Education in Visualization?
IEEE Computer Graphics and Applications
Beyond Productivity: Information, Technology, Innovation, and Creativity
Beyond Productivity: Information, Technology, Innovation, and Creativity
Distances and diversity: sources for social creativity
Proceedings of the 5th conference on Creativity & cognition
The Long Tail: Why the Future of Business Is Selling Less of More
The Long Tail: Why the Future of Business Is Selling Less of More
Cultures of Participation and Social Computing: Rethinking and Reinventing Learning and Education
ICALT '09 Proceedings of the 2009 Ninth IEEE International Conference on Advanced Learning Technologies
Long-tail learning: a unique opportunity for CSCL?
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 2
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The contexts provided by the world of the 21st century require that our societies rethink and reinvent learning, teaching, working, and collaboration. A first basic challenge insufficiently addressed by prior research and practice is that almost all of the significant problems of tomorrow will be systemic problems, which cannot be addressed by any one specialty. These problems require transdisciplinary collaboration that focuses on opportunities for knowledge workers to work in teams, communities, and organizations that encompass multiple ways of knowing and collaborating. A second basic challenge is that learning can no longer be dichotomized into a place and time to acquire knowledge (school) and a place and time to apply knowledge (the workplace). To educate students today requires that we provide them with opportunities and soft skills to become lifelong learners. This paper (1) discusses the conceptual frameworks that we have developed to address these challenges; (2) describes our implementation and experience teaching a one semester graduate course based on our framework; and (3) discusses implications and future opportunities.