From our studying and reading about writing,
literacy, and the printing press, we have concluded that we areindeed in the midst of a third major information transition that
will be as important and startling as the first two. We want tocreate a system or a setting in which this new world can flourish
and be a positive contribution to humanity. We want it to be asclose to the way the mind works as possible, while allowing future
extensions beyond what we can now predict regarding new theories oflearning, teaching, and discovery, as well as new information
technologies.
The
Connexions Project has been designed to be
sufficiently open and flexible to allow for these future unknowns,yet specific enough to have standards for current implementation.
The ability of XML to control both form and content is essential tothe spirit and future of Connexions. The modular format with
hypertext linking seems to fit the way the mind works, yet allowsfor future discoveries in cognitive science and learning theory.
The digital commons will allow input from top experts in any fieldand a post-review system will allow identifying the best material
without restricting input.
The current classroom lecture method used in
schools, colleges, and training programs results in students’having a difficult transition to self-learning. The use of
Connexions could greatly reduce that transition. It could be a truelife-long learning system. This single system can be used for
teaching, learning, and discovery and be open to the invention ofunpredictable new technologies. If these statements are true, we
will indeed have a third transition as important as those createdby writing and the printing press.
Acknowledgements
For opening the doors to the histories of
writing and books, we thank Profs. Albert van Helden, AnthonyGorry, and Werner Kelber of Rice University along with the authors
whose books are listed below. For the development of Connexions, wethank Don Johnson, Bill Wilson, Chris Kelty, Brent Hendricks, Ross
Reedstrom, Douglas Jones, and the staff of Connexions. Fororganizational planning, leadership, and financial support, we
thank Robert Maxfield, William Sick, Burton McMurtry, MichaelStewart, Tom and Nancy Eubank, Chuck Henry, Geneva Henry, Gil
Whitaker, Katie Cervenka, Malcolm Gillis, the administration ofRice University, and the Hewlett Foundation. For help in rewriting
this paper, we thank several friends and colleagues. We alsoacknowledge and thank our collaborators at other universities and
foundations in the US and all over the world and acknowledge ourdebt to the many other similar and complimentary projects.
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