IN THE BUBBLE JOHN THACKARA - witz cultural

262 Notes to Pages 145–149
35. Twigg, ‘‘Notes for the June 4–5, 1997, NLII-ITP Symposium on Creating and
Delivering Collegiate Learning Materials in a Distributed (Networked) Learning
Environment.’’
36. The percentage of corporate education programs delivered via the classroom
decreased from 64 percent to 39 percent between 1999 and 2003. ‘‘eLearning
Statistics,’’ available on the Managers Forum website at http://www.managersforum
.com/eLearning/Statistics.htm.
37. Seely Brown and Duguid, The Social Life of Information.
38. For a longer discussion of the concept of learning geographies, see John Thackara,
The New Geographies of Learning (Amsterdam: Hogeschool van Amsterdam, 2001).
39. Giulio Ceppi, ‘‘Introduction,’’ in Children, Spaces, Relationships: Metaproject for
an Environment for Young Children, ed. Giulio Ceppi and Michele Zini (Milan: Domus
Academy, 1998), 14. See also ‘‘Reggio Emilia Philosophy,’’ available on the Document
Young Children’s Learning website at http://www.youngchildrenslearning
.ecsd.net/reggio%20emilia%20philosophy.htm. In the United Kingdom, the National
Endowment for Science Technology and the Arts has published a report describing
how suppliers, teachers, and children might develop these close working practices
to achieve the dual aims of ‘‘good pedagogy and profitable products.’’ The report is
available online at http://www.nestafuturelab.org/research/findings/handbooks/02
_01.htm.
40. Charles Hampden-Turner and Alfons Trompenaars, The Seven Cultures of Capitalism
(New York: Bantam Doubleday Dell, 1993). The book is a classic comparative
study of attiudes toward work and money in eight developed countries. For an indepth
look at the role played by projects in education, design educator Alain Findeli
recommends Jean-Pierre Boutinet, Anthropologie du Projet (Anthropology of the Project)
(Paris: PUF, 2003).
41. The number of computers obtained by U.S. schools and used by teachers and
students increased throughout the 1990s, as it had during the previous decade. However,
according to a paper published in March 2004 for the Office of Technology Assessment,
the fact that computers are used primarily by one or two students at a time
means that the density of computers in comparison to the number of potential student
users remains small. Henry Jay Becker, Analysis and Trends of School Use of New
Information Technologies (report prepared for the U.S. Congress, Office of Technology
Assessment, Washington, D.C., March 2004, available at http://www.gse.uci.edu/
doehome/EdResource/Publications/EdTechUse/C-TBLCNT.htm).
42. Consortium for School Networking, ed., ‘‘Taking TCO (Total Cost of Ownership)
to the Classroom: A School Administrator’s Guide to Planning for the Total Cost of
New Technology’’ (white paper, Consortium for School Networking, Washington,
D.C., July 2001, available at http://classroomtco.cosn.org/tco2class.pdf).