Internet Society Chapterthon 2017, 8 Dec 2017

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From YouTube: Chapterthon 2017 - Workshop: Internet History for CS Teachers

Description

Internet Society New York Chapter - Computer Science Teachers Association
In Computer Science (CS) education there is currently a lot of emphasis on coding. The project aim is to, via Internet History pedagogy, to promote a wider understanding of open network infrastructure, and its values. Following a keynote by Internet pioneer Dave Farber, a workshop engaged teachers in generating ideas for a 50 minute lesson plan. The complete session is available at https://livestream.com/internetsociety/ihforcs

Chapterthon is a global Internet Society (ISOC) Chapters marathon, where all ISOC Chapters can participate by developing a project within a timeline and budget to achieve a common goal for the development of education and the Internet. Once the project is finalized, the best project receives a prize. For 2017, the topic is Education and the Internet. Projects must fit in one of the following categories:
Digital literacy
Online lectures
Training people in the community
Developing connectivity for a school or an educational institution

Visit Chapterthon page:
https://www.internetsociety.org/grants-and-awards/beyond-net-funding-programme/chapterthon-2017-digital-schools

All Chapterthon 2017 projects:
https://www.internetsociety.org/grants-and-awards/BNet/chapterthon/2017/projects

A

Welcome everybody um we're not live-streaming, but we are recording, because this is part of the digital schools chapter thon. Winning is not that important. You know what is important is this issue of creating understanding about the Internet, the history of the Internet.

B

I should always give the classic disclaimer if I'm going to talk about the history of the internet. It's my version of it as you'll discover.

B

But the idea and back of this chop, things up in the old pieces scattered over the floor winds bring them together was the kernel idea that got elaborated basically from that on.

B

We have built an experiment, so in fact the whole set of things were developed which were ignoring some fundamental problems that are beginning to hurt us now, so we basically are sitting on a very shaky environment, a very useful environment. Most of us really don't care. If the network breaks occasionally it doesn't usually break it's. Yes, somebody steals a hundred million addresses.

B

That's one problem. The other problems deal with governance, there's more and more desire on the parts of governments to control, but in fact these these are real problems and their problems. What you're going to affect? Not so much me you know, I will be around that wrong, but especially your students are going to have to face them they're going to have to face all of them.

C

For younger people, for my students and I teach high school, but I've also taught middle school students. The world they live in is out of sync in many ways, with the curriculum that they're competing in schools, there's a disjoint between their experience of the world, which is now so much online based and the curriculum that they're being taught in schools, important issues such as identity privacy, big data, the psychology of the internet, what happens to human beings when we go online? How does that change the way that we interact? The way that we behave ourselves?

C

So there are many many topics. One thing that isn't lacking, though, is interest on half of on behalf of students, students, I found teaching these topics now for the past three years are absolutely passionate about talking and involving, and especially debating all the issues that they're confronting online.

C

What I want to challenge you today to do is for us to brainstorm together what you focus on. What would your goal be with a group of young kids and leaving them with a message after 50 minutes talking about the history of the Internet.

D

What we wanted the group to come away with overall is the sense of how innovation drove development of the the internet. You know, starting with writing and printing and radio and television bursts of innovation and and one potential assignment students could have after the class is to look at one of these prior bursts of innovation and compare it to the innovation of the Internet and and and what drove it. So, a few people recognize the problem and try to solve it, and then we get to the particular who were these people at this very beginning.

D

What problem were they trying to solve? First, you know they were high school students, and you know Southern California and college students who just were trying to connect. They were building computers than there's hangings were lots connecting the computers. Let's connect our two computers in different rooms. How do we do this and then they have? They know people at the next school? How do we connect that? So it's starts out with very small problems being solved, and that no point did anybody recognize just where this was going so.

E

So what we had sort of written down- and we really like the idea of the timelines, but having the understanding that we all have different interests in the timelines having different timeline, political choices and decisions that were made and how that affected, the internet, technological innovations that were made and how that affected corporate hackers, gaming and communication channels.

E

What do you consider major tech advancements that could be on different timelines? I? Think.

C

One point that I'd like to focus on is your idea of a timeline which I think is excellent. It also gives the perspective just at the pace of development, but also to illustrate that we are really only on the birth of the Internet. Still 40 years is nothing in terms of development in terms of where we might be going and to show this isn't one going. We haven't finished the development we're still building the Internet.

A

So the one thing that you know at the Internet Society, which is a thing that we emphasize, is the development of the multi-stakeholder model, and this is a rather unique development that, as a result of the internet, of the way that the internet engineering task force grew up. You know that, and there is this thing with no kings. No, you know running code as the principle of the internet, Engineering, Task, Force and I.

A

Think the one thing which I think is good to show your kids is like John Perry, parlours Declaration of Independence of cyberspace and to discuss whether that's still stands and whether it's still true or not, and to like, and the fact that you know there is the way that the Internet is managed worldwide is unprecedented in history, that everything before has been managed by nations at a top level you know and that the Internet is outside in and bottom-up.

A

So these principles, the principles and multistakeholderism bottom-up, are important things qualities of the Internet to to imply I'd like to thank Ruben I'd like to thank you all for coming. I'd also like to say you know, if you're, not a member of the internet society, you should be.