1) What did I find interesting or not so interesting: I found the conflict between the current schooling system and the skills needed to succeed in lifelong learning most interesting. While I don't think it's common, I do see some people among my peers who expect some 'expert' to always be around to tell them what's right. They appear to have never developed the skills they need to identify the knowledge they don't have and figure out a way to attain it. The section on DODEs somewhat less interesting. I think that's mostly because we've covered most of what's in the paper either in class or in other papers. Overall though, I found the read to be quite interesting.

2) The main message of the article: Lifelong learning outside of the structured environment of the classroom is a critical skill. As old systems are not optimized to promote this sort of learning, new technologies, theories and systems need to be implemented.

3) My mindset about learning: As I read through the fourth table, I felt that there was a time and place for each of these methods of learning. Sometimes, the "sage on the stage" model is a really good idea. In a classroom setting or even in the workplace with peers, sometimes somebody knows so much more about a subject than the others that a straight lecture is very helpful. Questions, though, should always be encouraged. This model though, tends to work best in domains where the material can be well understood for instance elementary school science.

In most instances though, one of the other models is usually more appropriate. In my experience, I learn better when I am involved enough with what is going on not to be tempted to go to sleep. In fields like computer science frequently you realize that you need know something which you don't. So you grab a book, read it, and start experimenting with whatever technology you needed to learn. While this is a decent method for picking up a skill, it tends to fail when developing concepts - for instance analysing literature or philosophical ideas. Group discussions tend to work best for me in these domains. Differant domains seem to benifit most (at least differantly) from differant approaches.

I guess I've slowly developed my views on this subject over the course of the last 17 years or so. I learned early on that teachers which allowed the class to explore questions were much more interesting than those that discouraged questions in favor of "pressing forward." That was the difference between my first and second grade teachers. At the same time, my parents actively undermined the 'sage on the stage' model by telling me that teachers were failable and what they presented was not neccessarily the "truth." It was really only in high school though, that I first found myself thinking the teachers were plain wrong. Elementary school also taught me the value of changing forms of media. I struggled with writing, spelling and basically everything that had to do with communication. However, as I began to type my homework assignments some mental obstacle was avoided and I was more free to express myself. The next big leap though, was when I started to work technical jobs in the past few years. It became blazingly obvious that I needed to learn new skills and concepts in a short period of time, on my own. I could probaly write on this topic for a while longer, but I think I've spent enough of everyone's time already.
4) How has this course changed my mindset: I thought about this for a while and decided this course was to my mindset as salt is to food. Let me explain. Salt definately has its own flavor which it adds. Likewise, my views on the benifits of collaboration have definately been added to in this course. But salt also brings out and sharpens the flavor of food it is put on/in. This course has forced me to think about learning in a way which gave a firmer shape to my previously nebulous feelings. If that didn't make any sense, I apologize.

5) What is the impact of media / technology on mindset creation: I am purely going to speculate here, but I think media has a strong effect on understanding what learning is and how it happens.