The Web speeds up the process of rebuttal, reply, and revision and calls forth a different approach. The radically collaborative technologies emerging on the Web create the possibility for doing scholarship in the mode of conversation rather than argument, or to transform the argument as war metaphor into something that suggests collaboration rather than combat. Personally, I prefer the metaphor of the dance and that we are all here in this webscape dancing and playing around with ideas. The best dancers are those that find a way to “lose themselves” in the music – pushing the limits of the dance without fear of tripping or falling because they know that it is all part of the dance.
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A Brief Interview with Michael Wesch (The Creator of That Wonderful Video...) - John Ba... - 0 views
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On the next 10-20 years and social networking ... I think this will greatly depend on the structure of those social networking tools and what kinds of communication are made possible with these tools. For example, on Facebook there are “walls” and “discussion groups.” Both of these sections are for human communication, but they are structured differently and therefore elicit different kinds of conversations. Furthermore, they are used in ways beyond how they were intended. Even now, as I am answering multiple questions with one long comment at the bottom of a blog post, the structure of the medium is in some way affecting how I am responding. On a forum I would address each question individually in separate threads. These seemingly minor differences are important because all human relationships are mediated by communication.
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if there is a global village, it is not a very equitable one, and if there is a tragedy of our times, it may be that we are all interconnected but we fail to see it and take care of our relationships with others. For me, the ultimate promise of digital technology is that it might enable us to truly see one another once again and all the ways we are interconnected. It might help us create a truly global view that can spark the kind of empathy we need to create a better world for all of humankind.
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First, everything including the environment, technology, economy, social structure, politics, religion, art and more are all interconnected. As I tried to illustrate in the video, this means that a change in one area (such as the way we communicate) can have a profound effect on everything else, including family, love, and our sense of being itself.
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wanted to show people how digital technology has evolved and give them a sense of where it might be going and to give some momentum to the all-important conversation about the consequences of that on our global society.
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Learning Languages | Flickr - Photo Sharing! - 0 views
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WikiLeaks: The revolution has begun - and it will be digitised | Heather Brooke | Comme... - 0 views
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Leaks are not the problem; they are the symptom. They reveal a disconnect between what people want and need to know and what they actually do know. The greater the secrecy, the more likely a leak. The way to move beyond leaks is to ensure a robust regime for the public to access important information.
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shared by Barbara Lindsey on 23 Sep 08
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Major New Study Shatter Stereotypes About Teens and Video Games - MacArthur Foundation - 0 views
www.macfound.org/site/apps/nlnet/content2.aspx?c=lkLXJ8MQKrH&b=4192109&content_id={CF9B933A-8261-4FE5-B9AD-AD751CDEEFC6}¬oc=1&tr=y&auid=4041075
civic gaming macarthur pewresearch social teens
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gaming experience is rich and varied, with a significant amount of social interaction and potential for civic engagement.
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A typical teen plays at least five different categories of games and 40% of them play eight or more different game types.
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76% of gaming teens play games with others at least some of the time. 82% play games alone at least occasionally, though 71% of this group also plays games with others. 65% of gaming teens play with others in the same room.
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76% of youth report helping others while gaming. 44% report playing games where they learn about a problem in society.
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12-14 year olds are equally as likely to play Mature and Adults Only rated games as their 15-17 year old counterparts.
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“Gaming is a ubiquitous part of life for both boys and girls. For most teens, gaming runs the spectrum from blow-‘em-up mayhem to building communities; from cute-and-simple to complex; from brief private sessions to hours’ long interactions with masses of others.”
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A focus of the survey was the relationship between gaming and civic experiences among teens. The goal was to test concerns that gaming might be prompting teens to withdraw from their communities. It turns out there is clear evidence that gaming is not just an entertaining diversion for many teens; gaming can be tied to civic and political engagement. Indeed, youth have many experiences playing games that mirror aspects of civic and political life, such as thinking about moral and ethical issues and making decisions about city and/or community affairs. Not only do many teens help others or learn about a problem in society during their game playing, they also encounter other social and civic experiences:
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Moreover, the survey indicates that youth who have these kinds of civic gaming experiences are more likely to be civically engaged in the offline world. They are more likely than others are to go online to get information about current events, to try to persuade others how to vote in an election, to say they are committed to civic participation, and to raise money for charity.
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Youth, parents, teachers, and others who work with youth should know about the wide diversity of video games – so they can take full advantage of games and their civic potential.”
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The study also found that these civic gaming experiences occurred equally among all kinds of game players regardless of family income, race, and ethnicity. These data stand in contrast to teens’ experiences in schools and others community situations, where white and higher-income youth typically have more opportunities for civic development.
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“This study offers us a glimpse into the potential of these new tools to foster learning and civic engagement, yet the findings about mature content suggest that parents and other adults need to be involved in young people’s game play, helping to realize the potential benefits while moderating unintended consequences. We see these results as the beginning of an important discussion about the role of digital media in learning, community, and citizenship in the 21st century.”
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virtually all American teens play computer, console, or cell phone games and that the gaming experience is rich and varied, with a significant amount of social interaction and potential for civic engagement.
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A typical teen plays at least five different categories of games and 40% of them play eight or more different game types.
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76% of youth report helping others while gaming. 44% report playing games where they learn about a problem in society.
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gaming can be tied to civic and political engagement. Indeed, youth have many experiences playing games that mirror aspects of civic and political life, such as thinking about moral and ethical issues and making decisions about city and/or community affairs. Not only do many teens help others or learn about a problem in society during their game playing, they also encounter other social and civic experiences:
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“Games that simulate aspects of civic and political life may well promote civic skills and civic engagement. Youth, parents, teachers, and others who work with youth should know about the wide diversity of video games – so they can take full advantage of games and their civic potential.”
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This study offers us a glimpse into the potential of these new tools to foster learning and civic engagement, yet the findings about mature content suggest that parents and other adults need to be involved in young people’s game play, helping to realize the potential benefits while moderating unintended consequences. We see these results as the beginning of an important discussion about the role of digital media in learning, community, and citizenship in the 21st century.”
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The Future of Education - Charting the Course of Teaching and Learning in a Networked W... - 0 views
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shared by Barbara Lindsey on 03 May 10
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Personalizing Learning - The Important Role of Technology - Open Education - 0 views
www.openeducation.net/...e-important-role-of-technology
21stcenturylearning personalizing learning technology europe
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In Europe, students in each and every school are expected to have access to a safe and secure personal online learning space. In fact, that commitment has been in place since March of 2008.
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personalization requires an end to the days of teachers going inside a classroom and closing their door to the outside world.
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shared by Barbara Lindsey on 21 Dec 10
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The Power of Twitter in Information Discovery | Both Sides of the Table - 0 views
www.bothsidesofthetable.com/...itter-in-information-discovery
twitter value communitiesofpractice rss aggregator finding filtering information informationliteracy
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Scholar 2.0: Public Intellectualism Meets the Open Web - 1 views
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for the most part, knowledge created by academics is placed mostly in outlets that can be accessed only by “the knowledge elite.”
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I have become so used to publishing directly to the Web that I felt shackled by the constraints of the print medium.
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you write something really important, sign over your rights to a for-profit publisher and then that publisher charges YOUR university (and potentially other subscribers; individual or organizational) a fee to carry that journal. In other words, you are giving your knowledge to a company so they can sell it back to your university
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Most print journals STILL cannot handle color graphics. With incredible advances in data visualization technology, there must be a move to publishing to the Web directly.
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As a result of her use of various forms of social media, Ravitch has (amazingly) positioned herself as the leading voice of the counter-narrative to the dominant educational policy agenda.
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motivated by sharing with others, a blog allows scholars to disseminate content and express opinions to larger audiences than more traditional outlets. Second, needing room for creativity and self-reflection, the blog is a tool for practicing writing and for keeping up-to-date and remembering; it is a space to house early articulations of one’s ideas. Finally, valuing connections, the participants used their blogs for interacting and creating relationships with others.
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A recent post about charter schools on Dr. Baker's blog includes 25 comments which, together, comprise a great argument between Bruce, Stuart Buck and Kevin Welner. That conversation happened "in public," not at some exclusive conference or behind some paywall. How can you read that conversation and not recognize the value of blogs as spaces for scholarly communication?
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One could certainly argue that content curation is not a new kind of authorship. Editing books or journals is about content curation and has traditionally "counted" as authorship for tenure and promotion purposes. However, at the risk of sounding repetitive, our tools for content creation are new.
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Social bookmarking tools are also incredibly simple to use and ideal for curating content. Diigo and Delicious are the two most widely adopted free social bookmarking services. Users can "bookmark" sites, aggregate them using tags, and then share their collections publicly.
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unlike content curation in a print medium, that collection is dynamic (I can add or delete at any time) and interactive (visitors can comment on any of the items in the collection and start a conversation of sorts). I believe this to be a truly modern and increasingly important form of scholarly activity.
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There are other forms of modern scholarly activity that are well-worth considering, including webinars and podcasting.
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Gideon Burton, Assistant Professor of English at Brigham Young University, who writes: I don't want to be complicit in sustaining a knowledge economy that rewards its participants when they invest in burying and restricting knowledge. This is why Open Access is more than a new model for scholarly publishing, it is the only ethical move available to scholars who take their own work seriously enough to believe its value lies in how well it engages many publics and not just a few peers (para. 7).
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shared by Barbara Lindsey on 02 Aug 11
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Learning Reimagined: Participatory, Peer, Global, Online | DMLcentral - 1 views
www.dmlcentral.net/...rticipatory-peer-global-online
learning2.0 cop communitiesofpractice rheingold
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I have found that in both my traditional physical classrooms and online environments, the chances of successful outcomes are multiplied when every person in the group makes a commitment to active participation in helping others learn.
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When a sufficient number of people jump in and start contributing and building on one another's contributions, it becomes clear to all that it's not just about the teacher's performance and the student's ability to complete assignments. It's about our joint effort to make the whole of our encounter more valuable than just the sum of our individual learning.
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I type roles on the whiteboard and show how to use the whiteboard tools to enter, format and move around elements. Roles include searchers, chat summarizers, session summarizers, mindmap leaders, session bloggers. I ask co-learners to write their own names on the whiteboard next to the roles they want to take, show them how to create break-out rooms to coordinate their collaborations, and ask the summarizers to feed their output to the bloggers, who take responsibility for posting a reflective summary of the session later
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Yes, we're a collective intelligence, which is exhilarating, but we're a toddler collective intelligence, stumbling around learning to walk and trying to figure out where we're going at the same time. A number of new skills are required in short order. Information and communication flow through multiple simultaneous channels. The enterprise is challenging - that's part of the exercise. Taking my direction from George Siemens' ideas about networked learning ("we emphasize that early course experiences tend to be overwhelming and chaotic") I assure co-learners early and often that we can relax, accept and even embrace the chaos, and regard our networked attempts to make sense of it as the scaffold for our co-learning.
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Instead of seeking to put every fact in its place in an existing well-ordered taxonomy, why not seek to learn together by asking questions about what puzzles us, then organizing our discussions and mining them for knowledge?
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Sometimes, I get into predicaments and don't know how to quit a webtour or place people in breakout rooms. So I calmly start exploring possible solutions, talking about it as I try to recover. While doing so, I also talk about the importance of exploring close enough to the edge to fall over it frequently. I model tolerance for error, learning from error, pushing the envelope of tech. Indeed, I've found that the earlier I can break something and fix it in public, the better. We talk about what works and what doesn't, discard what doesn't suit our purposes, push a tool further if it helps us learn together. It requires regular doses of humility to abandon what seemed like a bright idea at the time.
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The objective is a culture of conversation that troubleshoots practical skills, explores theoretical underpinnings, dissects social implications.
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Our internal social bookmarks enable us to create a mini-collective-intelligence by gathering resources about our discussion topics, selecting or writing descriptive snippets, assigning tags. The emerging tag-cloud serves as an index to the resources.
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In the process of using these tools to try to make sense together, we co-construct our learning. The last week of the course is about re-examining our learning process, reiterating the most important things we've learned, and redesigning the parts of the process that didn't work so well.
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4 Reasons Why "Global Fluency" Matters - an open letter to 6th graders everywhere | Dig... - 0 views
Digital Humanities Spotlight: 7 Important Digitization Projects | Brain Pickings - 0 views
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Nik's Learning Technology Blog: 10 Tech Tools for Teacher Training Courses - 0 views
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One concern I had was the lack of tool choice. I understand the rationale behind having teachers work in a completely digital environment but would have liked to hear that he explained that he did this so that they would have an immersion experience and that it is important to offer learners choice.
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Social Annotations in Digital Library Collections - 0 views
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While used textbooks are obviously less costly, they often carry another benefit new textbooks don't: highlights, underscores and other annotations by their previous owners. Even though the author of, and rationale for, the annotations may be unknown, the fact that somebody found particular sections of the book important enough to emphasize tends to make the eye linger. Ideally, annotations can make learning and knowledge discovery feel less like a solitary pursuit and more like a collaborative effort.
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At first glance, it would seem that the trustworthiness of an unknown individual who has interpreted or appended an author's work would be questionable, but several reasonable assumptions can be made that contribute to the perceived authority of an unknown annotator. At the very least, they read the work and took the time to make the annotations, which may question or clarify certain statements in the text, and create links to other works, authors or ideas. The subsequent reader of an annotated work then has one or more additional perspectives from which to evaluate the usefulness of the text and annotations, and more implied permission to add his or her own interpretations than in an unannotated text. Published scholarly works are objects for discussion in an ongoing conversation among a community of knowledge seekers, and whether via formal citation in later publications or annotations in existing ones, all are designed to advance the generation and exchange of ideas.
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Most critically, knowledge discovery and transfer is no longer restricted to a model of one expert creator to many consumers. In Web 2.0, consumers are creators, who can add their voices to both expert and non-expert claims. Users get the benefit of multiple perspectives and can evaluate claims in the best tradition of participative, critical inquiry.
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However, as with annotations in paper books, sometimes the value of an annotation goes beyond its content. Marshall (1998) suggests that the very act of evaluating a handwritten annotation's relevance creates a level of critical engagement that would not happen while reading a clean copy of a book. Marshall studied university students' annotations in textbooks, and found that students preferred books that had been marked by previous readers, as long as the marks were intelligible.
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Similarly, Sherman (2008) studied marginalia in English Renaissance texts and found that students of the time were routinely taught that simply reading a book was insufficient. In order to have a "fruitful interaction" (p. 4) with a text, marking it up with one's thoughts and reactions was considered essential. Marginalia and other signs of engagement and use – even such apparently content-neutral additions as food stains – Sherman sees as valuable evidence of reader reaction, and the place of the physical information object in people's lives.
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In a study of flickr.com, Ames and Naaman (2007) created a taxonomy of motivations for annotation along two dimensions: sociality and function. The latter dimension echoes people's motivation to annotate printed textbooks: the function of making important or interesting passages more easily findable for later review. The sociality dimension is a component of the Web infrastructure – making photographs findable for others, and creating shared tagsets for people with similar interests, so they might collaborate more easily. In this sense, photographs are boundary objects (Star and Griesemer 1989), around which diverse individuals can interact and communities can build (Gal, Yoo and Boland 2006). Digital collection items can also be boundary objects, even if those conversations take place asynchronously.
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UDI Community - 0 views
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Universal Design for Instruction (UDI) is an approach to teaching that consists of the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.
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One of the important aspects of UD is that its inclusive elements benefit all users, not just those with disabilities.
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By providing faculty with a framework and tools for designing inclusive college instruction, the dialogue surrounding college students with disabilities changes from a focus on compliance, accommodations, and nondiscrimination to an emphasis on teaching and learning.
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They can inform a variety of teaching issues and approaches ranging from assessing student learning, to broadening learning experiences, to considering how an inclusive classroom climate can be established
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The word universal refers to a flexible design that is specifically created to be used in diverse ways.
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UDI focuses on many elements of pedagogy and encourages examination of teaching including the daily tasks of planning and delivering instruction as well as assessing student learning.
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Visitors to the Facultyware web site can use these products as examples of how the Principles of Universal Design for Instruction © can be applied to the task of designing inclusive learning environments and experiences for today's diverse college classrooms.
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I have found the cognitive surplus, and it hates pigs » Nieman Journalism Lab - 0 views
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Open university: Joi Ito plans a radical reinvention of MIT's Media Lab (Wired UK) - 0 views
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They have a maker space in a church, a place where the kids can learn how to build a computer, a bike shop where they can learn how to do repairs. The kid who runs this place, Jeff Sturges, is awesome.We're sending a bunch of Media Lab people to Detroit to work with local innovators already doing stuff on the ground."
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in which any bright talent anywhere, academically qualified or not, can be part of the world's leading "antidisciplinary" research lab. "Opening up the lab is more about expanding our reach and creating our network," explains Ito, appointed director in April 2011.
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as Ito sees it, the formal channels of academia today inhibit progress. "In the old days, being relevant was writing academic papers. Today, if people can't find you on the internet, if they're not talking about you in Rwanda, you're irrelevant. That's the worst thing in the world for any researcher. The people inventing things might be in Kenya, and they go to the internet and search. Funders do the same thing. The old, traditional academic channel is not a good channel for attracting attention, funding, people, or preventing other people from competing with you.
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You can't actually tell people to think for themselves, or be creative. You have to work with them and have them learn it themselves."
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"Being open, you're much less likely to have someone competitive emerge and you're also much more likely to find somebody who wants to come to work with you. Innovation is happening everywhere -- not just in the Ivy League schools. And that's why we're working with you guys [at Wired] too -- in the old days, academics didn't want to be in popular magazines. Openness is a survival trait."
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It was, according to a 1984 briefing document by Negroponte, "designed to be a place where people of dramatically different backgrounds can simultaneously use and invent new media, and where the computer itself is seen as a medium -- part of a communications network of people and machines -- not just an object in front of which one sits."
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As Ito sees it, the lab's mission "is to come up with ideas that would never be able to occur anywhere else because most places are incremental, directed and disciplinary".
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There are lots of kids who are not happy with this massive consumerism, this unsustainable growth, but who have really smart science and technology values. That's a type of person we can draw into what I think will become a movement."
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"We aim to capture serendipity. You don't get lucky if you plan everything -- and you don't get serendipity unless you have peripheral vision and creativity.
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Our funding model allows our students to do anything they want without asking permission. It's like venture capital: we don't expect every experiment to succeed -- in fact, a lot are failures. But that's great -- failure is another word for discovery. We're very much against incrementalism -- we look for unexplored spaces, and our key metrics for defining a good project are uniqueness, impact and magic."
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Ito set out some of his key principles. These included: "Encourage rebellion instead of compliance"; "Practice instead of theory"; " Constant learning instead of education"; "Compass over map". "The key principles include disobedience -- no one ever won a Nobel prize by doing as they're told," he explains later. "And it's about resilience versus strength -- you don't try to resist failure, you allow failure and bounce back. And compass over map is important -- you need to know where you're going, but the cost of planning often exceeds the cost of actually trying. The maps you have are often wrong. These principles affect and apply to just about any organisation."
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In the old days, you needed hundreds of millions of dollars and armies of people to do anything that mattered. Today a couple of kids using open-source software, a generic PC and the internet can create a Google, a Yahoo! and a Facebook in their dorm room, and plug it in and it's working even before they've raised money. That takes all the innovation from the centre and pushes it to the edges -- into the little labs inside the Media Lab; inside dorm rooms; even inside terrorist cells. Suddenly the world is out of control -- the people innovating, disrupting, creating these tools, they're not scholars. They don't care about disciplines. They're antidisciplinary."
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So when Ito was appointed, Negroponte wanted the press release headlined: "University dropout named director of Media Lab". "But," he says with raised eyebrows, "the fact that he didn't have a degree was buried near the last paragraph. That's the good Peter Thiel -- if you do drop out and do something creative, more power to you."
Q&A: John Seely Brown on Interest-Driven Learning, Mentors and the Importance of Play |... - 0 views
spotlight.macfound.org/...iven-learning-mentors-and-play
johnseelybrown play learning interest mentors
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