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Barbara Lindsey

if:book: this progress - 0 views

  • My hypothesis, if correct, would oblige us to recognize the fact that the primary function of written communication is to facilitate slavery.
  • The use of writing for disinterested purposes, and as a source of intellectual and aesthetic pleasure, is a secondary result, and more often than not it may even be turned into a means of strengthening, justifying or concealing the other. (p. 299)
  • Already our ideas about privacy are radically different than they were a decade ago.
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  • Lévi-Strauss invites us to consider literary freedom (or, more generally, "book culture") as a spandrel in the sense that Stephen Jay Gould employed the term: something that evolves not towards its own end, but because it doesn't impede (and may in fact support) other forces. I think Lévi-Strauss's hypothesis is interesting to consider because it posits our present book culture as an exception, rather than something that naturally happens because of the flow of economic or historical forces.
  • For a piece entitled "This Progress," Sehgal emptied the spiral ramp of the Guggenheim of its art: the visitor ascending the ramp was met by a small child, who asks you to explain what you think progress is. You do this as best you can; there's a back and forth, and this conversation carries on up the spiral. At a certain point, you're met by a high school student, who continues the conversation; then a young adult; and finally an older adult, who walks with you to the top-most point in the Guggenheim. There's a great deal of careful choreography going on, so the conversation breaks and remakes itself across your offerent interlocutors – but what's centrally interesting about the piece is that the visitor is engaged in a sustained conversation with strangers about the idea of progress. There's something deeply strange about this: post-college, we so rarely engage in conversations about abstract ideas. It's equally odd to be engaging with people who aren't your age: the way on talks to a six-year-old is necessarily different from the way one talks to a sixty-year-old. This can be deeply engrossing: on a visit a few Mondays ago, my friend Nik and I went up (with others) and down (together) five times in four hours.
  • Going up the spiral with a friend doesn't work as well as you might expect: the dynamics of a conversation with a stranger are very different from a converstion with a stranger and a friend.
  • One quickly discovers that what happens when one ascends the spiral is different every time, though the structure is constant. Some conversations are interesting; some are less so. Some are over quickly; some carry on so long that you worry that you've fallen out of the piece entirely. While some of the rules can be easily understood
  • some aren't so obvious.
  • One quickly discovers the limitations of language: progress, we think, is the idea that things move forward, but that doesn't explain why something in front of something is naturally better: it's simply a structure of our thought that we construe things in front of us (or above us) as things we aspire to in some way. It's hard not to think in this way when ascending a ramp, though weirdly the ramp as metaphor doesn't seem to arise.
  • k wanted to know, were we essentially different from the Greeks?
  • Greek professor
  • The difference, the man finally confided, was that the Greeks didn't have our idea of progress. He thought they were probably happier because of that.
  • why was there the this in the piece's title "This Progress"? Perhaps it's because progress only exists as an idea when we lend credence to it: our own personal idea of progress rather than something that exists naturally. Awareness of this is important. We need to interrogate the idea of progress, both in terms of what we believe and what society around us believes. Too often we're simply swept along by the flow of time. The power of the idea – the power of the thought experiment, whether Lévi-Strauss's questioning of the goal of writing or Sehgal's questioning of progress – is that it allows reclamation of agency.
Chenwen Hong

Planning for Neomillennial Learning Styles: Implications for Investments in Technology ... - 0 views

shared by Chenwen Hong on 30 Apr 10 - Cached
  • One major advantage of egocentric perspectives is that they enable participants' actional immersion and motivation more strongly than exocentric FORs, which are better suited for dispassionate observer roles.
    • Chenwen Hong
       
      Can we say teaching through gaming is proving an egocentric FOR to course content?
    • Chenwen Hong
       
      I think teaching through gaming is proving an egocentric FOR to course content.
  • While the content of these games and activities often does not lead to knowledge useful in the real world, rich types of learning and identity formation do take place in these environments, fostering neomillennial learning styles based on characteristics of immersive mediated interaction.
    • Chenwen Hong
       
      Therefore, if we are to integrating gaming into the course, the content and activities then will have meanings and can be made useful in the real world.
  • Virtual identity unfettered by physical attributes such as gender, race, disabilities
    • Chenwen Hong
       
      I have doubts on this "unfettered" virtual identity, which has been mentioned earlier in this article. If avatars are created in terms of how we defines identities in real world, how come those physical attributes will disappear?
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  • Multitasking among disparate experiences and information sources
    • Chenwen Hong
       
      Is this not proved to be less efficient and result in less successul acedmic performances?
  • These virtual worlds are persistent social and material worlds, loosely structured by open-ended (fantasy) narratives, where players are largely free to do as they please—slay ogres, siege castles, barter goods in town, or shake the fruit out of trees
    • Chenwen Hong
       
      While it is easy to confuse virtual life with real life, do we instructors play a role of teaching them to tell their differences as we are blending their real life into the virtual world in teaching? Or is there such a role?
Barbara Lindsey

The New Gold Mine: Your Personal Information & Tracking Data Online - WSJ.com - 0 views

  • the tracking of consumers has grown both far more pervasive and far more intrusive than is realized by all but a handful of people in the vanguard of the industry. • The study found that the nation's 50 top websites on average installed 64 pieces of tracking technology onto the computers of visitors, usually with no warning. A dozen sites each installed more than a hundred. The nonprofit Wikipedia installed none.
  • the Journal found new tools that scan in real time what people are doing on a Web page, then instantly assess location, income, shopping interests and even medical conditions. Some tools surreptitiously re-spawn themselves even after users try to delete them. • These profiles of individuals, constantly refreshed, are bought and sold on stock-market-like exchanges that have sprung up in the past 18 months.
  • Advertisers once primarily bought ads on specific Web pages—a car ad on a car site. Now, advertisers are paying a premium to follow people around the Internet, wherever they go, with highly specific marketing messages.
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  • "It is a sea change in the way the industry works," says Omar Tawakol, CEO of BlueKai. "Advertisers want to buy access to people, not Web pages."
  • The Journal found that Microsoft Corp.'s popular Web portal, MSN.com, planted a tracking file packed with data: It had a prediction of a surfer's age, ZIP Code and gender, plus a code containing estimates of income, marital status, presence of children and home ownership, according to the tracking company that created the file, Targus Information Corp.
  • Tracking is done by tiny files and programs known as "cookies," "Flash cookies" and "beacons." They are placed on a computer when a user visits a website. U.S. courts have ruled that it is legal to deploy the simplest type, cookies, just as someone using a telephone might allow a friend to listen in on a conversation. Courts haven't ruled on the more complex trackers.
  • tracking companies sometimes hide their files within free software offered to websites, or hide them within other tracking files or ads. When this happens, websites aren't always aware that they're installing the files on visitors' computers.
  • Often staffed by "quants," or math gurus with expertise in quantitative analysis, some tracking companies use probability algorithms to try to pair what they know about a person's online behavior with data from offline sources about household income, geography and education, among other things. The goal is to make sophisticated assumptions in real time—plans for a summer vacation, the likelihood of repaying a loan—and sell those conclusions.
  • Consumer tracking is the foundation of an online advertising economy that racked up $23 billion in ad spending last year. Tracking activity is exploding. Researchers at AT&T Labs and Worcester Polytechnic Institute last fall found tracking technology on 80% of 1,000 popular sites, up from 40% of those sites in 2005.
  • The Journal found tracking files that collect sensitive health and financial data. On Encyclopaedia Britannica Inc.'s dictionary website Merriam-Webster.com, one tracking file from Healthline Networks Inc., an ad network, scans the page a user is viewing and targets ads related to what it sees there.
    • Barbara Lindsey
       
      Tracking you an targeting ads to you on a popular dictionary site!
  • Beacons, also known as "Web bugs" and "pixels," are small pieces of software that run on a Web page. They can track what a user is doing on the page, including what is being typed or where the mouse is moving.
  • The majority of sites examined by the Journal placed at least seven beacons from outside companies. Dictionary.com had the most, 41, including several from companies that track health conditions and one that says it can target consumers by dozens of factors, including zip code and race.
  • After the Journal contacted the company, it cut the number of networks it uses and beefed up its privacy policy to more fully disclose its practices.
  • Flash cookies can also be used by data collectors to re-install regular cookies that a user has deleted. This can circumvent a user's attempt to avoid being tracked online. Adobe condemns the practice.
  • Most sites examined by the Journal installed no Flash cookies. Comcast.net installed 55.
  • Wittingly or not, people pay a price in reduced privacy for the information and services they receive online. Dictionary.com, the site with the most tracking files, is a case study.
  • Think about how these technologies and the associated analytics can be used in other industries and social settings (e.g. education) for real beneficial impacts. This is nothing new for the web, the now that it has matured, it can be a positive game-changer.
  • Media6Degrees Inc., whose technology was found on three sites by the Journal, is pitching banks to use its data to size up consumers based on their social connections. The idea is that the creditworthy tend to hang out with the creditworthy, and deadbeats with deadbeats.
  • "There are applications of this technology that can be very powerful," says Tom Phillips, CEO of Media6Degrees. "Who knows how far we'd take it?"
  • Hidden inside Ashley Hayes-Beaty's computer, a tiny file helps gather personal details about her, all to be put up for sale for a tenth of a penny.
  • "We can segment it all the way down to one person," says Eric Porres, Lotame's chief marketing officer.
  • One of the fastest-growing businesses on the Internet, a Wall Street Journal investigation has found, is the business of spying on Internet users.
  • Yahoo Inc.'s ad network,
  • "Every time I go on the Internet," she says, she sees weight-loss ads. "I'm self-conscious about my weight," says Ms. Reid, whose father asked that her hometown not be given. "I try not to think about it…. Then [the ads] make me start thinking about it."
  • Information about people's moment-to-moment thoughts and actions, as revealed by their online activity, can change hands quickly. Within seconds of visiting eBay.com or Expedia.com, information detailing a Web surfer's activity there is likely to be auctioned on the data exchange run by BlueKai, the Seattle startup.
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    a New York company that uses sophisticated software called a "beacon" to capture what people are typing on a website
Barbara Lindsey

Proust's way: a field guide to In ... - Google Books - 0 views

  •  
    There is no man, however wise, who has not at some period of his youth said things, or lived in a way the consciousness of which is so unpleasant to him in later life that he would gladly, if he could, expunge it from his memory." Fall 2011 syllabus
Barbara Lindsey

Principle III. Provide Multiple Means of Engagement | National Center On Universal Desi... - 0 views

  • Offering learners choices can develop self-determination, pride in accomplishment, and increase the degree to which they feel connected to their learning. However, it is important to note that individuals differ in how much and what kind of choices they prefer to have. It is therefore not enough to simply provide choice. The right kind of choice and level of independence must be optimized to ensure engagement.
  • In an educational setting, one of the most important ways that teachers recruit interest is to highlight the utility and relevance, of learning and to demonstrate that relevance through authentic, meaningful activities. It is a mistake, of course, to assume that all learners will find the same activities or information equally relevant or valuable to their goals. To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.
  • Vary activities and sources of information so that they can be:  Personalized and contextualized to learners’ lives  Culturally relevant and responsive  Socially relevant Age and ability appropriate  Appropriate for different racial, cultural, ethnic, and gender groups
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  • The level of perceived challenge The type of rewards or recognition available The context or content used for practicing and assessing skills The tools used for information gathering or production The color, design, or graphics of layouts, etc. The sequence or timing for completion of subcomponents of tasks
  • it is important to build in periodic or persistent “reminders” of both the goal and its value in order for them to sustain effort and concentration in the face of distracters.
  • Prompt or require learners to explicitly formulate or restate goal Display the goal in multiple ways Encourage division of long-term goals into short-term objectives Demonstrate the use of hand-held or computer-based scheduling tools Use prompts or scaffolds for visualizing desired outcome  Engage learners in assessment discussions of what constitutes excellence and generate relevant examples that connect to their cultural background and interests 
  • Mastery-oriented feedback is the type of feedback that guides learners toward mastery rather than a fixed notion of performance or compliance.
  • Provide feedback that is frequent, timely, and specific Provide feedback that is substantive and informative rather than comparative or competitive
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