ELA: There are more sobering notes
among the n-grams.
For instance, here's the trajectory of Marc Chagall,
an artist born in 1887.
And this looks like the normal trajectory of a famous person.
He gets more and more and more famous,
except if you look in German.
If you look in German, you see something completely bizarre,
something you pretty much never see,
which is he becomes extremely famous
and then all of a sudden plummets,
going through a nadir between 1933 and 1945,
before rebounding afterward.
And of course, what we're seeing
is the fact Marc Chagall was a Jewish artist
in Nazi Germany.
Now these signals
are actually so strong
that we don't need to know that someone was censored.
We can actually figure it out
using really basic signal processing.
Here's a simple way to do it.
Well, a reasonable expectation
is that somebody's fame in a given period of time
should be roughly the average of their fame before
and their fame after.
So that's sort of what we expect.
And we compare that to the fame that we observe.
And we just divide one by the other
to produce something we call a suppression index.
If the suppression index is very, very, very small,
then you very well might be being suppressed.
If it's very large, maybe you're benefiting from propaganda.
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in title, tags, annotations or urlHow Teens Research In the Digital Age - Pew Research Center - 0 views
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What we learned from 5 million books | Video on TED.com - 0 views
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From YouTube version of this talk: "[Google's digtized books] are very practical and extremely awesome." Erez Lieberman Aiden and Jean-Baptiste Michel from Harvard University use the 15 million books scanned and digitized by Google to show how a visual and quantitative analysis of text can provide insights about fields as diverse as lexicography, the evolution of grammar, collective memory, the adoption of technology, the pursuit of fame, censorship, and historical epidemiology.
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Now when Google digitizes a book, they put it into a really nice format. Now we've got the data, plus we have metadata. We have information about things like where was it published, who was the author, when was it published. And what we do is go through all of those records and exclude everything that's not the highest quality data. What we're left with is a collection of five million books, 500 billion words, a string of characters a thousand times longer than the human genome -- a text which, when written out, would stretch from here to the Moon and back 10 times over -- a veritable shard of our cultural genome.
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we're going to release statistics about the books. So take for instance "A gleam of happiness." It's four words; we call that a four-gram. We're going to tell you how many times a particular four-gram appeared in books in 1801, 1802, 1803, all the way up to 2008. That gives us a time series of how frequently this particular sentence was used over time. We do that for all the words and phrases that appear in those books, and that gives us a big table of two billion lines that tell us about the way culture has been changing.
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You might also want to have a look at this particular n-gram, and that's to tell Nietzsche that God is not dead, although you might agree that he might need a better publicist.
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JM: Now you can actually look at the distribution of suppression indexes over whole populations. So for instance, here -- this suppression index is for 5,000 people picked in English books where there's no known suppression -- it would be like this, basically tightly centered on one. What you expect is basically what you observe. This is distribution as seen in Germany -- very different, it's shifted to the left. People talked about it twice less as it should have been. But much more importantly, the distribution is much wider. There are many people who end up on the far left on this distribution who are talked about 10 times fewer than they should have been. But then also many people on the far right who seem to benefit from propaganda. This picture is the hallmark of censorship in the book record.
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ELA: So culturomics is what we call this method. It's kind of like genomics. Except genomics is a lens on biology through the window of the sequence of bases in the human genome. Culturomics is similar. It's the application of massive-scale data collection analysis to the study of human culture. Here, instead of through the lens of a genome, through the lens of digitized pieces of the historical record. The great thing about culturomics is that everyone can do it. Why can everyone do it? Everyone can do it because three guys, Jon Orwant, Matt Gray and Will Brockman over at Google, saw the prototype of the Ngram Viewer, and they said, "This is so fun. We have to make this available for people." So in two weeks flat -- the two weeks before our paper came out -- they coded up a version of the Ngram Viewer for the general public. And so you too can type in any word or phrase that you're interested in and see its n-gram immediately -- also browse examples of all the various books in which your n-gram appears.
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How to Outsmart Tracking Cookies on the Web - WSJ.com - 0 views
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To have the most privacy options, upgrade to the latest version of the browser you use.
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All popular browsers let users view and delete cookies installed on their computer.
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Once you've deleted cookies, you can limit the installation of new ones.
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Internet Explorer lets you set rules for blocking cookies based on the policies of the cookie-placer.
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No major browsers let you track or block beacons without installing extra software known as "plug-ins," as described under advanced steps.
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All major browsers offer a "private browsing" mode to limit cookies. Chrome calls it "Incognito." Internet Explorer calls it "InPrivate Browsing," but this option is available only in the latest version, IE8.
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It deletes cookies each time you close the browser or turn off private browsing, effectively hiding your history.
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"Flash Cookies"
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Flash is the most common way to show video online. As with regular cookies, Flash cookies can be useful for remembering preferences, such as volume settings for videos. But marketers also can use Flash cookies to track what you do online.
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So every time you see a flash video (YouTube is an example) you are being tracked.
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Short video tutorials on math, science, chemistry, biology, banking, investing & history all with a cc license.
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
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various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
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the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
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most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
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This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
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ecoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But only more experienced and more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.8
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by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
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But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
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Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
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Another interesting experiment in Second Life was the Harvard Law School and Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” The course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
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Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
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John King, the associate provost of the University of Michigan
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For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
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The project’s website includes reports of how students, under the guidance of professional astronomers, are using the Faulkes telescopes to make small but meaningful contributions to astronomy.
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“This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
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HOU invites students to request observations from professional observatories and provides them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists
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The site is intended to serve as “an open forum for worldwide discussions on the Decameron and related topics.” Both scholars and students are invited to submit their own contributions as well as to access the existing resources on the site. The site serves as an apprenticeship platform for students by allowing them to observe how scholars in the field argue with each other and also to publish their own contributions, which can be relatively small—an example of the “legitimate peripheral participation” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in the kind of rigorous argumentation that is generated around a particular form of deep scholarship. A community like this, in which students can acculturate into a particular scholarly practice, can be seen as a virtual “spike”: a highly specialized site that can serve as a global resource for its field.
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I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
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for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
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Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
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We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
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An example of such a practicum is the online Teaching and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching
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The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
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The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education.
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But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
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In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and cognitive skills that could be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world in which careers typically lasted a lifetime. But the twenty-first century is quite different.
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We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
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The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often the learning that transpires is informal rather than formally conducted in a structured setting. Learning occurs in part through a form of reflective practicum, but in this case the reflection comes from being embedded in a community of practice that may be supported by both a physical and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.
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The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems23 that will support active, passion-based learning: Learning 2.0.
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As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African-Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challenging calculus problems. The program was so successful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, http://math.sfsu.edu/hsu/workshops/treisman.html.
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In the early 1970s, Stanford University Professor James Gibbons developed a similar technique, which he called Tutored Videotape Instruction (TVI). Like DSH, TVI was based on showing recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically and ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning and that the weakest students academically learned more from participating in TVI instruction than from attending lectures in person. See J. F. Gibbons, W. R. Kincheloe, and S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
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Print: The Chronicle: 6/15/2007: The New Metrics of Scholarly Authority - 0 views
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Web 2.0 is all about responding to abundance, which is a shift of profound significance.
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Chefs simply couldn't exist in a world of universal scarcity
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a time when scholarship, and how we make it available, will be affected by information abundance just as powerfully as food preparation has been.
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Scholarly communication before the Internet required the intermediation of publishers. The costliness of publishing became an invisible constraint that drove nearly all of our decisions. It became the scholar's job to be a selector and interpreter of difficult-to-find primary and secondary sources; it was the scholarly publisher's job to identify the best scholars with the best perspective and the best access to scarce resources.
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Online scholarly publishing in Web 1.0 mimicked those fundamental conceptions. The presumption was that information scarcity still ruled. Most content was closed to nonsubscribers; exceedingly high subscription costs for specialty journals were retained; libraries continued to be the primary market; and the "authoritative" version was untouched by comments from the uninitiated. Authority was measured in the same way it was in the scarcity world of paper: by number of citations to or quotations from a book or article, the quality of journals in which an article was published, the institutional affiliation of the author, etc.
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Google
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Google
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The challenge for all those sites pertains to abundance:
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Such systems have not been framed to confer authority, but as they devise means to deal with predators, scum, and weirdos wanting to be a "friend," they are likely to expand into "trust," or "value," or "vouching for my friend" metrics — something close to authority — in the coming years.
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ecently some more "authoritative" editors have been given authority to override whining ax grinders.
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In many respects Boing Boing is an old-school edited resource. It doesn't incorporate feedback or comments, but rather is a publication constructed by five editor-writers
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As the online environment matures, most social spaces in many disciplines will have their own "boingboings."
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They differ from current models mostly by their feasible computability in a digital environment where all elements can be weighted and measured, and where digital interconnections provide computable context.
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In the very near future, if we're talking about a universe of hundreds of billions of documents, there will routinely be thousands, if not tens of thousands, if not hundreds of thousands, of documents that are very similar to any new document published on the Web. If you are writing a scholarly article about the trope of smallpox in Shakespearean drama, how do you ensure you'll be read? By competing in computability. Encourage your friends and colleagues to link to your online document. Encourage online back-and-forth with interested readers. Encourage free access to much or all of your scholarly work. Record and digitally archive all your scholarly activities. Recognize others' works via links, quotes, and other online tips of the hat. Take advantage of institutional repositories, as well as open-access publishers. The list could go on.
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the new authority metrics, instead of relying on scholarly publishers to establish the importance of material for them.
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They need to play a role in deciding not just what material will be made available online, but also how the public will be allowed to interact with the material. That requires a whole new mind-set.
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cholarly publishers
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Many of the values of scholarship are not well served yet by the Web: contemplation, abstract synthesis, construction of argument.
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Traditional models of authority will probably hold sway in the scholarly arena for 10 to 15 years, while we work out the ways in which scholarly engagement and significance can be measured in new kinds of participatory spaces.
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if scholarly output is locked away behind fire walls, or on hard drives, or in print only, it risks becoming invisible to the automated Web crawlers, indexers, and authority-interpreters that are being developed. Scholarly invisibility is rarely the path to scholarly authority.
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Web 1.0,
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garbed new business and publishing models in 20th-century clothes.
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fundamental presumption is one of endless information abundance.
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Flickr, YouTube
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micromarkets
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multiple demographics
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Abundance leads to immediate context and fact checking, which changes the "authority market" substantially. The ability to participate in most online experiencesvia comments, votes, or ratingsis now presumed, and when it's not available, it's missed.
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Google interprets a link from Page A to Page B as a vote, by Page A, for Page B. But, Google looks at more than the sheer volume of votes, or links a page receives; for example, it also analyzes the page that casts the vote. Votes cast by pages that are themselves 'important' weigh more heavily and help to make other pages 'important,'"
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It has its limits, but it also both confers and confirms authority because people tend to point to authoritative sources to bolster their own work.
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That kind of democratization of authority is nearly unique to wikis that are group edited, since not observation, but active participation in improvement, is the authority metric.
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user-generated authority, many of which are based on algorithmic analysis of participatory engagement. The emphasis in such models is often not on finding scarce value, but on weeding abundance
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Authority 3.0 will probably include (the list is long, which itself is a sign of how sophisticated our new authority makers will have to be): Prestige of the publisher (if any). Prestige of peer prereviewers (if any). Prestige of commenters and other participants. Percentage of a document quoted in other documents. Raw links to the document. Valued links, in which the values of the linker and all his or her other links are also considered. Obvious attention: discussions in blogspace, comments in posts, reclarification, and continued discussion. Nature of the language in comments: positive, negative, interconnective, expanded, clarified, reinterpreted. Quality of the context: What else is on the site that holds the document, and what's its authority status? Percentage of phrases that are valued by a disciplinary community. Quality of author's institutional affiliation(s). Significance of author's other work. Amount of author's participation in other valued projects, as commenter, editor, etc. Reference network: the significance rating of all the texts the author has touched, viewed, read. Length of time a document has existed. Inclusion of a document in lists of "best of," in syllabi, indexes, and other human-selected distillations. Types of tags assigned to it, the terms used, the authority of the taggers, the authority of the tagging system.
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Most technophile thinkers out there believe that Web 3.0 will be driven by artificial intelligences — automated computer-assisted systems that can make reasonable decisions on their own, to preselect, precluster, and prepare material based on established metrics, while also attending very closely to the user's individual actions, desires, and historic interests, and adapting to them.
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When the system of scholarly communications was dependent on the physical movement of information goods, we did business in an era of information scarcity. As we become dependent on the digital movement of information goods, we find ourselves entering an era of information abundance. In the process, we are witnessing a radical shift in how we establish authority, significance, and even scholarly validity. That has major implications for, in particular, the humanities and social sciences.
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Social Media in Africa, Part 1 - 1 views
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undergoing a connectivity revolution
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Africa
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Part One of this series looks at social media contributions from Africans, Part Two looks at mobile and connectivity innovations and Part Three looks at how local Governments, NGOs and nonprofits are being affected.
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Technology unconferences and Barcamps have sprung up all over the continent, everywhere from Kenya to Nairobi to Madagascar to Uganda and Senegal.
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The three biggest success stories of independent social media projects taking off in Africa are Afrigator (a South African aggregator of African blogs and news), Zoopy (a YouTube/Flickr like service also out of South Africa) and Ushahidi (an SMS crisis reporting and mapping engine from Kenya). All three have drawn international attention which resulted in a major investment for Zoopy and Afrigator's acquisition (ReadWriteWeb's coverage). Meanwhile Ushahidi has successfully raised several rounds of funding after winning the Net2 Mashup Compeition prize of $25,000.
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Afrigator defines itself as "a social media aggregator and directory built especially for African digital citizens who publish and consume content on the web."
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Zoopy is a South African social media tool created by Jason Elk that allows users to upload videos, podcasts, and pictures and share them on the web.
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Ushahidi relies heavily upon GoogleMaps, which it uses for mapping reports of incidents. It's built on the Zend framework for PHP and uses a number of different protocols for SMS, GPRS and mapping data.
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The applications to follow are definitely the ones that leverage the mobile telephony infrastructure. An overwhelming portion of African users have no convenient access beyond cellular terminals - and that has spawned very innovative solutions based on existing and widely accessible technologies such as SMS. Examples abound such as Mpesa, Celpay, Etranzact and everyone else who is thriving in that formerly almost entirely cash-bound insecure environment. Underdeveloped banking and underdeveloped fixed telecommunications infrastructures are huge opportunities.
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The Web Community
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Internet is expensive in Africa, at least where I was in Benin. It was a dollar an hour where I was. And teachers only earned $3 a day.
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Mobile phones
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I was in Benin for nine months in 2006-2007 and can attest to how expensive it is to talk on cell phones- for local calls! A 15 min. local call cost about $20. I remember thinking how calling from the U.S. to Benin was cheaper than making local calls in Benin.
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Suren Ramasubbu: Helping Students Learn How to Enjoy Learning: An Interview With Travis... - 0 views
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ischool travisallen huffingtonpost interview
shared by Barbara Lindsey on 17 May 10
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managing a 15-member student team who run seminars, market the initiative, develop applications, and maintain a social network of schools and students. Travis has created team management sites, runs a popular blog, helped hundreds of students learn, and created YouTube videos inspiring tens of thousands of students and educators.
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Huffington Post interview with Travis Allen of the iSchool Initiative--after our class interview him!
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Technology: The Wrong Questions and the Right Questions | Education | Change.org - 0 views
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we have to create engagement which works educationally for more than 25% of students, precisely because we have to work against the dominant culture - "math is hard," "history is stupid," "languages are un-necessary." And we need to do that using the efficiencies of contemporary technologies.
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So tech, in my view, increases factual knowledge. It also allows a constant check of that knowledge. Math facts may stay fairly stable, but not the nations of Europe. Biological knowledge, chemical knowledge, changes constantly. We obviously need both, but a memorizer is not a person with a trustable education. A "finder" may be.
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the best thing we will have done for our children (and future generations) is to have fully engaged them in empowered learning, building relationships and thinking creatively - and right now technology is one of the tools that facilitates that kind of education, so we need to use it! http://www.iwasthinking.ca/2008/10/09/its-not-about-the-technology/
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i.e. I remember it only until I've finished the test) transforms to internalized (and useful) memorization only when the information is RELEVANT to my life! That's why kids can remember Pokemon points and Blues Clues songs yet struggle with their times tables or history dates! Yes, we need to agree on what content is foundational - AND we need to learn to teach it to (or learn it with) our children in ways that are meaningful to THEM, not just to us!
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I used to teach in an urban alternative school where many of my students were gang members. These students were not successful in school though they did get an education. I am sorry to say that the majority of their education did not come from school teachers nor was it an education sanctioned by the school district. I also through the years have been involved in many online communities of interest. Learning occurs there all the time. Not all members of these communities were successful in school but within these communities were successful in becoming educated about certain things. There is high quality education occurring in many places that we don't consider school: boy and girl scouts, workplaces, church youth groups, 4H, Little League, gangs, internet chat rooms, YouTube, blogs, libraries, family interaction, etc. In fact, the most relevant learnin for most people happens in one of hese other places of education and not in schools.
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If the goal for schools is to become the most relevant and useful place for education we need to harness the rhetorical draw of the gang, the personal significance of the family, the intrinsic nature of clubs and organizations like the Scouts and 4H, the relevance and applicability of the work place, and the openness of social media. The only way to do this is to personalize the learning experience for each student. This means that content will be as different from person to person as is the approach to teaching that content.
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Students who behave, and learn, most like their teachers do the best in classrooms. Teachers see this reflection as proof of their own competence - "The best students are just like me." And thus all who are "different" in any way - race, class, ability, temperament, preferences - are left out of the success story.
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Mobile phones, computers everywhere, hypertext, social networking, collaborative cognition (from Wikipedia on up), Google, text-messaging, Twitter, audiobooks, digital texts, text-to-speech, speech recognition, flexible formatting - these are not "add ons" to the world of education, they are the world of education. This is how humans in this century talk, read, communicate, learn. And learning to use these technologies effectively, efficiently, and intelligently must be at the heart of our educational strategies. These technologies do something else - by creating a flexibility and set of choices unprecedented in human communication - they "enable" a vast part of the population which earlier media forms disabled.
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Back in Socrates' time it was all about the information you could remember. With this system very, very few could become "educated." In the ‘Gutenberg era' it was all about how many books you could read and how fast you could decode alphabetical text; this let a few more reach that ‘educated' status - about 35% if you trust all those standardized tests to measure "proficiency." But now it is all about how you learn to find information, how you build your professional and personal networks, how you learn, how to learn - because learning must be continuous. None of this eliminates the need for a base of knowledge - the ability to search, to ask questions, requires a knowledge base, but it dramatically alters both how that knowledge base is developed, and what you need to do with it. This paradigm opens up the ranks of the "educated" in ways inconceivable previously.
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We must abandon the one-way classroom communication system, be it the lecture or use of the "clicker," and teach with conversation and through modeling learning itself. We must lose the idea that "attention" means students staring at a teacher, or that "attendance" means being in the room, and understand all the differing ways humans learn best. We must stop separating subjects rigidly and adopt the contemporary notion of following knowledge where it leads us.
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