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Barbara Lindsey

7 steps for advancing your higher ed career | Education Dive - 0 views

  • "The best advice I can offer is this: Know and understand the difference between 'teaching' and 'learning.' If your focus and passion is on 'learning' you have a future in the classroom. If your focus is on 'teaching' then stay out of the classroom and look to management or administration." - Tim Klassen, Director of Ontario College Quality Assurance Service
    • Barbara Lindsey
       
      My favorite piece of advice
Barbara Lindsey

Shirky: A Group Is Its Own Worst Enemy - 1 views

  • April 24, 2003
  • I want to talk about a pattern I've seen over and over again in social software that supports large and long-lived groups.
  • definition of social software
  • ...59 more annotations...
  • It's software that supports group interaction
  • how radical that pattern is. The Internet supports lots of communications patterns, principally point-to-point and two-way, one-to-many outbound, and many-to-many two-way.
  • Prior to the Internet, the last technology that had any real effect on the way people sat down and talked together was the table.
  • We've had social software for 40 years at most, dated from the Plato BBS system, and we've only had 10 years or so of widespread availability, so we're just finding out what works. We're still learning how to make these kinds of things.
  • If it's a cluster of half a dozen LiveJournal users, on the other hand, talking about their lives with one another, that's social. So, again, weblogs are not necessarily social, although they can support social patterns.
  • So email doesn't necessarily support social patterns, group patterns, although it can. Ditto a weblog. If I'm Glenn Reynolds, and I'm publishing something with Comments Off and reaching a million users a month, that's really broadcast.
  • So there's this very complicated moment of a group coming together, where enough individuals, for whatever reason, sort of agree that something worthwhile is happening, and the decision they make at that moment is: This is good and must be protected. And at that moment, even if it's subconscious, you start getting group effects. And the effects that we've seen come up over and over and over again in online communities.
  • You are at a party, and you get bored. You say "This isn't doing it for me anymore. I'd rather be someplace else.
  • The party fails to meet some threshold of interest. And then a really remarkable thing happens: You don't leave.
  • That kind of social stickiness is what Bion is talking about.
  • Twenty minutes later, one person stands up and gets their coat, and what happens? Suddenly everyone is getting their coats on, all at the same time. Which means that everyone had decided that the party was not for them, and no one had done anything about it, until finally this triggering event let the air out of the group, and everyone kind of felt okay about leaving.
  • This effect is so steady it's sometimes called the paradox of groups.
  • what's less obvious is that there are no members without a group.
  • there are some very specific patterns that they're entering into to defeat the ostensible purpose of the group meeting together. And he detailed three patterns.
  • The first is sex talk,
  • second basic pattern
  • The identification and vilification of external enemies.
  • So even if someone isn't really your enemy, identifying them as an enemy can cause a pleasant sense of group cohesion. And groups often gravitate towards members who are the most paranoid and make them leaders, because those are the people who are best at identifying external enemies.
  • third pattern Bion identified: Religious veneration
  • The religious pattern is, essentially, we have nominated something that's beyond critique.
  • So these are human patterns that have shown up on the Internet, not because of the software, but because it's being used by humans. Bion has identified this possibility of groups sandbagging their sophisticated goals with these basic urges. And what he finally came to, in analyzing this tension, is that group structure is necessary. Robert's Rules of Order are necessary. Constitutions are necessary. Norms, rituals, laws, the whole list of ways that we say, out of the universe of possible behaviors, we're going to draw a relatively small circle around the acceptable ones.
  • He said the group structure is necessary to defend the group from itself. Group structure exists to keep a group on target, on track, on message, on charter, whatever. To keep a group focused on its own sophisticated goals and to keep a group from sliding into these basic patterns. Group structure defends the group from the action of its own members.
  • technical and social issues are deeply intertwined. There's no way to completely separate them.
  • Some of the users wanted the system to continue to exist and to provide a forum for discussion. And other of the users, the high school boys, either didn't care or were actively inimical. And the system provided no way for the former group to defend itself from the latter.
  • What matters is, a group designed this and then was unable, in the context they'd set up, partly a technical and partly a social context, to save it from this attack from within. And attack from within is what matters.
  • This pattern has happened over and over and over again. Someone built the system, they assumed certain user behaviors. The users came on and exhibited different behaviors. And the people running the system discovered to their horror that the technological and social issues could not in fact be decoupled.
  • nd the worst crisis is the first crisis, because it's not just "We need to have some rules." It's also "We need to have some rules for making some rules." And this is what we see over and over again in large and long-lived social software systems. Constitutions are a necessary component of large, long-lived, heterogenous groups.
  • As a group commits to its existence as a group, and begins to think that the group is good or important, the chance that they will begin to call for additional structure, in order to defend themselves from themselves, gets very, very high.
  • The downside of going for size and scale above all else is that the dense, interconnected pattern that drives group conversation and collaboration isn't supportable at any large scale. Less is different -- small groups of people can engage in kinds of interaction that large groups can't. And so we blew past that interesting scale of small groups. Larger than a dozen, smaller than a few hundred, where people can actually have these conversational forms that can't be supported when you're talking about tens of thousands or millions of users, at least in a single group.
  • So the first answer to Why Now? is simply "Because it's time." I can't tell you why it took as long for weblogs to happen as it did, except to say it had absolutely nothing to do with technology. We had every bit of technology we needed to do weblogs the day Mosaic launched the first forms-capable browser. Every single piece of it was right there. Instead, we got Geocities. Why did we get Geocities and not weblogs? We didn't know what we were doing.
  • It took a long time to figure out that people talking to one another, instead of simply uploading badly-scanned photos of their cats, would be a useful pattern. We got the weblog pattern in around '96 with Drudge. We got weblog platforms starting in '98. The thing really was taking off in 2000. By last year, everyone realized: Omigod, this thing is going mainstream, and it's going to change everything.
  • Why was there an eight-year gap between a forms-capable browser and the Pepys diaries? I don't know. It just takes a while for people to get used to these ideas. So, first of all, this is a revolution in part because it is a revolution. We've internalized the ideas and people are now working with them. Second, the things that people are now building are web-native.
  • A weblog is web-native. It's the web all the way in. A wiki is a web-native way of hosting collaboration. It's lightweight, it's loosely coupled, it's easy to extend, it's easy to break down. And it's not just the surface, like oh, you can just do things in a form. It assumes http is transport. It assumes markup in the coding. RSS is a web-native way of doing syndication. So we're taking all of these tools and we're extending them in a way that lets us build new things really quickly.
  • Third, in David Weinberger's felicitous phrase, we can now start to have a Small Pieces Loosely Joined pattern.
  • You can say, in the conference call or the chat: "Go over to the wiki and look at this."
  • It's just three little pieces of software laid next to each other and held together with a little bit of social glue. This is an incredibly powerful pattern. It's different from: Let's take the Lotus juggernaut and add a web front-end.
  • And finally, and this is the thing that I think is the real freakout, is ubiquity.
  • In many situations, all people have access to the network. And "all" is a different kind of amount than "most." "All" lets you start taking things for granted.
  • But for some groups of people -- students, people in high-tech offices, knowledge workers -- everyone they work with is online. Everyone they're friends with is online. Everyone in their family is online.
  • And this pattern of ubiquity lets you start taking this for granted.
  • There's a second kind of ubiquity, which is the kind we're enjoying here thanks to Wifi. If you assume whenever a group of people are gathered together, that they can be both face to face and online at the same time, you can start to do different kinds of things. I now don't run a meeting without either having a chat room or a wiki up and running. Three weeks ago I ran a meeting for the Library of Congress. We had a wiki, set up by Socialtext, to capture a large and very dense amount of technical information on long-term digital preservation.
  • The people who organized the meeting had never used a wiki before, and now the Library of Congress is talking as if they always had a wiki for their meetings, and are assuming it's going to be at the next meeting as well -- the wiki went from novel to normal in a couple of days.
  • It really quickly becomes an assumption that a group can do things like "Oh, I took my PowerPoint slides, I showed them, and then I dumped them into the wiki. So now you can get at them." It becomes a sort of shared repository for group memory. This is new. These kinds of ubiquity, both everyone is online, and everyone who's in a room can be online together at the same time, can lead to new patterns.
  • "What is required to make a large, long-lived online group successful?" and I think I can now answer with some confidence: "It depends."
  • The normal experience of social software is failure. If you go into Yahoo groups and you map out the subscriptions, it is, unsurprisingly, a power law. There's a small number of highly populated groups, a moderate number of moderately populated groups, and this long, flat tail of failure. And the failure is inevitably more than 50% of the total mailing lists in any category. So it's not like a cake recipe. There's nothing you can do to make it come out right every time.
  • Of the things you have to accept, the first is that you cannot completely separate technical and social issues.
  • So the group is real. It will exhibit emergent effects. It can't be ignored, and it can't be programmed, which means you have an ongoing issue. And the best pattern, or at least the pattern that's worked the most often, is to put into the hands of the group itself the responsibility for defining what value is, and defending that value, rather than trying to ascribe those things in the software upfront.
  • Members are different than users. A pattern will arise in which there is some group of users that cares more than average about the integrity and success of the group as a whole. And that becomes your core group, Art Kleiner's phrase for "the group within the group that matters most."
  • But in all successful online communities that I've looked at, a core group arises that cares about and gardens effectively. Gardens the environment, to keep it growing, to keep it healthy.
  • The core group has rights that trump individual rights in some situations
  • And absolute citizenship, with the idea that if you can log in, you are a citizen, is a harmful pattern, because it is the tyranny of the majority. So the core group needs ways to defend itself -- both in getting started and because of the effects I talked about earlier -- the core group needs to defend itself so that it can stay on its sophisticated goals and away from its basic instincts.
  • All groups of any integrity have a constitution. The constitution is always partly formal and partly informal. A
  • If you were going to build a piece of social software to support large and long-lived groups, what would you design for? The first thing you would design for is handles the user can invest in.
  • Second, you have to design a way for there to be members in good standing. Have to design some way in which good works get recognized. The minimal way is, posts appear with identity.
  • Three, you need barriers to participation.
  • It has to be hard to do at least some things on the system for some users, or the core group will not have the tools that they need to defend themselves.
  • The user of social software is the group, not the individual.
  • Reputation is not necessarily portable from one situation to another
  • If you want a good reputation system, just let me remember who you are. And if you do me a favor, I'll remember it. And I won't store it in the front of my brain, I'll store it here, in the back. I'll just get a good feeling next time I get email from you; I won't even remember why. And if you do me a disservice and I get email from you, my temples will start to throb, and I won't even remember why. If you give users a way of remembering one another, reputation will happen,
Barbara Lindsey

Inspiring Teachers - Tips - How to Involve and Engage Students - Empowering Educators A... - 1 views

  • Give students "clues" to look for items in the classroom that relate to your topic of study. Put students on a "scavenger hunt". Once they find the item, they must explain why it is on the scavenger hunt. Let students go on a road trip. Place different stop signs around the school or classroom with an activity or reading passage. Students must "travel" to each place and complete the activity (idea courtesy of Beaver Elementary). Give students a "passport" that must be stamped at each "stop" on their trip.
    • Barbara Lindsey
       
      Do as a qr code, too.
Barbara Lindsey

crozet5thgrade - wikiworld! - 0 views

    • Barbara Lindsey
       
      This is very important for you to know!
Barbara Lindsey

The Lunch Box Project - home - 0 views

  • Thoughts and Questions about the Lunch Pictures from Jess McCulloch on Vimeo. 3B ask some questions and make some comments about the pictures of lunches from around the world that are part of http://lunchboxproject.wikispaces.com
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