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Why Twitter "Lists" Change Everything - Dave Troy: Fueled By Randomness - 0 views

  • traditional “follower counts” are going to be meaningless – instead of “followers” people are going to start talking about “direct followers,” “indirect followers,” and “being listed.” It’s all changing, and I applaud Twitter for being willing to throw the old (flawed) assumptions about follower economics entirely out the window in favor of a new approach.
  • Going forward, the primary question will be which specific lists you appear on (influence of curator, quality, scarcity) and, secondarily, how many lists you appear on (reach, influence).
  • Twitter is doing this thing, and whatever Twitter does in house trumps anything that a third party developer might do, period. So, stuff like WeFollow, etc, your brother’s cool thing he’s making, Twitter directories: they are done, people. Or these external things must at least accept the reality of Lists and what they mean to the ecosystem.
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  • Start managing your reputation in a way that’s authentic and ethical and stay on top of this. And be prepared for what I’m calling the “curatorial economy.”
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    via @craignewmark via @cheekygeeky from @davetroy
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academhack » Blog Archive » The University and the Future of Knowledge - 0 views

  • My central claim is that the organization of the University is based on a factory/print broadcast, model of knowledge creation and dissemination, and thus is ill prepared (or perhaps cannot make the transition) into the new knowledge landscape.
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The Transducer » Blog Archive » Brain Behavior and Behaving like Brains - 2 views

  • boundaries are inserted where the brain experiences what Zacks calls “prediction error” — when things break a pattern of repetition and thus signal to the brain a boundary that is used to construct the temporal model for the event — its typical sequence. 
  • the response of the audience — comprised mainly of educational experts — and of Zacks himself is that one practical lesson from his research is that creators of narrative content, such as film, should make an effort to provide more obvious segmentation in their products.  Clearly, if this is how the brain works, we should work this way too. I think this is a major fallacy that pervades the reception of brain science research.  People tend to assume that if the brain works a certain way, then so should we.
  • the lesson is to get good at perceiving and creating event boundaries, which requires not pre-segmented media, but the opposite — hard to grasp art, stuff that violates expectations and rewards the perciever with a different perspective.   In fact, giving students media with well defined boundaries may cause their capacity to construct boundaries to atrophy, much as caffeine causes our adrenal glands to shrink. (I know, it’s a good reason to stop drinking coffee.)
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  • So, what is the pedagogical and media design lesson here?  Learning Teaching is not about making content easy to ingest, it’s about creating environments where students can play this game of meaning formation, which isn’t always stress-free.  Marketers may disagree, but they are in the business of indoctrination, not teaching.
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Real-time web and management cybernetics | Teemu Arina - 0 views

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    "nd interpreted by every employee (and customer) to lesser or greater extent."
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Filtering Reality - The Atlantic (November 2009) - 1 views

  • Nearly every communication method we invent eventually conveys unwanted commercial messages. AR systems will be used for spam too, whether via graffiti-like tags, ads that pop up when you look too long at a shop, or even abstract symbols stuck to a wall or worn on a shirt that, when viewed through an AR system, turn into 3-D animations. Fortunately, just as Web browsers have pop-up blockers, AR systems will filter spam. Moreover, they’ll likely be able to filter out physical ads, too, such as billboards—a capability that many opponents of visual clutter will find deliriously attractive.
  • Conceivably, users could set AR spam filters to block any kind of unpalatable visual information, from political campaign signs to book covers. Parents might want to block sexual or violent images from their kids’ AR systems, and political activists and religious leaders might provide ideologically correct filters for their communities. The bad images get replaced by a red STOP, or perhaps by signs and pictures that reinforce the desired worldview.
  • It won’t take a majority of people using these filters to poison public discourse; imagine this summer’s town-hall screamers on constant alert, wherever they go. Yet this world will be the unintended consequence of otherwise desirable developments—spam filters, facial recognition, augmented reality—that many of us will find useful.
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  • The harder answer, but ultimately the correct one, would be to strengthen our society’s ability to tolerate diverse viewpoints—to encourage not muddy centrism, but a basic ability to hear out, and to see, fellow citizens with a measure of respect.
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Free Online Courses, at a Very High Price - Technology - The Chronicle of Higher Education - 3 views

  • A success for college-made free online courses—except that Mr. Ziegler, who works for a restaurant-equipment company in Pennsylvania, is on the verge of losing his job. And those classes failed to provide what his résumé real ly needs: a college credential.
  • the recession and disappearing grant money are forcing colleges to confront a difficult question: What business model can support the high cost of giving away your "free" content?
  • David Wiley, open education's Everywhere Man
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  • The education oracle offers another prophecy for open courseware. "Every OCW initiative at a university that does not offer distance courses for credit," he has blogged, "will be dead by the end of calendar 2012."
  • ventures around the country are seriously exploring new business strategies. For some, it's fund raising à la National Public Radio; for others, hooking open content to core operations by dangling it as a gateway to paid courses.
  • "Given that exclusivity has come to be seen by some as a question of how many students a university can turn away, I don't see what's going to make the selective universities increase their appetite for risking their brands by offering credits for online versions of core undergraduate courses,"
  • the unbundling of higher education.
  • MIT, where students pay about $50,000 a year for a tightly knit package of course content, learning experiences, certification, and social life. MIT OpenCourseWare has lopped off the content and dumped it in cyberspace. Eventually, according to Mr. Carson's take on the unbundling story, online learning experiences will emerge that go beyond just content. Consider Carnegie Mellon University's Open Learning Initiative, another darling of the movement, whose multimedia courses track students' progress and teach them with built-in tutors—no professor required.
  • "Social life we'll just forget about because there's Facebook," Mr. Wiley says. "Nobody believes that people have to go to university to have a social life anymore."
  • Peer 2 Peer University
  • University of the People
  • Western Governors University—a nonprofit, accredited online institution that typically charges $2,890 per six-month term—where students advance by showing what they've learned, not how much time they've spent in class. It's called competency-based education. It means you can fast-forward your degree by testing out of stuff you've already mastered. Some see a marriage of open content and competency-based learning as a model for the small-pieces-loosely-joined chain of cheaper, fragmented education.
  • much open courseware is "lousy,"
  • "There's a pretty significant fraction of the population that learns better with instructor-led kinds of activities than purely self-paced activities,"
  • "It doesn't shift what's happening in some of the very stable traditional institutions of higher education. But there are huge numbers of others who aren't being served. And it's with those that I think we'll begin to see new forms."
  • The model boils down to six words: Do you like this? Enroll now!
  • a Korean university where students competed to produce open lecture notes. The prize was an iPod and lunch with the university president.
  • Carnegie Mellon is trying a different model. When its courses are good enough, with other colleges assigning them as e-textbooks, it asks students to pay a fee as low as $15, says Joel M. Smith, vice provost. "That would be a very, very, very cheap textbook," he says. "If it were used by a large number of colleges and universities, it could sustain the project."
  • the free courses taught him one thing, something important when you've been out of school so long: He can do it. He can follow a Yale class. He has nothing to fear.
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Hyperconnectivity and Overuse | TechTicker - 3 views

  • If 15 to 17 hours a day spent online experimenting and experiencing is an average time commitment needed for the average academic to come to terms with social media, and understand the potential it has for learning and teaching – and God help us if it is – then the movement is doomed.
  • there is simply not enough flexibility and space allotted for open exploration of emerging technologies during working hours
  • in some regards the emergence of hyperconnectivity arises from working conditions and obstacles to access as much as personal research obsessions.
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To think: in language, learning and ... - Google Books - 3 views

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    Overview › Preview Reviews (1) Buy    (1) - Write review Add to my library Get this book Routledge Amazon.com Angus & Robertson Booktopia.com.au All sellers » Sponsored Links Creative Training Double your creativity with our creative thinking training www.inventium.com.au Pages displayed by permission of Routledge. Copyright.      Contents   Page 118 Link Feedback Clear searchResult 1 of 1 in this book for neuro thinking inaccessible Page 119 is not part of this book preview
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