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justquestionans

Ashford-University ECE 332 Homework and Assignment Help - 1 views

Get help for Ashford-University ECE 332 Homework and Assignment Help. We provide assignment, homework, discussions and case studies help for all subjects Ashford-University for Session 2017-2018. ...

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started by justquestionans on 27 Jun 18 no follow-up yet
futuristspeaker

10 Unanswerable Questions that Neither Science nor Religion can Answer - Futurist Speaker - 2 views

futuristspeaker.com/...cience-nor-religion-can-answer

questions that cannot be answered unanswerable questions my future self future of technology future of education future of business questions without answers impossible questions to answer

shared by futuristspeaker on 21 Nov 18 - No Cached
  • futuristspeaker on 21 Nov 18
     
    A few years ago I was taking a tour of a dome shaped house, and the architect explained to me that domes are an optical illusion. Whenever someone enters a room, their eyes inadvertently glance up at the corners of the room to give them the contextual dimensions of the space they're in.
futuristspeaker

Futurist Speaker - 1 views

futuristspeaker.com

Futurist Speaker questions that cannot be answered unanswerable questions my future self future of technology future of education future of business questions without answers impossible questions to answer

shared by futuristspeaker on 06 Dec 18 - No Cached
  • futuristspeaker on 06 Dec 18
     
    Senior Futurist at the DaVinci Institute, and Google's top rated Futurist Speaker. Unlike most speakers, Thomas works closely with his Board of Visionaries to develop original research studies. This enables him to speak on unusual topics and translate trends into unique business opportunities.
Ruth Howard

An Idea Worth Spreading: The Future is Networks « emergent by design - 27 views

emergentbydesign.com/...reading-the-future-is-networks

future the an idea worth networks collaboration resources technology tools blog learning web2.0 education digital

shared by Ruth Howard on 18 Mar 10 - Cached
  • It’s now become so incredibly complex and enmeshed, that each of us now has access to EVERY SINGLE PERSON ON THE PLANET in less than 6 steps. Even with billions of people on the planet, we can reach literally anyone in 6 steps. That means we can access anyone’s resources in 6 steps. Their skills, their knowledge, their capital, their influence. Any resource.
  • ANET in less than 6 steps. Even with billions of people on the planet, we can reach literally anyone in 6 steps. That means we can access anyone’s resources in 6 steps. Their skills, their knowledge, their capital, their influence. Any resource.
  • e’ve transitioned past the point of scarcity.
  • ...32 more annotations...
  • There is no longer such thing as scarcity.
  • There are only misallocated resources.
  • It happened right under our noses
  • strengths “come naturally.”
  • If you have any connection with your strengths
  • My strength is the ability to see patterns. It’s what enabled me to write this post. People call me “insightful.” I have the ability to see stuff that other people don’t see, even when it’s staring them right in the face. (I’ve been calling this process “metathinking,”
  • I started writing about the patterns I was seeing. Explaining trends I was seeing in simple language, distilling down big concepts into words that people could “get.
  • they’ve provided you with a free resource. They’re publicly exposing you to their network.
  • What I did was go to Listorious.com. I looked at all the Top Lists that were interesting to me, and started following every single person who I thought I could learn from. That means I looked through their tweetstream to see if it was filled with potentially useful links to info, and I also clicked through to their personal website.
  • This takes effort and time. It’s work. And it’s unpaid. So why on Earth would you waste your time doing this? Because something interesting happens when you start sending people links to information that they can turn around and apply in the real world,
  • It builds trust. This was literally a revelation for m
  • As I started interacting more with these real life humans in an online space, I couldn’t understand why people were being so nice to me and sharing information with me and providing me with resources.
  • Do you know how this makes me feel? Empowered.
  • All of this free giving and sharing actually does something tremendously valuable. It enables us.
  • It’s networks. The answer is networks. Networks solve the problem of complexity
  • It turns out, life is EXACTLY like a game. If you can access the right resources, you can win. Now here’s the kicker. Everyone can win.
  • complex system can only function with independently acting agents who collaborate.
  • a globally cooperative society, as we’ve assumed. She showed, in practice, that this could actually work.
  • This whole online thing is essentially a simulation – it mimics the actual world
  • Turns out, we’re all actually in this together, all trying to figure out a way that we can all utilize our strengths, connect, collaborate, and survive. If helping each other and building trust is the way to make it work, let’s make it work.
  • Networks self-organize.
  • The point is that we want to build trust
  • What happens when your entire organization of people, as a unit, is a network in itself, but each person also has their personal networks of relationships to draw on, which extend beyond the organization?
  • The world will keep moving. It’s accelerating at an accelerating rate. The ONLY WAY to deal with it is not to cling to the old hierarchies and silos and pride and egos. We have to understand that we can only deal with this as a fully connected system. And the really crazy part is: we already have everything we need to make this happen. It’s already in place.
  • All that needs to change is the mindset.
  • We’ll be flexible, adaptive, and intelligent, because we’ll be able to quickly and freely allocate resources where they’re needed in order to make change.
  • If you think so too, pass it on.
  • I thought that made this an idea worth spreading.
  • It’s an option that seems not only possible, but preferable, and comes with a plan that’s implementable immediately.
  • A missing element, in my view, is a simple way for participants to tangibly contribute to the growth of the network. I would love to see a curated version of Pledgebank.org woven into blogs like EBD, where ideas for enhancing the network could be proposed. These crowdfunding/crowdsourcing elements might spark donations of funds and time to enrich the commons and help the network to grow.
  • Systems – biological, social and economic – are driven by avoiding risk and moving forward. Moving forward is life – no choice. Avoiding risk is the constraints and dangers of the environment – no choice. But life does make a choice.
  • that the transparency provided by social media, especially in its revealing the structure of networks, drives the growth of trust.
  • Ruth Howard on 18 Mar 10
     
    awe and some! Complexity connectivity simplified Blogpost by Vanessa Miemis
Tero Toivanen

Digital Citizenship | the human network - 0 views

blog.futurestreetconsulting.com/?p=132

Britannica Facebook Internet Obama SMS Twitter Wikipedia blog co-presence education google earth hierarchy hyperconnectivity hyperempowerment hyperpeople mobile network peer production sharing social networks wiki

shared by Tero Toivanen on 07 Jun 09 - Cached
  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
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  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
  • Tero Toivanen on 07 Jun 09
     
    Mark Pesce: Digital Citizenship and the future of Education.
Tina Vine

Personal Learning Networks Are Virtual Lockers for Schoolkids | Edutopia - 0 views

www.edutopia.org/l-learning-networks-technology

PLN education technology rss

shared by Tina Vine on 10 Jan 09 - Cached
  • Tony Wagner, from the Harvard Graduate School of Education, lists assessing and analyzing information as one of the seven survival skills in the new world of work. I think the ability to create a PLN is a fundamental information-management skill that will help my students succeed in the future.
  • An RSS reader is a Web site that puts together all this information in an easy-to-read format. Google Reader, netvibes, Pageflakes, Bloglines, and my preferred reader, iGoogle, are all examples of sites providing RSS readers. The RSS reader is the raw material for building a PLN.
  • With PLNs, we can now empower the personalized learning we've been longing to bring to education. I'm thrilled that my students know how to connect efficiently to great sources of information and can now construct an environment that will make them lifelong learners. And, truly, creating a self-directed learner is the pinnacle of educational achievement.
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  • Porta Portal
  • Tina Vine on 13 Aug 13
     
    Wonderful explaination of PLN and their use in the classroom
Ruth Howard

Students as 'Free Agent Learners' : April 2009 : THE Journal - 0 views

www.thejournal.com/...24308_3

learning learners curriculum collaboration future of education games technology

shared by Ruth Howard on 02 May 09 - No Cached
  • 51 percent of teachers are interested in learning how to integrate gaming into daily learning activities;
  • Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • ...1 more annotation...
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Ruth Howard on 02 May 09
     
    Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences." Ive been waiting for this! This is exciting it points to the idea that students will co-create their curriculum. In my mind it will become imperitive that individuals choose their highest bliss-subjects and projects that reflect their passions. In the new collaborative work environments students will be more highly valued for their contributions to areas that they are most naturally motivated to explore. Their resulting contributions will result in inventiveness and cutting edge investigations via passion, self motivation and peer inspiration and direct access to thought leaders/mentors in the field. Teachers might become guides to ensuring students intentions are achieved- teachers as arbiters of human potential. Students will no longer be compared to each other. They will score according to their own self affirmed destinations-allowing of course for reviews and changes of destiny.Teachers might also need roles in law and ethics to ensure students are safe in their online world activities, monitoring students and their online peers, intercepting or prompting inside the conversations?
  • Ruth Howard on 02 May 09
     
    Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent). But perhaps the most significant trend in education technology, Evans said, is the emergence of the student as a "free agent learner": Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences."
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