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Dennis OConnor

SOPA Vote Delayed, Allowing For More Corporate Fundraising From Censorship Bill - 3 views

  • SOPA is being aggressively pushed by Hollywood movie studios, major record labels and luxury goods providers as an effort to crackdown on internet piracy of their products. But the tools envisioned are so extreme that tech experts warn the legislation threatens the very functionality of the Internet. The ACLU and other free-speech groups emphasize that by authorizing the federal government and corporations to shut down entire websites without a trial for posting just a single piece of copyright-infringing content, the bill would sharply curb the exercise of free speech online.
  • It's a legislative strategy that members of Congress are all too willing to accept. With huge corporations on both sides of the bill, lawmakers will be able to request another round of campaign contributions, no matter what the legislation's ultimate fate may be.
  • Smith did not need to delay the vote in order to round up additional support to ensure passage. The House Judiciary Committee has close ties to Hollywood and is strongly supportive of the bill. Smith wrote the legislation, and over the past two days, the committee shot down amendments to weaken or moderate provisions of the legislation by wide margins.
Saiful Islam

Welcome to Lalonmela - 0 views

shared by Saiful Islam on 27 Nov 11 - No Cached
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    LalonMela Hash Encoder (Generator) is a simple application that will encode the text you input. Just fill in the field and generate your Hash code. Then Copy and past the encoded text into your security scheme. Hash encoded text is used for security in PHP or Other languages.
Rahul Shing

Advance Java Training Class in Delhi - 1 views

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    Do you want to get enrolled for Java Training in Delhi? Are you unable to decide the institute that can help you in realizing your dream? If yes then ATIVS is the one-stop destination. We are offering Java Training in Delhi from past many years. Visit us to know more about it.
Muhammad Saqib

Why Do You Need a Mobile Website Design or Responsive Web Design - 0 views

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    According to a recent article on Huffington’s post, the U.N telecom agency stated that there are more than 6 billions mobile devices. Out of them, 1.2 billions users use web-enabled mobile phones worldwide & this usage of mobile is growing at astounding rate, being adapted by every family. We have seen a significant increase in the mobile users in the past three years & this global trend is surely continuing to see growth in upcoming years. What does this mean to a web designer & site owner? It underlines the importance of a company to have a mobile version of their business website.
Nigel Coutts

Creativity in Science and Technology - 27 views

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    CREST is a programme for schools run by Australia's Commonwealth Scientific and Industrial Research Organisation that aims to promote Creativity. By adding creativity to our science lessons we can move past boiling water and encourage students towards serious scientific and technological discovery.
Nigel Coutts

Is STEM the key? (Part Two) - 10 views

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    The call for improved STEM programmes has gained momentum in the past two weeks with an address to the National Press Club by Catherine Livingstone AO of the Business Council of Australia and an occasional paper released by the Office of the Chief Scientist.
Dimitris Tzouris

The iPad goes to college this fall - CNN.com - 12 views

  • The program will be used to determine how effective iPads can be as tools to enhance learning as well as how such mobile devices can be integrated into the workplace.
  • The university has already identified one class where the textbook in ePub format costs $100 less than the dead-tree version.
  • there is potential for cost savings as well
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  • With a typical class load of five courses, it could be possible to completely offset the cost of a device like an iPad in textbook savings alone.
  • North Carolina State University Libraries announced this past spring that it acquired 30 iPads to offer students and faculty for four-hour loans as part of the school's Technology Lending Service.
robin young

Social Learning - 0 views

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    Great quotes on how we see various technologies from the past and what new technologies are available in classrooms.
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    Slide show on the how different "innovations" have been viewed and then a few slides on new technologies. I like the quotes at the beginning
Darcy Goshorn

FutureMe.org - 0 views

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    Really simple: write an e-mail, and then have it sent to yourself at the specified date in the future. Use it for time capsule projects, or just for reminders. You can set it private or public, and you can even read the public ones.
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    Replaces the old send-a-letter-to-your-future-self project, so no money is wasted on postage, paper, or envelopes.
Tero Toivanen

Millennials and the end of schools « e-rgonomic - 0 views

  • algunos de los esbozos del futuro próximo de la educación europea que se proponen Miller, Shapiro and Hilding-Hamann (2008*) del Institute for Prospective Technological Studies.
  • The end of compulsory schooling: En la “Sociedad del Aprendizaje Intensivo” cada quien es conductor de sus propios procesos de aprendizaje.
  • Learning Trajectories: Se avanza hacia espacios de aprendizaje permanente, interconectados, permeables, modulares y más acorde a las dinámicas laborales de la segunda década del siglo actual.
  • ...3 more annotations...
  • New intellectual property rights: Nuevos esquemas de generar contenidos, licencias más flexibles, la creación del European Copyleft Office que contará con una moneda de compensación llamada neuro (net euro), la cual servirá para facilitar el intercambio digital de contenidos y, así, ofrecer compensaciones para promover la cesión de derechos. En esta misma línea va el proyecto KnowBank, que buscará cotizar los activos de conocimiento personal adquiridos durante toda la vida.
  • Millennials do not even need to make the effort to reject the past: La generación de jóvenes del siglo actual ni siquiera necesita hacer esfuerzos para rechazar el pasado, ellos están simplemente interesados en lo que viene. Su entorno de aprendizaje será más parecido a un espacio de intercambio social y virtual (y de mundos simulados) orientados a estimular la experimentación y desarrollar la creatividad en diversos contextos.
  • Dynamic evaluation systems: Sistemas de evaluación heterogéneos, semánticos y contextuales capaces de adaptarse a las características del proceso de aprendizaje de cada estudiante.
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    Millennials and the end of schools « e-rgonomic
Jim Brinling

Obama: 'I screwed up' on Daschle appointment - CNN.com - 0 views

  • Daschle, the former Democratic leader in the U.S. Senate, withdrew earlier Tuesday as news that he failed to pay some taxes in the past continued to stir opposition on Capitol Hill.
  • "I think I screwed up," Obama said in a wide-ranging interview with CNN's Anderson Cooper. "And I take responsibility for it and we're going to make sure we fix it so it doesn't happen again."
  • "Look, the only measure of my success as president when people look back five years from now or nine years from now is going to be, did I get this economy fixed.
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  • President Barack Obama on Tuesday admitted he made a mistake in handling the nomination of Tom Daschle as his health and human services secretary, saying Daschle's tax problems sent a message that the politically powerful are treated differently from average people.
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    In the Headlines, 2/4. Health and Human Services nominee Tom Daschle must resign due to concern over not paying taxes. Obama apologizes.
Russell D. Jones

Credibility and Digital Media @ UCSB - Past Research - 0 views

  • traditional notions of credibility as coming from a centralized authority (e.g., a teacher, expert, or author) and individualized appraisal processes are challenged by digital technologies.
    • Russell D. Jones
       
      Here is the break down of traditional modernist classroom.
  • Credibility assessments as constructed through collective or community efforts (e.g., wikis, text messaging via cell phones, or social networking applications) emerge as a major theme in recent discussions, and phrases like "distributed" and "decentralized" credibility, the "democratization of information," and "collectively versus institutionally-derived credibility" are common.
  • At core is the belief that digital media allow for the uncoupling of credibility and authority in a way never before possible.
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  • Digital media thus call into question our conceptions of authority as centralized, impenetrable, and singularly accurate and move information consumers from a model of single authority based on hierarchy to a model of multiple authorities based on networks of peers.
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    much of the information on the Web at the time (and still today) was not subject to the same types of credibility standards as most traditional mainstream media.
Tero Toivanen

Education Futures - The role of teachers in Education 3.0 - 0 views

  • Download-style education fails when we try to provide students with knowledge and skills that will enable them to lead in a future that is very different from what exists today –and, in a future that defies human imagination.
  • Teaching in Education 3.0 requires a new form of co-constructivism that provides meaningful extensions to Dewey, Vygotsky and Freire, while building the future.
  • Specifically, teaching in Education 3.0 necessitates a Leapfrog approach with: Adults who are eager to imagine, create and innovate with kids Kids and adults who want to learn more about each other Kids and adults who partner to collaborate in teaching to and learning from each other Kids who work at creative tasks that mirror the innovation workforce An understanding that kids need to contribute to all economic levels, and with better distribution of effort than in the past
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  • The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0? ShareThis
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    The future that kids and adults co-create can provide the emerging knowledge/innovation economy a boost, greatly enhancing human capital and potentials. How would you teach, learn, and create in Education 3.0?
J Black

Where's the Innovation? | always learning - 0 views

  • Tom refers to this as the “Red Queen Effect” after a scene in Alice’s Adventures Through the Looking Glass, where Alice is shocked to be standing in the same place after running quite fast for an extended period of time and the Red Queen explains, “if you want to get somewhere else, you must run at least twice as fast as that.”
  • nother Hong Kong presenter, Stephen Heppell, was also careful to emphasize that the biggest challenge today is the pace of change: exponential. With this rapid pace of change there is no time for the “staircase mentality” (pilot, review etc).
  • what are we mistakenly not valuing now?
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  • Tom explained that innovation falls squarely in quadrant 2 of Steven Covey’s matrix: it’s “Important”, but “Not Urgent”. For example, we absolutely have to have a new math/science/reading/social studies program. The teachers can’t teach without one, so picking a new one is going to fall in quadrant 1, and ultimately, innovation gets put off until tomorrow. However, innovation has an urgency all its own and those that don’t place innovation as a priority will find themselves displaced.
  • his is a good example of the difficulty people face in conceptually realizing the advantages of bold innovation: we naturally assume that slow steady progress will be best (as we are taught from an early age, when the tortoise wins the race).
  • The time for innovation is now, as Stephen described (and Marco Torres’ slide below emphasizes), “learning is at a crossroads:” we’re looking at a choice between productivity and new approaches, those new approaches being: student portfolios; making huge leaps in our model of education, not tiny steps forward; working to produce ingenious, engaged, inspired, surprising, collegiate students; and developing learning experiences that are open-ended, project-focused, multidisciplinary.
  • I can’t remember who said this first but, “technology is just an amplifier” - technology doesn’t change the quality of teaching or learning, it will only amplify it, either in a positive or negative way. What we need to be looking at is changing our approaches to learning, not modifying our curriculum to a “newer” version of what we’ve already had for the past 20 years.
  • bsolutely fabulous. This is great stuff. I just wrote a post on Thursday arguing that the “learning management system” paradigm prevents innovation and change. If we don’t break out of it, we’re destined to get out-innovated, as you suggest.
  • I came across a great quote from Frank Tibolt this morning: “We should be taught not to wait for inspiration to start a thing. Action always generates inspiration. Inspiration seldom generates action.”
  • “The best way to predict the future is to invent it.” - Alan Kay
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    Tom explained that innovation falls squarely in quadrant 2 of Steven Covey's matrix: it's "Important", but "Not Urgent".
Fabian Aguilar

American Cultures 2.0 - 0 views

  • If we want students to become citizens who understand their role as a citizen then we need to teach them to understand and respect the power of questions.
  • Without the freedom and courage to ask that paradigm shifting question then progress and innovation would cease to exist and we would become slaves to our past and out-dated solutions.
  • The power of just one word can totally change the meaning of something as intrinsic as national identity.
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  • The more students have an opportunity to read, speak and write the more they are going to understand the power of words.
  • The moment students craft words meant not just for the teacher and a few other peers, but for the wider world, is the moment students learn that a misplaced, mispronounced, or misspelled word has consequences far beyond a grade. These authentic learning opportunities are crucial to prepare students for the new realities of a more global and transparent world.
  • Students (and teachers) need to understand that everything they do communicates, whether they know what they are communicating or not.
  • Once students really figure out who they are and what they stand for then they can more comfortably be themselves. However, an important social skill that many students have difficulty grasping is knowing appropriate social norms in various settings.
  • Anyone can be a teacher... if you are alert and willing to learn from others. We need to teach students to be alert and willing to learn from sources other than textbooks. We need to teach students how to create and cultivate learning from a personal learning network, in order to extend the traditional capabilities of school from the limited hours of the school day to the unlimited hours beyond the school day. The informal classroom of life offers lessons far more valuable than the classroom if only we are open to learning from each other each and every day.
Dimitris Tzouris

Diagnosing the Tablet Fever in Higher Education - 10 views

  • So it's worth taking a careful look at whether the company will once again create a new category of device that make waves in education -- as it did with personal computers, digital music players, and smartphones -- or whether the iPad and other tabletss might be doomed to remain a niche offering.
  • Mr. Jobs did mention iTunesU twice when listing the kinds of content that could be viewed on the iPad, referring to the company's partnership with many colleges to offer them free space for multimedia content like lecture recordings. But he otherwise focused on consumer uses -- watching movies, viewing photos, sending e-mail messages, and reading novels published by five trade publishers mentioned at the event. That does not mean that the company won't later promote the iPad's use on campuses, though, since it waited until after iPods and iPhones were established before beginning to work more heavily with colleges to promote those in education.
  • the biggest impact of the iPad would be in the textbook market.
  • ...5 more annotations...
  • only 2 percent of students said they bought an e-textbook this past fall semester.
  • The City University of New York, for instance, is looking closely at encouraging e-textbooks as part of an effort to lower student costs. "At end of the day, it's how do you drive savings for our students, who are feeling a great economic impact," said Brian Cohen, CUNY's chief information officer.
  • If students do buy them and begin to carry them around campus, they could be a more powerful educational tool than laptop computers.
  • Jim Groom, an instructional technologist at the University of Mary Washington, expressed weariness with all the hype around the Apple announcement. He said he is concerned about Apple's policies of requiring all applications to be approved by the company before being allowed in its store, just as it does with the iPhone. And he said that Apple's strategy is to make the Web more commercial, rather than an open frontier. "It offers a real threat to the Web," he said.
  • He also pointed out that several PC manufacturers have sold tablet computers before, which have been tried enthusiastically in classrooms. Their promise is that they make it easy for professors to walk around classrooms while holding the computer, while allowing them to wirelessly project information to a screen at the front of the room. But despite initial hype, very few PC tablets are being used in college classrooms, he said. Now that Apple's long-awaited secret is out, the harder questions might be whether the iPad is the long-awaited education computer.
Jeffrey Fuller

Leader to Leader - Leader To Leader Journal - 16 views

  • For the first time, they will have to manage themselves. And society is totally unprepared for it.
  • To succeed in this new world, we will have to learn, first, who we are. Few people, even highly successful people, can answer the questions, Do you know what you're good at? Do you know what you need to learn so that you get the full benefit of your strengths? Few have even asked themselves these questions.
  • Throughout human history, it was the super achievers -- and only the super achievers -- who knew when to say "No." They always knew what to reach for. They knew where to place themselves. Now all of us will have to learn that. It's not very difficult. The key to it -- what Leonardo da Vinci and Mozart did -- is to record the results of our decisions.
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  • Every time you do something that is important, write down what you expect will happen. The most important decisions in organizations are people decisions, and yet only the military, and only recently, has begun to ask, "If we assign this general to lead this base, what do we expect him to accomplish?" Three years later they look back at what they had written. They have now reached a point where 40 percent of their decisions work out.
  • what we have to learn to get the full benefit from our strengths, where our weaknesses lie, what our values are.
  • The productivity of teachers, for instance, has not improved, and may in fact have shrunk, in the past 70 years. (Of course teachers in the 1920s enjoyed the advantage of not having faculty meetings to attend.)
  • What are you being paid for, and how much time do you spend doing that? Typically, nurses say they are paid to provide patient care, or to keep the doctors happy. Both are good answers; the problem is that they have no time to do either job. One hospital more than doubled its nurses' productivity simply by asking them these two questions, and then hiring clerks to do the paperwork that prevented nurses from doing their real job.
  • Effective organizations put people in jobs in which they can do the most good. They place people -- and allow people to place themselves -- according to their strengths.
  • Know people's strengths. Place them where they can make the greatest contributions. Treat them as associates. Expose them to challenges.
  • the United States is that it attracts top knowledge workers from around the world -- not just because they earn more money but because they are treated as colleagues, not as subordinates.
  • Organizations that understand this -- and strip away everything that gets in their knowledge workers' way -- will be able to attract, hold, and motivate the best performers.
Ruth Howard

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

  • 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.
  •  
    awe and some! Complexity connectivity simplified Blogpost by Vanessa Miemis
Paul Beaufait

Report: Blended learning could hit or miss | Policy | eSchoolNews.com - 16 views

  • According to the report, blended learning, which it defines as “any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace,” has grown exponentially over the past decade.
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    Covers "'The Rise of K-12 Blended Learning,' by Michael B. Horn, co-founder and executive director of education at the Innosight Institute, and Heather Clayton Staker, a senior research fellow for education practice at the institute, [which] describes how blended learning can affect education, but why it also could fall short of its potential" (¶3).
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