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David McGavock

Users for Sale: Has Digital Illiteracy Turned Us Into Social Commodities? - 1 views

mashable.com/...users-products-rushkoff

information_literacy evaluate critical_thinking digitalliteracy programmed markets

shared by David McGavock on 09 Jul 11 - No Cached
  • “The dot com boom failed because people didn’t want to buy shit online. They were just talking to each other,” said Douglas Rushkoff in a recent keynote speech at the WebVisions conference in Portland. “Content was never king. Contact was always king.”
  • We spoke to Rushkoff about the current state of web culture and his crusade to encourage programming literacy.
  • You argue that users are not the true customers of social networks like Facebook. What are the ramifications of this?
  • ...17 more annotations...
  • We understand that the job of the person working in the Gap is to sell us clothes.“Usually, the people paying are the customers. So on Facebook, the people paying are marketers.”But we don’t apply this same very basic logic to online spaces. The easiest way to figure out who the customer is in an online space is to figure out who is paying for the thing. Usually, the people paying are the customers.
  • We are more likely to use our Facebook profile as a mirror, chalking up its deficiencies to the technology itself. We don’t consider that the ways in which Facebook screws with the way we see ourselves is its function, rather than some random artifact of social networking.
  • s this different from TV networks selling commercials against popular shows that they deliver over the airwaves for free?
  • But imagine what it would be like if you didn’t know that the evening news was funded primarily by Big Pharma. You would actually believe the stuff that they’re saying. You might even think those are the stories that matter.
  • When (if ever) are these free technologies worth trading a bit of privacy for?
  • The only thing standing between you and total surveillance is the fact that they don’t yet have the processing capability to mine their data effectively.
  • In answer to your question, engaging with people costs us privacy. It always has. I think the only way to behave is as if nothing is private. And then fight to make what you care about legal and acceptable.
  • You warn against the dangers of “selling our friends” by connecting our social graphs to various networks and apps. How does this damage our relationships, even if we’re doing it unwittingly?
  • Unwittingly, well, it’s more like when your friends keep inviting you to FarmVille or LinkedIn. When they unwittingly turn over their address book to one of these companies that’s really just in the business of swelling their subscriptions so that they can go have an IPO.
  • You advocate “programming literacy” in the online platforms we use every day. How much can the average web user be expected to understand?
  • I don’t think the average web users of this century will achieve basic programming literacy.
  • If they don’t know how to make the programs, then I’d at least want them to know what the programs they are using are for. It makes it so much more purposeful. You get much more predictable results using the right technologies for the right jobs.
  • I want people to be able to ask themselves, “What does this website want me to do? Who owns it? What is it for?”
  • You note how our traditional social contracts (e.g. I can steal anything I want, but I won’t do it out of shame, fear, etc.) break down due to the anonymity and distance of the web. How can we change this and still maintain an open online culture?
  • We have an economic operating system based in scarcity — that’s how we create markets — so we don’t have a great way yet of sharing abundant resources.
  • It’s a problem of imagination, not reality. We have imaginary boundaries.
  • rather than getting people to use the web responsibly and intelligently, it may be easier to build networks that treat the humans more responsibly and intelligently. Those of us who do build stuff, those of us who are responsible for how these technologies are deployed, we have the opportunity and obligation to build technologies that are intrinsically liberating — programs that reveal their intentions, and that submit to the intentions of their users.
  • David McGavock on 09 Jul 11
     
    We've finally figured out how to monetize social interaction, and Rushkoff, an award-winning author and media theorist who writes and speaks regularly on these topics, has reservations.
Julie Shy

3rd World Farmer: A simulation to make you think. - 4 views

www.3rdworldfarmer.com/index.html

simulation interactive social_studies_elementary social_studies_high_school social_studies_middle_school

shared by Julie Shy on 10 Apr 12 - Cached
  • Julie Shy on 10 Apr 12
     
    3rd World Farmer is a new kind of game. An experiment in the genre of Serious Games, it simulates some of the real-world mechanisms that cause and sustain poverty in 3rd World countries. In the game, the player gets to manage an African farm and is soon confronted with the difficult choices that poverty and conflict can cause. As a farm and family management game it has an emotional impact on many players because usually these types of games play out in much easier settings, where it's always possible to prosper by playing cleverly and making the right game choices. It's not always like that in 3rd World Farmer. Just like real people are dying from starvation in desperate situations that they never asked to be put in, all it takes for things to go wrong in this game is one bad harvest, an unfortunate encounter with corrupt officials, a raid by guerillas, a civil war, a sudden fluctuation in market prices, or any of the many other game events, that might never happen to families in industrialized countries. By letting players experience this - albeit in a harmless, fictional setting - we hope to open their eyes to the problems and to motivate them to make positive social change. Our aim is to have everybody play the game, reflect, discuss and act on it. The game is a great starting point for discussions of 3rd World issues, so we encourage teachers to use it in class.
Owen Daily

Introduction to Computer Ethics - 0 views

www.infosectoday.com/...Intro_Computer_Ethics.htm

ethics computer

shared by Owen Daily on 06 Oct 14 - Cached
  • Fritz H. Grupe, Timothy Garcia-Jay, and William Kuechler identified the following selected ethical bases for IT decision making:
    • Owen Daily
      Owen Daily on 06 Oct 14
       
      Everytihng between yellow sections
  • Owen Daily on 06 Oct 14
     
    "Code of Ethics Canons. Protect society, the commonwealth, and the infrastructure Promote and preserve public trust and confidence in information and systems. Promote the understanding and acceptance of prudent information security measures Preserve and strengthen the integrity of the public infrastructure. Discourage unsafe practice. Act honorably, honestly, justly, responsibly, and legally Tell the truth; make all stakeholders aware of your actions on a timely basis. Observe all contracts and agreements, express or implied. Treat all constituents fairly. In resolving conflicts, consider public safety and duties to principals, individuals, and the profession in that order. Give prudent advice; avoid raising unnecessary alarm or giving unwarranted comfort. Take care to be truthful, objective, cautious, and within your competence. When resolving differing laws in different jurisdictions, give preference to the laws of the jurisdiction in which you render your service. Provide diligent and competent service to principals Preserve the value of their systems, applications, and information. Respect their trust and the privileges that they grant you. Avoid conflicts of interest or the appearance thereof. Render only those services for which you are fully competent and qualified. Advance and protect the profession Sponsor for professional advancement those best qualified. All other things equal, prefer those who are certified and who adhere to these canons. Avoid professional association with those whose practices or reputation might diminish the profession. Take care not to injure the reputation of other professionals through malice or indifference. Maintain your competence; keep your skills and knowledge current. Give generously of your time and knowledge in training others. Organizational Ethics Plan of Action Peter S. Tippett has written extensively on computer ethics. He provided the fol
David McGavock

Larry Cuban on School Reform and Classroom Practice - 2 views

larrycuban.wordpress.com

education Larry Cuban reform technology

shared by David McGavock on 28 Nov 10 - Cached
  • Beginning in the mid-1970s, the decline of U.S. workplace productivity, rising unemployment, losses in market share to Japan and Germany, and swift technological changes led corporate and civic leaders to locate reasons for poor economic performance. Within a few years, these policy elites “educationalized” the problem by pointing to low SAT test scores and high school graduates unprepared for the workplace. Schools got blamed for U.S. slipping competitiveness.
    • David McGavock
      David McGavock on 28 Nov 10
       
      School Failure or Social Failure. Interesting that people identify a problem (poor economic performance) and assign a cause (school failure).
  • Missing in all of the talk and mandates aimed at improving teacher quality are the traditional moral obligations of teaching the young be they preschoolers or graduate students….
  • Intellectual attentiveness means concentrating on what students know, feel, and think about the content and skills to be learned–the technical side of teaching–but then go on to deepen their understanding of the world and their capacity to continue learning.
  • ...6 more annotations...
  • Moral attentiveness means to concentrate on helping students grow as persons in grace and sensitivity, becoming more rather than less thoughtful about ideas, becoming more rather than less respectful of others’ views, and becoming more rather than less responsible for reducing social injustice. Questions of what is fair, right, and just arise constantly in classrooms; students learn moral sensibilities from how their teachers answer those questions….
  • If a professor, for example, only calls on the brightest, most verbal students in the class, snipes at students’ answers that call into question the professor’s statements, and provides few comments on students’ written work, students learn about fairness, independent inquiry, and the moral character of their professor.
  • In teaching we display our views of knowledge and learning, we advertise our ideas, how we reason, and how we struggle with moral choices whether we intend to or not.
  • Technical competence, as important as it is in teaching, is insufficient to make a whole teacher or a complete student
  • approach life and the classroom with humility.
  • what troubles me is the cramped image of teaching that has emerged from these reforms. The constricted picture is one where the teacher is a technically competent supplier of information and skills. It is an incomplete image of teaching.
  • David McGavock on 28 Nov 10
     
    control turning around failing schools? Hardly. Michael Bloomberg and Joel Klein continue to run the New York City schools. Boston and Chicago mayors will still have their appointees overseeing schools. Business and civic leaders' faith that mayoral control is the key to "real" reform may be tarnished somewhat by D.C., Detroit, and Baltimore but it continues to entrance venture fund entrepreneurs and policy wonks inside the Beltway. Other mayors will learn from Fenty's loss that voters can turn on you if you fail to heed your community and give your
David McGavock

In a cutthroat world, some Web giants thrive by cooperating - page 3 - 3 views

www.washingtonpost.com/...AR2011021902888_3.html

cooperation corporate google twitter facebook washingtonpost

shared by David McGavock on 20 Feb 11 - No Cached
  • employees at Facebook, Google and Twitter work in semiautonomous teams, usually made up of experts from each department: design, programming, marketing, etc.
  • How are conflicts resolved?
  • Zuckerberg engages in the conversation and offers his perspective.
  • ...3 more annotations...
  • "Twitter's growing really quickly, and something that allowed us to do so much with so few people early on was this culture of trust, where you knew people around you were smart and had the best of intentions," Mark Trammell,
  • "TeamTeam," a forum for employees to gather around common interests.
  • Trammell spends roughly 10 percent of his time helping his colleagues build personal relationships around "things that people are passionate about."
David McGavock

The New Toolkit | the human network - 3 views

blog.futurestreetconsulting.com/...the-new-toolkit

toolkit network hyperconnectivity hyperdistribution hyperintelligence hyperempowerment McLuhan Dunbar MIlgram

shared by David McGavock on 21 Feb 11 - No Cached
  • Everyone is directly connected, as in the tribe, but in unknowably vast numbers, as in the city.
  • there are roughly 5.4 billion directly addressable individuals on the planet, individuals who can be reached with the correct series of numbers.
  • 5,400,000,000 / 6,900,000,000 or 0.7826
  • ...17 more annotations...
  • deeper into the 21st century, this figure will approach 1.0:
  • This type of connectivity is not simply unprecedented, nor just a unique feature in human history, this is the kind of qualitative change that leads to a fundamental reorganization in human culture. 
  • can be termed hyperconnectivity, because it represents the absolute amplification of all the pre-extant characteristics in human communication, extending them to ubiquity and speed-of-light instantaneity.
  • II: Hyperdistribution What happens after we are all connected?
  • Language is a distribution medium, a mechanism to replicate the experience of one person throughout a community.
  • any culture which develops effective new mechanisms for knowledge sharing will have greater selection fitness than others that do not, forcing those relatively less fit cultures to either adopt the innovation, in order to preserve themselves, or find themselves pushed to the extreme margins of human existence.
  • Where humans are hyperconnected via mobile, a recapitulation of primate ‘grooming behaviors’ appears almost immediately. 
  • The human instinct is to share that which piques our interest with those to whom we are connected, to reinforce our relations, and to increase our credibility within our networks of relations, both recapitulations of the dual nature of the original human behaviors of sharing.
  • III: Hyperintelligence
  • Those who possess knowledge also hold power.  The desire to conserve that power led the guilds to become increasingly zealous in the defense of their knowledge domains, their ‘secrets of the craft’.
  • The advent of Gutenberg’s moveable-type printing press made it effectively impossible to keep secrets in perpetuity.
  • he professions of medicine, law, engineering, architecture, etc., emerged from this transition from the guilds into modernity.  These professional associations exist for one reason: they assign place, either within the boundaries of the organization, or outside of it.  An unlicensed doctor, a lawyer who has not ‘passed the bar’, an uncredentialed architect all represent modern instances of violations of ritual structures that have been with us for at least fifty thousand years.
  • Hyperconnectivity does not acknowledge the presence of these ritual structures;
  • There is neither inside nor outside.  The entire space of human connection collapses to a point, as everyone connects directly to everyone else, without mediation.
  • Both Kenyan farmers and Kerala fishermen9 quickly became irrevocable devotees of the mobile handset that provided them accurate and timely information about competing market prices for their goods.
  • Once hyperdistribution acquires a focal point, and becomes synonymous with a knowledge domain, it crosses over into hyperintelligence: the dedicated, hyperconnected hyperdistribution of domain-specific knowledge.
  • IV: Hyperempowerment A group of hyperconnected individuals choosing to hyperdistribute their knowledge around an identified domain can engender hyperintelligence. 
  • David McGavock on 21 Feb 11
     
    The Age of Connection now takes its place alongside these earlier epochs in humanity's story. We are being retribalized, in the midst of rising urbanization. The dynamic individuality of the city confronts the static conformity of the tribe. This basic tension forms the fuel of 21st century culture, and will continue to generate both heat and light for at least the next generation. Human behavior, human beliefs and human relations are all reorganizing themselves around connectivity. It is here, therefore, that we must begin our analysis of the toolkit.
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