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Nils Peterson

stevenberlinjohnson.com: Old Growth Media And The Future Of News - 0 views

  • In fact, I think in the long run, we’re going to look back at many facets of old media and realize that we were living in a desert disguised as a rain forest. Local news may be the best example of this. When people talk about the civic damage that a community suffers by losing its newspaper, one of the key things that people point to is the loss of local news coverage. But I suspect in ten years, when we look back at traditional local coverage, it will look much more like MacWorld circa 1987. I adore the City section of the New York Times, but every Sunday when I pick it up, there are only three or four stories in the whole section that I find interesting or relevant to my life – out of probably twenty stories total. And yet every week in my neighborhood there are easily twenty stories that I would be interested in reading: a mugging three blocks from my house; a new deli opening; a house sale; the baseball team at my kid’s school winning a big game. The New York Times can’t cover those things in a print paper not because of some journalistic failing on their part, but rather because the economics are all wrong: there are only a few thousand people potentially interested in those news events, in a city of 8 million people. There are metro area stories that matter to everyone in a city: mayoral races, school cuts, big snowstorms. But most of what we care about in our local experience lives in the long tail. We’ve never thought of it as a failing of the newspaper that its metro section didn’t report on a deli closing, because it wasn’t even conceivable that a big centralized paper could cover an event with such a small radius of interest.
S Spaeth

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 1 views

  • More than one-third of the world’s population is under 20. There are over 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
    • Nils Peterson
       
      quote from Sir John Daniel, 1996. The decade he speaks of has past
  • Open source communities have developed a well-established path by which newcomers can “learn the ropes” and become trusted members of the community through a process of legitimate peripheral participation.
    • Nils Peterson
       
      He describes an apprentice model, but we might also think about peripheral participation in terms of giving feedback using an educative rubric.
  • Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
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  • The Faulkes Telescope Project and the Decameron Web are just two of scores of research and scholarly portals that provide access to both educational resources and a community of experts in a given domain. The web offers innumerable opportunities for students to find and join niche communities where they can benefit from the opportunities for distributed cognitive apprenticeship. Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
    • Nils Peterson
       
      Kramer's Plant Biotech group could be one of these. It needs tasks that permit legitimate peripheral participation. One of those could be peer assessment. Another could be social bookmarking. I now see it needs not just an _open_ platform, but an _extensible_ one. Here is where the hub and spoke model may play in.
    • S Spaeth
       
      I infer that you are referring to this research group. http://www.officeofresearch.wsu.edu/missions/health/kramer.html I am curious to learn why you selected this lab as an example.
  • open participatory learning ecosystems
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