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Gideon Burton

The digital age an age of stagnation? - 2 views

www.wired.com/...future-shock

future shock wired

shared by Gideon Burton on 22 May 12 - No Cached
  • Gideon Burton on 22 May 12
     
    When Will This Low-Innovation Internet Era End?
  • ...1 more comment...
  • Sean Watson on 23 May 12
     
    Fascinating article. Thanks for sharing this, Dr. Burton. Do you think it's because internet technologies are mainly looked at as entertainment sources and not utilized as educational, academic, and research empowering tools? Is there something about the facility of information that hampers one's creativity, kind of like the cat and mouse game of dating that heightens one's mojo? Or could it possibly just be the result of a nation that has become exhausted with the competitive level necessary to transform this into what it may become? Or finally, do you think it's just a matter of time like the economic historian, Paul David said?
  • Gideon Burton on 25 May 12
     
    I do think it is a matter of time. People fall into ruts, even with revolutionary technologies. But enough is happening to keep this sphere innovating on the large scale even if it appears same-old in the short term. Nice to hear from you, Sean.
  • Sean Watson on 26 May 12
     
    Very interesting! Nice to hear from you too, Dr. Burton.
Katie Wilkie

A Principal's Reflections: Jumping on the Bandwagon - 0 views

esheninger.blogspot.com/...jumping-on-bandwagon.html

education socialmedia social media

shared by Katie Wilkie on 07 Sep 12 - No Cached
  • Katie Wilkie on 07 Sep 12
     
    principal endorses social media (super great!)
Greg Williams

Connectivism - 1 views

www.itdl.org/...article01.htm

Connectivism learning theory education George Siemens

shared by Greg Williams on 12 Sep 12 - Cached
  • Do we acquire it throu
  • These theories, however, were developed in a time when learning was not impacted through technology.
  • In many fields the life of knowledge is now measured in months and years.
  • ...29 more annotations...
  • The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months according to the American Society of Training and Documentation (ASTD). To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.
  • Technology is altering (rewiring) our brains. The tools we use define and shape our thinking
  • learning as a lasting changed state (emotional, mental, physiological (i.e. skills)) brought about as a result of experiences and interactions with content or other people.
  • Objectivism (similar to behaviorism) states that reality is external and is objective, and knowledge is gained through experiences. Pragmatism (similar to cognitivism) states that reality is interpreted, and knowledge is negotiated through experience and thinking. Interpretivism (similar to constructivism) states that reality is internal, and knowledge is constructed.
  • Behaviorism states that learning is largely unknowable, that is, we can’t possibly understand what goes on inside a person (the “black box theory”)
  • Cognitivism often takes a computer information processing model. Learning is viewed as a process of inputs, managed in short term memory, and coded for long-term recall.
  • Constructivism suggests that learners create knowledge as they attempt to understand their experiences
  • Constructivism assumes that learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning. Learners often select and pursue their own learning. Constructivist principles acknowledge that real-life learning is messy and complex.
  • learning that occurs outside of people
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • In today’s environment, action is often needed without personal learning – that is, we need to act by drawing information outside of our primary knowledge.
  • An entirely new approach is needed.
  • How can we continue to stay current in a rapidly evolving information ecology?
  • We can no longer personally experience and acquire learning that we need to act. We derive our competence from forming connections.
  • Unlike constructivism, which states that learners attempt to foster understanding by meaning making tasks, chaos states that the meaning exists – the learner's challenge is to recognize the patterns which appear to be hidden
  • The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
  • A network can simply be defined as connections between entities.
  • Nodes that successfully acquire greater profile will be more successful at acquiring additional connections
  • Finding a new job, as an example, often occurs through weak ties. This principle has great merit in the notion of serendipity, innovation, and creativity. Connections between disparate ideas and fields can create new innovations.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Learning and knowledge rests in diversity of opinions.
  • Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
  • The starting point of connectivism is the individual.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • the internet leverages the small efforts of many with the large efforts of few.
  • example of a Maricopa County Community College system project that links senior citizens with elementary school students in a mentor program. The children “listen to these “grandparents” better than they do their own parents, the mentoring really helps the teachers…the small efforts of the many- the seniors – complement the large efforts of the few – the teachers.” (2002). This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Implications
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today. A real challenge for any learning theory is to actuate known knowledge at the point of application.
  • acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity
  • Greg Williams on 12 Sep 12
     
    "Technology is altering (rewiring) our brains. The tools we use define and shape our thinking." . . . or so this fellow argues in a pretty detailed paper
Greg Williams

How Computerized Tutors Are Learning to Teach Humans - NYTimes.com - 0 views

www.nytimes.com/...-learning-to-teach-humans.html

education humans machines evolution

shared by Greg Williams on 16 Sep 12 - No Cached
  • Greg Williams on 16 Sep 12
     
    The machines are taking over
anonymous

The Herald - 0 views

www1.herald.co.zw/inside.aspx

shared by anonymous on 28 Sep 10 - No Cached
    • anonymous
      anonymous on 28 Sep 10
       
      View on capitalism as the cause of economic down turn. Brief talk on history of communism and socialism and why it failed. Seems to support socialism
  • Third, it wasn’t because communist countries rejected markets that they failed. It was because they backed off of Marxist-Leninist principles, and conciliated with capitalism, that they collapsed.
  • Second, communism had not a moment’s rest from attempts by the capitalist countries to destroy it.
  • ...7 more annotations...
  • communism arose under inauspicious circumstances.
  • apitalism being too weak to block the rise of revolution meant that the revolution would have to take hold in a country where the working class was small and the industrial base — necessary to progress toward a communist society of plenty — was rudimentary at best
  • gainst the far right’s explanation that immigration is the cause of joblessness, the left could point out that insecurity is caused by the failure — indeed refusal — of capitalism to offer secure employment to all; that the solution is to transcend the capitalist system; and that where it has been transcended in the past, secure employment has been made available to all, along with guaranteed healthcare, security in old age, subsidised housing, free education, and a raft of other mass-oriented reforms
  • There is no freeloading in a socialist society. Work is an obligation
  • capitalism is the cause of your problems
  • Sweden, often celebrated as a social democratic paragon and held out as an attractive alternative to Marxist-Leninist-style socialism, has proved no less vulnerable to outbreaks of recession-induced xenophobia than bastions of neo-liberalism have
  • Attributing the demise of really-existing socialism to internal failings, and ignoring seven decades of efforts to exterminate the communist challenge — a practice of both the right and left — is a peculiar form of blindness.
Kristen Nicole Cardon

Op-Ed Playlist - Video Library - The New York Times - 0 views

video.nytimes.com/...index.html

education stress testing documentary achievement digiciv web2.0

shared by Kristen Nicole Cardon on 28 Sep 10 - No Cached
  • Kristen Nicole Cardon on 28 Sep 10
     
    Course content quality vs. course content quantity.  Remember AP classes?  I loved them!  This is a new perspective.
Andrew DeWitt

The Last Wagon - Home - 0 views

lastwagon.byu.edu

teaching wagon education help student teacher

shared by Andrew DeWitt on 18 Sep 10 - No Cached
  • Andrew DeWitt on 18 Sep 10
     
    For those who are doing poorly in classes and for those who are doing great in their classes.  Teachers, this is for you too.  We all need to help the students in the last wagon.
Kristen Nicole Cardon

Electronic Thesis IP&T - 0 views

contentdm.lib.byu.edu/...showfile.exe

technology resesarch BYU thesis

shared by Kristen Nicole Cardon on 23 Sep 10 - No Cached
  • Kristen Nicole Cardon on 23 Sep 10
     
    A fascinating dissertation on engagement in education.
Mike Lemon

Social media policy in Milford - No Facebook, Twitter, iPods | WTNH.com Connecticut - 0 views

www.wtnh.com/...ford-no-facebook-twitter-ipods

shared by Mike Lemon on 21 Sep 10 - No Cached
    • Mike Lemon
      Mike Lemon on 21 Sep 10
       
      It's interesting that a high school in Conn. has banned iPods, but my little school in podunk East Texas encourages learning through downloadable iPod lessons.
Madeline Rupard

Helium--An interesting idea. - 0 views

www.helium.com/...whatishelium

digiciv open wikipedia blog wiki information revolution communication education knowledge

shared by Madeline Rupard on 14 Oct 10 - Cached
  • Madeline Rupard on 14 Oct 10
     
    I stumbled upon this website the other day. Its an article site with a bunch of hired authors. "Wait--hired authors!!" You say, in righteous defense of the open "wiki" model. But the cool thing about hired authors is that they are all viewing and rating each other's articles. Hence, "helium," the best articles rise to the top. I mean who decided that it was the best system to have bored 40 year olds living with their parents as the main source of information. (Let's be honest, those wikipedia articles didn't write themselves.) The good thing about a paid workforce is that there is a sense of pressure under writing the articles. Their business model is in and of itself an "invisible hand." Anyways, i thought it was a cool idea. Voila.
Kristen Nicole Cardon

YouTube - Did You Know? - 1 views

www.youtube.com/watch

youtube technology education

shared by Kristen Nicole Cardon on 12 Oct 10 - Cached
Andrew DeWitt liked it
  • Kristen Nicole Cardon on 12 Oct 10
     
    Check out this video about information technology progress--invading the cyber frontier
Katherine Chipman

George Boole (Stanford Encyclopedia of Philosophy) - 0 views

plato.stanford.edu/boole

boole

shared by Katherine Chipman on 14 Oct 10 - No Cached
  • George Boole (1815–1864) was an English mathematician and a founder of the algebraic tradition in logic. He worked as a schoolmaster in England and from 1849 until his death as professor of mathematics at Queen's University, Cork, Ireland. He revolutionized logic by applying methods from the then-emerging field of symbolic algebra to logic. Where traditional (Aristotelian) logic relied on cataloging the valid syllogisms of various simple forms, Boole's method provided general algorithms in an algebraic language which applied to an infinite variety of arguments of arbitrary complexity.
  • Starting at the age of 16 it was necessary for Boole to find gainful employment, since his father was no longer capable of providing for the family. After 3 years working as a teacher in private schools, Boole decided, at the age of 19, to open his own small school in Lincoln. He would be a schoolmaster for the next 15 years, until 1849 when he became a professor at the newly opened Queen's University in Cork, Ireland. With heavy responsibilities for his parents and siblings, it is remarkable that he nonetheless found time during the years as a schoolmaster to continue his own education and to start a program of research, primarily on differential equations and the calculus of variations connected with the works of Laplace and Lagrange (which he studied in the original French).
  • Katherine Chipman on 14 Oct 10
     
    More about George Boole.
  • Katherine Chipman on 14 Oct 10
     
    This is fascinating that he began his career as a school teacher.
Jeffrey Chen

Future of the internet - 0 views

dig.csail.mit.edu/...ushouse-future-of-the-web.html

internet future digital civilization

shared by Jeffrey Chen on 17 Oct 10 - Cached
  • Jeffrey Chen on 17 Oct 10
     
    A educational and descriptive future of the internet from the opinion of Sir Timothy Berners-Lee of MIT
Braquel Burnett

Analysis of Family as and in Social Institutions - 0 views

www.pobronson.com/...433.html

family

shared by Braquel Burnett on 05 Oct 10 - No Cached
    • Braquel Burnett
      Braquel Burnett on 05 Oct 10
       
      I feel like one of the reasons for this is because there is so much required of individuals.Whether it is our jobs or our education, we have to work constantly in order to survive. There is little or no leisure time until you have earned it. Would it be possible to live in a type of economic system that would allow each individual the ability to choose based on their own judgement of when to do work for others and when to do work for himself? That would be awesome!
    • Braquel Burnett
      Braquel Burnett on 05 Oct 10
       
      But hey, the internet is helping to reverse that, right? More people are able to socialize because of the internet. It just isn't bowling...
  • According to sociologist William F. Ogburn, the family – under the pressures of urbanization and industrialization – was stripped of many of its traditional functions until its only remaining functions were psychological: "to socialize children and to provide emotional sustenance and support for family members."
  • Braquel Burnett on 05 Oct 10
     
    Interesting article that adds to the conversation about the evolving family type
Kevin Watson

Curriki - TheRomanticEraandtheAdvancedPlacement2010-2011 - 0 views

www.curriki.org/...dtheAdvancedPlacement2010-2011

digiciv education curriculum romantic era romanticism open

shared by Kevin Watson on 07 Oct 10 - No Cached
  • Kevin Watson on 07 Oct 10
     
    Good Curriculum document on an AP class about the Romantic Era. Includes some great Romantic Poems like "The Lamb" and "The Tyger" by William Blake.
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