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Andy Whiteway

Building an Internet Culture - 0 views

polaris.gseis.ucla.edu/...internet-culture.html

shared by Andy Whiteway on 24 Mar 09 - Cached
  • ten conclusions that might guide a country's development of a culturally appropriate Internet policy
  • Do not spend vast sums of money to buy machinery that you are going to set down on top of existing dysfunctional institutions. The Internet, for example, will not fix your schools. Perhaps the Internet can be part of a much larger and more complicated plan for fixing your schools, but simply installing an Internet connection will almost surely be a waste of money.
  • Learning how to use the Internet is primarily a matter of institutional arrangements, not technical skills
  • ...5 more annotations...
  • Build Internet civil society. Find those people in every sector of society that want to use the Internet for positive social purposes, introduce them to one another, and connect them to their counterparts in other countries around the world. Numerous organizations in other countries can help with this.
  • Machinery does not reform society, repair institutions, build social networks, or produce a democratic culture. People must do those things, and the Internet is simply one tool among many. Find talented people and give them the tools they need. When they do great things, contribute to your society's Internet culture by publicizing their ideas.
  • For children, practical experience in organizing complicated social events, for example theater productions, is more important than computer skills. The Internet can be a powerful tool for education if it is integrated into a coherent pedagogy. But someone who has experience with the social skills of organizing will immediately comprehend the purpose of the Internet, and will readily acquire the technical skills when the time comes
  • Conduct extensive, structured analysis of the technical and cultural environment. Include the people whose work will actually be affected. A shared analytical process will help envision how the technology will fit into the whole way of life around it, and the technology will have a greater chance of actually being used.
  • Don't distribute the technology randomly. Electronic mail is useless unless the people you want to communicate with are also online, and people will not read their e-mail unless they want to. Therefore, you should focus your effort on particular communities, starting with the communities that have a strong sense of identity, a good record of sharing information, and a collective motivation to get online.
    • Andy Whiteway
      Andy Whiteway on 24 Mar 09
       
      This community could so easily be the students - but how often do schools seem to be obsessed with givgin staff lots of access to technology and email but block/restrict students' use of it?
Roland Gesthuizen

Digital Divide and Social Media: Connectivity Doesn't End the Digital Divide, Skills Do... - 42 views

blogs.scientificamerican.com/...d-the-digital-divide-skills-do

digitaldivide social socialnetworking society connectivity ScientificAmerican blog

shared by Roland Gesthuizen on 15 Dec 11 - No Cached
  • Roland Gesthuizen on 15 Dec 11
     
    Whether we like it or not, we live in a very unequal and stratified world. We live in societies in which inequality is ignored in education, science, and in the social media. As Internet technologies are rapidly evolving and new digital divides on the Internet emerge, we must move beyond, at some point, a singular concern over Internet access and technological infrastructure issues. We must tackle socio-cultural differences, we must focus on Internet skills, literacies and social media usage.
paul lowe

The Wealth of Networks » Chapter 1: Introduction: A Moment of Opportunity and... - 0 views

yupnet.org/8

benkler networks networked_information web2.0 wealth_of_nations paulphd

shared by paul lowe on 01 May 09 - Cached
  • paul lowe on 01 May 09
     
    Yochai Benkler's wealth of nations book online Next Chapter: Part I: The Networked Information Economy » read paragraph Chapter 1: Introduction: A Moment of Opportunity and Challenge 1 Information, knowledge, and culture are central to human freedom and human development. How they are produced and exchanged in our society critically affects the way we see the state of the world as it is and might be; who decides these questions; and how we, as societies and polities, come to understand what can and ought to be done. For more than 150 years, modern complex democracies have depended in large measure on an industrial information economy for these basic functions. In the past decade and a half, we have begun to see a radical change in the organization of information production. Enabled by technological change, we are beginning to see a series of economic, social, and cultural adaptations that make possible a radical transformation of how we make the information environment we occupy as autonomous individuals, citizens, and members of cultural and social groups. It seems passé today to speak of "the Internet revolution." In some academic circles, it is positively naïve. But it should not be. The change brought about by the networked information environment is deep. It is structural. It goes to the very foundations of how liberal markets and liberal democracies have coevolved for almost two centuries.
Adrienne Michetti

Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views

jcmc.indiana.edu/...steinkuehler.html

games gaming social

shared by Adrienne Michetti on 19 Nov 09 - Cached
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      This is, I think, why I'm more keen on today's social networks than I am on games -- games do not provide deep emotional support.
  • "bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Putnam - need to check this article. Interesting; not sure I agree.
  • ...80 more annotations...
  • According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
  • The evidence to date is mixed
  • A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      SO True
  • It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
  • combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
  • By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
  • loosely structured by open-ended narratives
  • They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
  • from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
  • the conclusions of both studies were remarkably aligned.
  • the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Love this quote.
  • demonstrate the "effects" of game play vs. no game play.
  • first project was a traditional effects study
  • second project, a qualitative study of cognition and learning in MMOs (
  • ethnography
  • sociocultural perspective
  • as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
  • a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
  • brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
  • the exaggerated self-consciousness of individuals.
  • In what ways might MMOs function as new third places for informal sociability?
  • virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
  • in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
  • eight defining characteristics of third places
  • there is no default obligation
  • To oblige any one person to play requires that explicit agreements be entered into by parties
  • the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
  • Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      and this is why, in my opinion, you will never see games in school. The game cannot be the Third Place because school is a Second Place.
  • Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
  • the relationships that play-partners have with one another offline are often "leveled" within the online world
  • an individual's rank and status in the home, workplace, or society are of no importance
  • appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
  • conversation plays an analogous role
  • "In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
  • third places must also be easy to access
  • such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
  • accessible directly from one's home, making them even more accommodating to individual schedules and preferences
  • barriers to initial access.
  • "What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
  • "It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
  • affective sense
  • As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
  • engendering a sense of reliable mentorship and community stability.
  • Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
  • In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
  • Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
  • Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
  • The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
  • the home-like quality of third places in rooting people
  • Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
  • create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
  • Are virtual communities really communities, or is physical proximity necessary?
  • Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
  • Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
  • operates cyclically within social networks because of their associated norms of reciprocity
  • bridging social capital is inclusive.
  • This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
  • On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
  • bonding social capital is exclusive.
  • social superglue.
  • it can also result in insularity.
  • shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
  • Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
  • One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
  • While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
  • Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
  • It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
  • It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
  • In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
  • However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
  • Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
  • Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
  • Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
  • is to what extent such environments shift the existing balance between bridging and bonding
  • In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
  • Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
  • it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
Roland Gesthuizen

Study Finds the Internet Makes Youth More Engaged Citizens - 74 views

www.readwriteweb.com/...t_makes_youth_more_engaged.php

digitalcitizenship research readwriteweb activism youth society socialnetworking

shared by Roland Gesthuizen on 26 Feb 11 - No Cached
  • improved media literacy dramatically increased students' exposure to diverse perspectives and increased the likelihood of youth online engagement
  • among adults as well, Internet users were more civically-engaged
  • outh engagement in interest-driven online communities was associated with increased volunteer and charity work and in increased work with others on community issues. The Internet can serve as a gateway to online and offline civic and political engagement, including volunteerism, community problem-solving, and protest activity.
  • Roland Gesthuizen on 26 Feb 11
     
    "Arguably, the upheaval, activism and revolutions in of the last two months may serve to counter what has been a longstanding stereotype: youth are largely apolitical. Moreover, those that do participate in politics and activism online do so in shallow ways, the so-called "slacktivism." But recent findings from a longitudinal study of high school-age students challenges these notions, suggesting that youth who pursue their interests online are more likely to be engaged in civic issues."
  • Roland Gesthuizen on 26 Feb 11
     
    Interesting to read that time spent by many youth online can still promote engagement with the broader society.
dabennett7

Remix Culture : Center for Social Innovation (CSI) - 12 views

csi.gsb.stanford.edu/remix-culture

shared by dabennett7 on 29 Mar 15 - Cached
  • there’s a war raging over what some now are calling a new art form in the emerging Web 2.0 culture—remix
  • remix is collage, a recombination of existing, reference images or music and video clips from popular digital culture, elements of which are mashed up into something new.
    • dabennett7
      dabennett7 on 29 Mar 15
       
      Does this sound familiar? Common core and even the SBAC assessment are rooted in remix.
  • as long as the remix is significantly altered from the original—should remix be permitted by law
    • dabennett7
      dabennett7 on 29 Mar 15
       
      How will copryright laws evolve for the 21st century? What skills must our students gradate with to prepare them for a world of Remix vs. Copyrights?
  • ...7 more annotations...
  • Should remix be outlawed as a violation of an artist’s or photographer’s copyrigh
  • “Remix is literacy in the 21st century,” Lessig said. The chief of Stanford University’s Center for Internet and Society
    • dabennett7
      dabennett7 on 29 Mar 15
       
      If digital literacy includes remixing, then the skills of citation and attribution are more important than ever.
  • failing to legally protect remixes as original forms of art and expression “will make pirates of our children...We cannot kill this form of expression;
  • Johnson, author of The Invention of Air, a new book about the history of information flows in American and British society, said remix has “deep roots in the Age of Enlightenment and among America’s Founding Fathers.”
    • dabennett7
      dabennett7 on 29 Mar 15
       
      Remix is not new...  but it is easier and more accessible than ever.  A smartphone alone is a remix machine capable of remixing text, audio, video, images and more.  Then with a click you can publish your remix to the world from anywhere!
  • Where do we think innovation and creativity come from
  • Fairey rounded out the talk, citing remix as one of the early 21st century’s most popular forms of free political expression.
  • Remix is all about making references; references are how you establish a point of view in popular culture, and they are crucial to my work as an artist.”
    • dabennett7
      dabennett7 on 29 Mar 15
       
      This is what we as educators are all about... We challenge students to make connections, identify themes, clarify or argue a point of view.  We push them to remix everyday. Are we challenging them to respect the ideas they build their learning upon?
Martin Burrett

Study finds social media has limited effects on teenage life satisfaction - 9 views

ukedchat.com/...social-media-effects

research social media

shared by Martin Burrett on 10 May 19 - No Cached
  • Martin Burrett on 10 May 19
     
    "Researchers from the Oxford Internet Institute (OII), part of the University of Oxford, used an eight-year survey of UK households (Understanding Society, part of the UK Household Longitudinal Study) to study how long teenagers spent using social media on a normal school day and their corresponding life satisfaction ratings. This is the first large-scale and in-depth study testing not only whether adolescents who report more social media use have lower life satisfaction but also whether the reverse is true. Before this study scientists had little means of disentangling whether adolescents with lower life satisfaction use more social media or whether social media use leads to lower life satisfaction."
Steve Ransom

Digital Age Damaging Learning | Nicholas Carr - 72 views

www.smh.com.au/...-something-20101012-16hhd.html

learning dumb google computer criticalthinking faustianbargain

shared by Steve Ransom on 13 Oct 10 - No Cached
  • excessive use of the internet and other forms of technology diminishes our capacity for deep, meditative thinking, "the brighter the software, the dimmer the user", a counter-revolution may be required.
  • curricula must be developed not only with the potential benefits of technology linked to every learning outcome in mind, but also the costs.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      The Faustian bargain that Postman so often wrote about
  • available where there is clear utility, to remove it when there is not
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      And who do we leave this decision up to? The individual? If so, we are in big trouble.
  • ...5 more annotations...
  • we must be mindful of any cost associated with allowing ourselves to devolve to a more machine-like state.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      NO ONE is striving for this. Just the opposite.
  • Of greatest importance, however, is the status of our thinking, understanding how we think and the effect new technologies have on our cognitive processes. This debate extends beyond the neuroscience to questions relating to what is worth knowing and what mental functions are worth preserving at their present level of development
  • As a senior high school teacher, one of my greatest bugbears is the reluctance of students to reflect on the information they have collected and plan their essays. Rather, some expect to Google their entire essay, often skipping from one hyperlink to the next until they find something that appears to be relevant, then pasting it into their essay, frequently oblivious to academic honesty and coherence of argument. The ability to discern reliability of sources is also severely lacking
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      This is a by-product of failing to address and teach good research methods in a digital world and assigning work that can simply be cut and pasted. We must move beyond "reporting" in a digital, information-rich, and connected world.
  • A primary role of educators is to foster qualities that are distinctly human: our ability to reflect, reason and imagine
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      Exactly... and this must happen, regardless of the types of information that we have access to. To say that technology impedes this is laughable.
  • In the curricula of tomorrow this may entail identifying topics and tasks that begin with an instruction to turn all electronic devices off.
    • Steve Ransom
      Steve Ransom on 13 Oct 10
       
      No- it should begin with teachers establishing and negotiating meaningful, interesting, and powerful learning opportunities with access to all available tools. The computer as a learning tool is meant to extend physical human capabilities, not weaken them. It is the low-level, rote tasks that we require that weaken them. It's time to recognize this and wake up. Blaming the technology does little more than preserve the status quo.
Roland Gesthuizen

Is the Internet hurting children? - CNN.com - 61 views

edition.cnn.com/...index.html

children cybersafety digitalcitizenship facebook twitter socialnetworking privacy

shared by Roland Gesthuizen on 03 Jun 12 - No Cached
  • The explosive growth of social media, smartphones and digital devices is transforming our kids' lives, in school and at home. Research tells us that even the youngest of our children are migrating online, using tablets and smartphones, downloading apps.
  • All adults know that the teen years are a critical time for identity exploration and experimentation. Yet this important developmental phase can be dramatically twisted when that identity experimentation, however personal and private, appears permanently on one's digital record for all to see.
  • Howard Gardner, a professor and researcher at the Harvard Graduate School of Education who developed the concept of multiple intelligences, calls kids' use of digital media and technology "epochal change." He compares the revolution in digital media to the invention of the printing press because of its extraordinary impact on the way we communicate, share information and interact with one another. As a society, we have no choice but to engage with this new reality and work to ensure that it affects our kids in healthy, responsible ways.
  • Roland Gesthuizen on 03 Jun 12
     
    'Amid the buzz over the Facebook IPO, the ever-evolving theories about how Twitter is reshaping our communications and speculation about where the next social media-enabled protest or revolution will occur, there is an important question we've largely ignored. What are the real effects of all this on the huge segment of the population most affected by social media themselves: our children and our teens?'
Barbara Moose

http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Plagiarism_in... - 0 views

www.ascd.org/...arism_in_the_Internet_Age.aspx

plagiarism Internet research intellectual_property

shared by Barbara Moose on 25 Mar 09 - Cached
  • Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources
  • instruction should focus on
  • summarizing sources
  • ...5 more annotations...
  • Instructional materials like these imply that teachers can stop inappropriate use of sources through three strategies: (1) teaching students from early grades the nuts and bolts of crediting all sources they use; (2) designing plagiarism-proof assignments that spell out how works should be cited and that include personal reflection and alternative final projects like creating a brochure; and (3) communicating to students that you're laying down the law on plagiarism ("I'll be on the lookout for this in your papers, you know").
  • Any worthwhile guide to preventing plagiarism should Discuss intellectual property and what it means to "own" a text. Discuss how to evaluate both online and print-based sources (for example, comparing the quality and reliability of a Web site created by an amateur with the reliability of a peer-reviewed scholarly article). Guide students through the hard work of engaging with and understanding their sources, so students don't conclude that creating a technically perfect bibliography is enough. Acknowledge that teaching students how to write from sources involves more than telling students that copying is a crime and handing them a pile of source citation cards.
  • That pedagogy should both teach source-reading skills and take into consideration our increasingly wired world. And it should communicate that plagiarism is wrong in terms of what society values about schools and learning, not just in terms of arbitrary rules.
  • through formal education, people learn skills they can apply elsewhere—but taking shortcuts lessens such learning.
  • communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity. Even students who feel comfortable with collaboration and uneasy with individual authorship need to realize that acknowledged collaboration—such as a coauthored article like this one—is very different from unacknowledged use of another person's work.
Jackie Rippy

Soviet Psychology: Psychology and Marxism Internet Archive - 14 views

www.marxists.org/...ch04.htm

Luria Activity Theory

shared by Jackie Rippy on 11 Aug 11 - Cached
    • Jackie Rippy
      Jackie Rippy on 11 Aug 11
       
      This points to stark differences - what about subtle differences between cultures. Do our symbols affect brain development - do our tools affect brain development?
  • Other Gestalt psychologists emphasized the common properties of mind in all cultures
  • shifts
  • ...12 more annotations...
  • in the basic forms, as well as in the content of people's thinking.
  • The early 1930
  • had experienced the conditions necessary to alter radically the content and form of their thought.
  • we expected that they would display a predominance of those forms of thought that come from activity that is guided by the physical features of familiar objects.
  • Therefore we began, as most field work with people does, by emphasizing contact with the people who would serve as our subjects. We tried to establish friendly relations so that experimental sessions seemed natural and non-threatening. We were particularly careful not to conduct hasty or unprepared presentations of the test materials.
  • As a rule, our experimental sessions began with long conversations which were sometimes repeated with the subjects in the relaxed atmosphere of a tea house, where the villagers spent most of their free time, or in camps in the field and in mountain pastures around the evening campfire. These talks were frequently held in groups. Even when the interviews were held with one person, the experimenter and other subjects made up a group of two or three who listened attentively to the person being interviewed and who sometimes offered remarks or comments on what he said. The talk often took the form of a free-flowing exchange of opinion between participants, and a particular problem might be solved simultaneously by two or three subjects, each proposing an answer. Only gradually did the experimenters introduce the prepared tasks, which resembled the “riddles” familiar to the population and therefore seemed like a natural extension of the conversation.
  • He characterized primitive thinking as “prelogical” and “loosely organized.” Primitive people were said to be indifferent to logical contradiction and dominated by the idea that mystical forces control natural phenomena
  • We conceived the idea of carrying out the first far-reaching study of intellectual functions among adults from a non-technological non-literate, traditional society
  • hamlets
  • nomad
  • 1. Women living in remote villages who were illiterate and who were not involved in any modern social activities. There were still a considerable number of such women at the time our study was made. Their interviews were conducted by women, since they alone had the right to enter the women's quarters. 2. Peasants living in remote villages who were in no way involved with socialized labor and who continued to maintain an individualistic economy. These peasants were not literate. 3. Women who attended short-term courses in the teaching of kindergarteners. As a rule, they had no formal schooling and almost no training in literacy. 4. Active kolhoz (collective farm) workers and young people who had taken short courses. They were involved as chairmen running collective farms, as holders of other offices on the, collective farm, or as brigade leaders. They had considerable experience in planning production, distributing labor, and taking stock of output. By dealing with other collective farm members, they had acquired a much broader outlook than isolated peasants. But they had attended school only briefly, and many were still barely literate. 5. Women students admitted to teachers school after two or three years of study. Their educational qualifications, however, were still fairly low.
  • Short-term psychological experiments would have been highly problematic under the field conditions we expected to encounter
Maughn Gregory

The Elusive Big Idea - NYTimes.com - 51 views

www.nytimes.com/...the-elusive-big-idea.html

GablerNeal education ed_methods technology media corporate philosophy

shared by Maughn Gregory on 22 Aug 11 - No Cached
  • If our ideas seem smaller nowadays, it’s not because we are dumber than our forebears but because we just don’t care as much about ideas as they did. In effect, we are living in an increasingly post-idea world — a world in which big, thought-provoking ideas that can’t instantly be monetized are of so little intrinsic value that fewer people are generating them and fewer outlets are disseminating them, the Internet notwithstanding. Bold ideas are almost passé.
  • we live in a post-Enlightenment age in which rationality, science, evidence, logical argument and debate have lost the battle in many sectors, and perhaps even in society generally, to superstition, faith, opinion and orthodoxy. While we continue to make giant technological advances, we may be the first generation to have turned back the epochal clock — to have gone backward intellectually from advanced modes of thinking into old modes of belief.
  • Post-Enlightenment refers to a style of thinking that no longer deploys the techniques of rational thought. Post-idea refers to thinking that is no longer done, regardless of the style.
  • ...10 more annotations...
  • In the past, we collected information not simply to know things. That was only the beginning. We also collected information to convert it into something larger than facts and ultimately more useful — into ideas that made sense of the information. We sought not just to apprehend the world but to truly comprehend it, which is the primary function of ideas. Great ideas explain the world and one another to us.
  • These ideas enabled us to get our minds around our existence and attempt to answer the big, daunting questions of our lives.
  • But if information was once grist for ideas, over the last decade it has become competition for them.
  • In effect, we are living within the nimbus of an informational Gresham’s law in which trivial information pushes out significant information, but it is also an ideational Gresham’s law in which information, trivial or not, pushes out ideas.
  • We prefer knowing to thinking because knowing has more immediate value. It keeps us in the loop
  • For one thing, social networking sites are the primary form of communication among young people, and they are supplanting print, which is where ideas have typically gestated. For another, social networking sites engender habits of mind that are inimical to the kind of deliberate discourse that gives rise to ideas.
  • Indeed, the gab of social networking tends to shrink one’s universe to oneself and one’s friends, while thoughts organized in words, whether online or on the page, enlarge one’s focus.
  • But because they are scientists and empiricists rather than generalists in the humanities, the place from which ideas were customarily popularized, they suffer a double whammy: not only the whammy against ideas generally but the whammy against science, which is typically regarded in the media as mystifying at best, incomprehensible at worst. A generation ago, these men would have made their way into popular magazines and onto television screens.
  • there is a vast difference between profit-making inventions and intellectually challenging thoughts.
  • There won’t be anything we won’t know. But there will be no one thinking about it.
MIchael Heneghan

Myths and Opportunities: Technology in the Classroom by Alan November on Vimeo - 68 views

vimeo.com/3930740

education technology AlanNovember web2.0 teaching

shared by MIchael Heneghan on 05 Aug 10 - Cached
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "People learn through conversations"
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Easy to teach teachers to use technology. Difficult to get the teachers to shift control away from themselves to the kids."
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Tech robbed kids of the opportunity to make a contribution to their communities." How can I find a way to help kids contribute, via English class?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Interdisc. Bauhaus created an amazing flow of ideas." How can we make our classes more interdisc.?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Need authentic conversations locally and around the world"
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "this gives students more of a choice to do the kinds of assignments they want to do, as opposed to just the teacher deciding." You would certainly need to check that they were doing challenging, relevant work.
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      All of these skills mentioned above are exactly what are essential in the 21st century workplace.
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      Concrete idea for how to answer the above, last question. He used a concrete example from a 3rd grade class: "Have the kids create a podcast every week of what they learned. Have a writer, producer, mixer, etc." Would you do that during class time or outside of classtime?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Have an official Note Taker each class as well. Have the class as a whole review the notes to see if they are good/correct."
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Another solution: you need to be more reflective on the body of work that you are doing. What have I learned? Where have I been and where am I going?" How do you do this?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Teach kids really good research skills. Have them look up assignments and related material from other teachers from all over the world." And then do what with them?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "One solution: have an official classroom researcher everyday in your class." The job would be to gather the websites that will be used connected to whatever it is you're studying? Is that right? Need more thought on this.
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Final Myth: Tech will make kids smarter. Actually it's a distraction. Creates more plagiarism and people wanting to get things done. Losing critical thinking." How can we use the enormous resources of the internet and at the same time increase critical thinking?
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "Another myth: the internet will give people a range of ideas. The opposite is true. People search out their version of the truth, e.g. Fox News or Huffington Post." I find this to be incredibly true.
    • MIchael Heneghan
      MIchael Heneghan on 20 Aug 10
       
      "It's a myth that tech will be the great equilizer in society. At least not for now." Why?
  • MIchael Heneghan on 20 Aug 10
     
    This was shared previously, but I've added many annotations I think teachers will find interesting.
Ed Webb

Bad News : CJR - 30 views

www.cjr.org/...bad_news.php

news tools howard_rheingold rheingold journalism facts factcheck bullshit

shared by Ed Webb on 15 Mar 10 - Cached
  • Students in Howard Rheingold’s journalism class at Stanford recently teamed up with NewsTrust, a nonprofit Web site that enables people to review and rate news articles for their level of quality, in a search for lousy journalism.
  • the News Hunt is a way of getting young journalists to critically examine the work of professionals. For Rheingold, an influential writer and thinker about the online world and the man credited with coining the phrase “virtual community,” it’s all about teaching them “crap detection.”
  • last year Rheingold wrote an important essay about the topic for the San Francisco Chronicle’s Web site
  • ...3 more annotations...
  • What’s at stake is no less than the quality of the information available in our society, and our collective ability to evaluate its accuracy and value. “Are we going to have a world filled with people who pass along urban legends and hoaxes?” Rheingold said, “or are people going to educate themselves about these tools [for crap detection] so we will have collective intelligence instead of misinformation, spam, urban legends, and hoaxes?”
  • I previously called fact-checking “one of the great American pastimes of the Internet age.” But, as Rheingold noted, the opposite is also true: the manufacture and promotion of bullshit is endemic. One couldn’t exist without the other. That makes Rheingold’s essay, his recent experiment with NewsTrust, and his wiki of online critical-thinking tools” essential reading for journalists. (He’s also writing a book about this topic.)
  • I believe if we want kids to succeed online, the biggest danger is not porn or predators—the biggest danger is them not being able to distinguish truth from carefully manufactured misinformation or bullshit
  • Ed Webb on 15 Mar 10
     
    As relevant to general education as to journalism training
Maureen Greenbaum

College is a waste of time - CNN.com - 49 views

www.cnn.com/...index.html

college skills

shared by Maureen Greenbaum on 03 Jun 11 - No Cached
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      Marketing oneself in society today is a skill that all students MUST have, but too many schools are ignoring.
  • Of course, some people want a formal education. I do not think everyone should leave college, but I challenge my peers to consider the opportunity cost of going to class. If you want to be a doctor, going to medical school is a wise choice. I do not recommend keeping cadavers in your garage. On the other hand, what else could you do during your next 50-minute class? How many e-mails could you answer? How many lines of code could you write?
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      The key is balance. We don't need to throw the baby out with the bathwater. What we need is to construct learning environments and experiences that connect with the real world. NOt the world within the school's four walls.
  • ...10 more annotations...
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      People who are successful in this area have a drive to be successful. We need to meet our students where they are, and we need to construct learning experiences in a way that engages their passions and promotes this drive. Schools and teachers can do this, but school and classroom structures need to change. 
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      I rather think of this as many schools are failing to give students the skills they need to empower themselves. We can't take the responsibility away of students empowering themselves. It's a small, but vital thinking shift.
  • I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
  • 36% of college graduates showed no improvement in critical thinking, complex reasoning or writing after four years of college.
  • college as a stepping-stone to success rather than a means to gain knowledge. College fails to empower us with the skills necessary to become productive members of today's global entrepreneurial economy.
  • Failure is punished instead of seen as a learning opportunity.
  • Learning by doing
  • A major function of college is to signal to potential employers that one is qualified to work. The Internet is replacing this signaling function.
  • creating personal portfolios to showcase their talent.
  • document our accomplishments, and have them socially validated with tools such as LinkedIn
Tricia Rodriguez

Education Week: Publishers Turn to Cloud Computing to Offer Digital Content - 47 views

www.edweek.org/...01cloud.h05.html

education

shared by Tricia Rodriguez on 12 Nov 11 - No Cached
  • struggling to strike a balance between print and digital curricula for students, textbook publishers are taking to the cloud to house new digital resources and curricula.
    • Tricia Rodriguez
      Tricia Rodriguez on 12 Nov 11
       
      Just as with "hybrid education" schools must find a way to balance the types of resources we are providing our students. Funding is key here as well as the consideration of sustainability. 
  • cloud computing
  • dip their toes into
  • ...8 more annotations...
  • lack of resources
  • nformation and power available from servers hosted by a separate, off-site entity
  • bandwidth and hardware support,
  • cloud-based textbook is stored on the Internet by servers not operated by school districts themselves
  • Web 2.0 forma
  • start discussions with each other about the content, complete interactive assessments and activities, and search Google or Wikipedia for further information.
    • Tricia Rodriguez
      Tricia Rodriguez on 12 Nov 11
       
      Students are able to interact with the content and not act as passive consumers. This is key as the classroom struggles to catch up with the true status of society.
  • [Cinch]
    • Tricia Rodriguez
      Tricia Rodriguez on 12 Nov 11
       
      In actuality, this publishers has provided a CMS embedded with their curriculum. This is probably where text-book providers will need to move to in order to stay competitive. 
  • upgraded its online bandwidth
Fil Salustri

How to Think Without Googling - Forge - 20 views

forge.medium.com/he-internet-again-308da944139d

article society web culture technology influence cognition learning resilience

shared by Fil Salustri on 31 Jan 20 - No Cached
  • Fil Salustri on 31 Jan 20
     
    It's not just Google. The Web has wiped out all the basic knowledge about practical critical thinking and problem solving that we used to learn through reinforcement learning - which made us far more able to be independent entities in all kinds of unique and atypical situations. Perhaps this is contributing to the rise of anxiety in young people: without those cognitive tools and skills, people are no longer sure of themselves as they once were.
Andrew McCluskey

Every scholarly article archived online | Marketplace.org - 51 views

www.marketplace.org/...olarly-article-archived-online

scholarly article archived online marketplace org berkman harvard internet and society internet knowledge

shared by Andrew McCluskey on 25 Sep 13 - No Cached
  • Andrew McCluskey on 25 Sep 13
     
    Perma is a new archival project being undertaken by "some of the most prestigious institutions in the country" who are "taking efforts to create a new, permanent archive of scholarly work online."
Kay Bradley

BBC News - The distraction society - 83 views

news.bbc.co.uk/...8603346.stm

distrations technology

shared by Kay Bradley on 09 Jan 11 - Cached
  • Kay Bradley on 09 Jan 11
     
    How much we're distracted: now there's an app to help us (and our students) stay on task!
  • Kay Bradley on 09 Jan 11
     
    Ongoing problem with techno distraction, productivity and learning. This is now being solved with some pretty cool techno fixes, such as AntiSocial (http://anti-social.cc/) and SelfControl (http://www.macupdate.com/app/mac/31289/selfcontrol#ratings). Both apps do the same thing. Here's the AntoSocial blurb: "Anti-Social is . . . a productivity application for Macs that turns off the social parts of the internet. When Anti-Social is running, you're locked away from distracting social media sites, including Facebook, Twitter and other sites you specify. With Anti-Social, you'll be amazed how much you get done when you turn off your friends."
Enid Baines

A Fair(y) Use Tale | Center for Internet and Society - 86 views

cyberlaw.stanford.edu/...fairy-use-tale

copyright fair use Disney guidelines scoop.it! license to read

shared by Enid Baines on 14 Jul 12 - No Cached
  • A Fair(y) Use Tale
  • Professor Eric Faden of Bucknell University created this humorous, yet informative, review of copyright principles delivered through the words of the very folks we can thank for nearly endless copyright terms.
  • teacherboyle on 14 Jul 12
     
    Cute video explaining copyright using clips from Disney movies. Could be hard to follow for some students though.
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