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Laura Doto

Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views

digitalyouth.ischool.berkeley.edu/book-friendship

Aristotle Friendship teens adolescents online network

shared by Laura Doto on 23 Jun 09 - Cached
  • Social relations—not simply physical space—structure the social worlds of youth.
    • Laura Doto
      Laura Doto on 23 Jun 09
       
      A critical conclusion to be realized that can inform our assumptions as educators.
  • When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
  • these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
  • ...43 more annotations...
  • Homophily describes the likelihood that people connect to others who share their interests and identity.
  • One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
  • Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
  • Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
  • there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
  • the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
  • As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
  • The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
  • “It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
  • Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
  • Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
  • Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
  • to avoid social drama with her friends:
  • The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
  • teens have developed a variety of social norms to govern what is and is not appropriate
  • The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
  • While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
  • primarily a continuation of broader dramas.
  • social media amplify dramas because they extend social worlds beyond the school.
  • Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
  • social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
  • That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
  • finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
  • Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
  • While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
  • Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
  • it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
  • Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
  • They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
  • Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
  • Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
  • Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
  • So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
  • From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
  • That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
  • Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
  • While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
  • Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
  • learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
  • articulating those friendships online means that they become subject to public scrutiny in new ways;
  • This makes lessons about social life (both the failures and successes) more consequential and persistent
  • make these dynamics visible in a more persistent and accessible public arena.
  • co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
  • Laura Doto on 23 Jun 09
     
    MacArthur Foundation Study - Friendship chapter
Maria Nuzzo

Three Elements of Great Communication, According to Aristotle - Scott Edinger - Harvard... - 99 views

blogs.hbr.org/...t_communication_according.html

shared by Maria Nuzzo on 19 Jan 13 - No Cached
Kelly Dau liked it
  • Three Elements of Great Communication, According to Aristotle by Scott Edinger  |   9:00 AM January 17, 2013 Comments (78)         In my nearly 20 years of work in organization development, I've never heard anyone say that a leader communicated too much or too well. On the contrary, the most common improvement suggestion I've seen offered up on the thousands of 360 evaluations I've reviewed over the years is that it would be better if the subject in question learned to communicate more effectively. What makes someone a good communicator? There's no mystery here, not since Aristotle identified the three critical elements — ethos, pathos, and logos. — thousands of years ago. Ethos is essentially your credibility — that is, the reason people should believe what you're saying. In writing this blog I made an effort to demonstrate my ethos in the introduction, and here I'll just add that I have a degree in communication studies (emphasis in rhetoric for those who want the details) for good measure. In some cases, ethos comes merely from your rank within an organization. More commonly, though, today's leaders build ethos most
  • Jennie Snyder on 19 Jan 13
     
    Three aspects of communication as outlined by Aristotle.
Kay Bradley

Social contract - Wikipedia - 20 views

en.wikipedia.org/...Social_contract

shared by Kay Bradley on 25 Oct 16 - No Cached
    • Carolyn Eccleston
      Carolyn Eccleston on 25 Oct 16
       
      What does this mean?
  • Locke believed
  • Rousseau believed
  • ...6 more annotations...
  • Grotius posited that individual human beings had natural rights; Hobbes asserted that humans consent to abdicate their rights in favor of the absolute authority of government
    • Carolyn Eccleston
      Carolyn Eccleston on 25 Oct 16
       
      What is the difference between the two beliefs?
  • The Lockean concept of the social contract was invoked in the United States Declaration of Independence.
    • Carolyn Eccleston
      Carolyn Eccleston on 25 Oct 16
       
      What Lockean concepts appear in the US Declaration of Independence?
    • Kay Bradley
      Kay Bradley on 24 Feb 20
       
      The idea that citizens give up some individual freedoms in order to realize greater benefits from living in society.
  • Social contract arguments typically posit that individuals have consented, either explicitly or tacitly, to surrender some of their freedoms and submit to the authority of the ruler or magistrate
    • Carolyn Eccleston
      Carolyn Eccleston on 25 Oct 16
       
      What does it mean to submit tacitly? Does the US Declaration of Independence require tacit submission?
    • Carolyn Eccleston
      Carolyn Eccleston on 25 Oct 16
       
      I don't know. What do you think?
    • Kay Bradley
      Kay Bradley on 24 Feb 20
       
      Not the Declaration of Independence because that did not establish a social contract, but yes the Constitution and the system of law, The submission is tacit because each generation does not revise the social contract that is spelled out in the Constitution and the corpus of laws. Therefore, each generation that wants to live in the US must accept the existing social contract.
    • Robert Vigliotti
      Robert Vigliotti on 10 Mar 22
       
      According to Hobbes, whenever we benefit from the conditions of security and the goods that are only possible through the social contract, we have consented to the social contract, which includes obedience to the sovereign, even though we did not give explicit consent.
  • legitimacy of the authority of the state over the individual
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Thad Haines

Social Media: Why This Matters To Everyone In Education - 57 views

hetl.org/...tters-to-everyone-in-education

education social media social-media

shared by Thad Haines on 22 Oct 12 - No Cached
  • SJCNY Trainers on 22 Oct 12
     
    ""Social Media: Why It Matters to Everyone in Education" - an opinion article by Daniel Clark. The article explores social media and the use of social media in an educational context applying a staged model proposed by the author. Daniel Clark views social media as an immediate challenge with the potential to introduce major changes to educational approaches and paradigms. "
Stan Golanka

Reading and the Web - Texts Without Context - NYTimes.com - 49 views

www.nytimes.com/...21mash.html

shared by Stan Golanka on 08 Feb 11 - Cached
  • It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Core discussion topic? From this, I see a few discussion issues: 1. Do we prize "mash-ups" more than original work? Who is "we" in this? 2. If the answer to #1 is "yes," then the next question is: is this good or bad? 3. Finally, if the answer is "bad" to #2, what place do "mash-ups" have, and how do we help our students see the value in original work?
  • Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      How do teachers help students rise above this "digital forest of mediocrity"?
  • Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      If Johnson's predictions are true, is this necessarily bad? How much of this concern is "nostalgia"? What would be lost from an academic p.o.v, and what migh be gained?
  • ...5 more annotations...
  • Instead of reading an entire news article, watching an entire television show or listening to an entire speech, growing numbers of people are happy to jump to the summary, the video clip, the sound bite — never mind if context and nuance are lost in the process; never mind if it’s our emotions, more than our sense of reason, that are engaged; never mind if statements haven’t been properly vetted and sourced.
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Should teachers "fight" this, or embrace it? Can summaries/sound bites ever be appropriate for academic discussions?
  • And online research enables scholars to power-search for nuggets of information that might support their theses, saving them the time of wading through stacks of material that might prove marginal but that might have also prompted them to reconsider or refine their original thinking.
  • Digital insiders like Mr. Lanier and Paulina Borsook, the author of the book “Cyberselfish,” have noted the easily distracted, adolescent quality of much of cyberculture. Ms. Borsook describes tech-heads as having “an angry adolescent view of all authority as the Pig Parent,” writing that even older digerati want to think of themselves as “having an Inner Bike Messenger.”
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Can teachers moderate this attitude? Does our (adults) use/non-use of technology help breed this attitude?
  • authors “will increasingly tailor their work to a milieu that the writer Caleb Crain describes as ‘groupiness,’ where people read mainly ‘for the sake of a feeling of belonging’ rather than for personal enlightenment or amusement. As social concerns override literary ones, writers seem fated to eschew virtuosity and experimentation in favor of a bland but immediately accessible style.
    • Stan Golanka
      Stan Golanka on 08 Feb 11
       
      Does this ring true to educators? Are social concerns and literary conerns opposites? How does web publishing affect "literary" publishing, as opposed to "non-literary" publishing?
  • However impossible it is to think of “Jon & Kate Plus Eight” or “Jersey Shore” as art, reality shows have taken over wide swaths of television,
Bob Rowan

Steve Hargadon: Thoughts on Social Networking in Education - 46 views

www.stevehargadon.com/...s-on-social-networking-in.html

social networking education classroom20

shared by Bob Rowan on 02 Mar 11 - Cached
  • the act of blogging, and becoming a part of the blogging conversation, were important for teacher professional growth
  • blog "to the empty room" for 9 months
  • It would take away the personal benefit of the journeys that they had been on to get where they were
  • ...8 more annotations...
  • "I don't know anyone here."
  • threaded discussion forum
  • On a blog, the main author is on a pedestal, and blogs tend to favor posts which reflect the self-importance of the blogger or comments which tend toward extremism
  • What makes social networking for professional development so powerfu
  • not geographically or physically bounded
  • takes place 24X7
  • llows for asynchronous contribution
  • contribution by those who would never previously have written an article for a journal or made a formal presentation
  • Bob Rowan on 02 Mar 11
     
    Comments on the founding of Classroom 2.0 and how teachers who were not previously participating in online social networking were more comfortable using the Classroom 2.0 site than maintaining and otherwise participating in blogs
  • Bob Calder on 03 Mar 11
     
    NSDL recently underwent a reorganization into discipline subsections with intense work by degree candidates. One of them from WCU was denied credit for work and publication because there were no page numbers. The head of the project called her advisor and fixed the problem, but they rethought the model and added separate online journals for contributors. At this point, the chemistry portal is a model of how the whole thing should turn out. http://chemdl.org It has moodle modules, a textbook, lessons, virtual labs. I will link to a google spreadsheet with all URIs in a few days. Right now my kids are putting it together. ;-) Bob
carmelladoty

The absurd and unfounded myth of the digital native - Enrique Dans - Medium - 59 views

medium.com/...he-digital-native-45d1ff397785

digital natives

shared by carmelladoty on 04 Aug 15 - No Cached
  • carmelladoty on 04 Aug 15
     
    This article is a MUST read for educators. The author states that digital natives do not know the power of the Internet beyond social media. The article contains studies and other information to back up the statement. The author states "Simply being born into the internet age does not endow one with special powers. Learning how to use technology properly requires learning and training."
Candy Boyer

Tom Wolfe, Author and Satirist of America, Dies at 88 | Time - 4 views

time.com/...writer-tom-wolfe-dies-87

Obituaries Literature Biography author journalism

shared by Candy Boyer on 22 May 18 - No Cached
  • American maverick who insisted that the only way to tell a great story was to go out and report it.
  • journalism could offer the kinds of literary pleasure found in books.
  • Wolfe scorned the reluctance of American writers to confront social issues and warned that self-absorption and master’s programs would kill the novel. “So the doors close and the walls go up!” he wrote in his 1989 literary manifesto, “Stalking the Billion-Footed Beast.” He was astonished that no author of his generation had written a sweeping, 19th century style novel about contemporary New York City, and ended up writing one himself, “The Bonfire of the Vanities.”
  • ...9 more annotations...
  • “My contention is that status is on everybody’s mind all of the time, whether they’re conscious of it or not,”
  • “new journalism” combined the emotional impact of a novel, the analysis of the best essays, and the factual foundation of hard reporting. He mingled it all in an over-the-top style that made life itself seem like one spectacular headline.
  • pointed look at fund-raising for the Black Panther Party by Leonard Bernstein and other wealthy whites.
  • And no one more memorably captured the beauty-and-the-beast divide between the Beatles and the Rolling Stones: “The Beatles want to hold your hand,” he wrote, “but the Rolling Stones want to burn down your town!”
  • s a child, he did rewrites of the Authurian legends and penned biographies of his heroes.
  • unsuccessful pitching tryout with the New York Giants before
  • The Washington Post, where he won Washington Newspaper Guild awards in 1960 for his coverage of U.S.-Cuban affairs and a satiric account of that year’s Senate civil rights filibuster.
  • The next year, Wolfe was assigned to cover a “Hot Rod & Custom Car” show. He completed a story, the kind “any of the somnambulistic totem newspapers in America would have come up with.” But he knew there was a much richer, and longer story to tell, one about a thriving subculture that captured the post-World War II economic boom and the new freedom to “build monuments” to one’s own style. No newspaper could contain what Wolfe had in mind, so he turned to Esquire magazine, wrote up 49 pages and helped give birth to a new kind of reporter. “For the who-what-where-when-why of traditional journalism, he has substituted what he calls ‘the wowie!'” according to a 1965 Newsweek story.
  • “A Man in Full” turned Wolfe’s smirk to Atlanta society. His 2004 novel, “I Am Charlotte Simmons,” looked at life on a fictional elite college campus rife with drinking, status obsession and sex.
  • Candy Boyer on 22 May 18
     
    includes short VIDEO "Wolfe scorned the reluctance of American writers to confront social issues and warned that self-absorption and master's programs would kill the novel."
paul lowe

A report says universities' use of virtual technologies is 'patchy' | Education | The G... - 1 views

www.guardian.co.uk/...computer-science-it

guardian education e_learning twitter social_media social_netwrking facebook melville

shared by paul lowe on 12 May 09 - Cached
  • paul lowe on 12 May 09
     
    The "Google generation" of today's students has grown up in a digital world. Most are completely au fait with the microblogging site Twitter; they organise their social lives through Facebook and MySpace; 75% of students have a profile on at least one social networking site. And they spend up to four hours a day online. Modern students are happy to share and participate but are prone to impatience - being used to quick answers - and are casual about evaluating information and attributing it, and also about legal and copyright issues. With almost weekly developments in technology and research added to increasingly web-savvy students' expectations, how are British universities keeping up? Pretty well, according to Sir David Melville, chair of Lifelong Learning UK and author of a new report into how students' use of new technologies will affect higher education.
Tamara Connors

Educational Leadership:Reading to Learn:Can't Get Kids to Read? Make It Social - 85 views

www.ascd.org/publications/educational_leadership/mar10/vol67/num06/Can't_Get_Kids_to_Read¢_Make_It_Social.aspx

diigo research

shared by Tamara Connors on 19 Mar 10 - No Cached
  • Can't Get Kids to Read? Make It Social William M. Ferriter
  • One great tool for creating social reading experiences is Diigo (www.diigo.com), a free online application that allows users to add highlights and comments onscreen to any Web-based text. These comments can be seen by anyone using Diigo and are identified with the commenter's user name. Diigo also enables users to bookmark and "tag" with keywords any online articles that they find fascinating. Classes studying topics together can share their reading. Articles tagged by one user become instantly available to another, providing a source for continued study and ongoing conversations. The best news is that creating secure student accounts in Diigo is easy. Teachers can form a classroom group that enables students to see only the articles bookmarked and the annotations shared by their teachers and peers—instead of the comments of the entire Diigo community.
  • ttp://digitallyspeaking.pbworks.com/Social-Bookmarking-and-Annotating
  • Steve Ransom on 19 Mar 10
     
    Explains how Diigo is used in the classroom to make solitary text-based reading social.
jodi tompkins

Lesson: The Funtion of Images in Text - 31 views

www.kn.sbc.com/...lvfunction.html

visualliteracy

shared by jodi tompkins on 27 Jan 10 - Cached
  • show students
  • show students
  • show students
  • ...9 more annotations...
  • show students
  • show students
  • show students
  • Example - An image can be used to show what an idea might look like. The picture may be used to illustrate a concept that is being described within a text or strengthen a point of which the author is trying to persuade his or her audience
  • Evidence - An image can be used to add new information. The picture may be used to represent data that is being described within a text or highlight one aspect of an argument of which the author is trying to persuade his or her audience.
  • Expression - An image can be used to express a feeling or attitude. The picture may be used to stylize information that is being described within a text or make an ironic or emotional comment on the point of which the author is trying to persuade his or her audience. Suggested Procedure
  • show students
  • show students
  • show
  • jodi tompkins on 27 Jan 10
     
    5 e's of visual literacy. a lesson plan on using photos in social studies, science, and comm arts classes
Noelle Kreider

Educational Leadership:Reading to Learn:Can't Get Kids to Read? Make It Social - 45 views

www.ascd.org/...Read%C2%A2_Make_It_Social.aspx

diigo reading socialbookmarking

shared by Noelle Kreider on 22 Mar 10 - Cached
  • "How can we possibly teach reading when our kids just won't read?"
  • classrooms are one of the only text-driven environments that our students experience. Beyond school, U.S. students spend most of their time with media consuming digital information from televisions, radios, and computers. Much of this electronic information is visual or is processed passively, in small bites.
  • So how can you drag the wayward brains in your classroom back to deeper reading? Begin by recognizing that today's students are driven by opportunities to interact with one another. Conversations—whether they are started on Facebook, through text messages, or in the hallways—play a central role in adolescents' lives. Understanding that participation is a priority, the best teachers create social reading experiences and blur lines between fun and work.
  • ...4 more annotations...
  • One great tool for creating social reading experiences is Diigo
  • Social bookmarking applications like Diigo help my classes explore interesting texts and get students reading actively. As students highlight parts of the text they find compelling and add comments in onscreen threaded discussions, they challenge the thinking of their peers and even of the author.
  • To structure substantial conversations instead of reactive chatter, I defined five specific roles (listed in the Shared Annotation Roles section of the Digitally Speaking site referenced above) for students working in shared annotation groups.
  • Tools such as Diigo are fundamentally changing the reading experience—and effective teachers must adapt to keep their students engaged.
  • Noelle Kreider on 22 Mar 10
     
    article about using Diigo to engage students in reading
Martha Wilding

http://www.qconline.com/archives/qco/print_display.php?id=617382 - 22 views

www.qconline.com/...print_display.php

Technology Education Attention Metacognitive skills

shared by Martha Wilding on 21 Jun 13 - No Cached
  • they were waiting for a time when the videotape material seemed less important and not likely to be on the test. Those students were using their metacognitive skills to decide when was a good time to be distracted and when it was important to focus
  • "focus" on classroom work for 15 minutes.
  • no need to be internally distracted since an opportunity to "check in" will be coming
  • ...1 more annotation...
  • gradually lengthen the time between tech breaks
  • Martha Wilding on 21 Jun 13
     
    Author describes study that showed that middle, hs, and university students were highly distractible by technology and were anxious if they could not check their devices. He described a strategy called "tech breaks" where students are allowed to check devices and social media for a minute and then to focus on school work for 15 minutes as a way of improving their metacognitive skills. 
  • Nina Levine on 23 Jun 13
     
    I wonder if using technology in the classroom - integrally - would mitigate some of the anxiety and/or increase attention. I wonder if there are other teaching/learning strategies we might employ that would increase engagement such that students would be distracted from their distraction...
Martin Burrett

Climate education for kids increases climate concerns for parents, research finds - 5 views

ukedchat.com/...climate-education

research climate

shared by Martin Burrett on 10 May 19 - No Cached
  • Martin Burrett on 10 May 19
     
    "A new study from North Carolina State University finds that educating children about climate change increases their parents' concerns about climate change. "There's a robust body of work showing that kids can influence their parents' behavior and positions on environmental and social issues, but this is the first experimental study demonstrating that climate education for children promotes parental concern about climate change," says Danielle Lawson, lead author of a paper on the work and a Ph.D. student at NC State."
Kelly Sereno

SIRS: Making Students Literate in Digital Age - 70 views

sks.sirs.com/...hst-article-display

shared by Kelly Sereno on 13 Oct 11 - No Cached
Jason Keown liked it
    • Kelly Sereno
      Kelly Sereno on 13 Oct 11
       
      Pro - Argument #1
  • The American Library Association encourages schools and libraries to think twice before keeping kids off social media, saying such prohibition "does not teach safe behavior and leaves youth without the necessary knowledge and skills to protect their privacy or engage in responsible speech." Their policy statement on the topic says that instead of restricting access, librarians and teachers "should educate minors to participate responsibly, ethically and safely."
  • Perhaps the biggest objection to widespread use of social sites is the likelihood that kids will encounter irrelevant or even offensive material--a fear that many teachers say is overblown. While the Web can seem like "a sea of pornography and idiots," says James Lerman, the author of several books on educational technology, schools must help students figure out how to navigate it so they "can get to the good stuff" that's applicable to school.
  • ...1 more annotation...
  • The American Library Association encourages schools and libraries to think twice before keeping kids off social media, saying such prohibition "does not teach safe behavior and leaves youth without the necessary knowledge and skills to protect their privacy or engage in responsible speech.
Benjamin Allen

Getting A Job Is Not The Purpose Of School - 41 views

www.teachthought.com/...ose-school-is-not-to-get-a-job

educational philosophy vocational training

shared by Benjamin Allen on 21 Mar 14 - No Cached
  • By calling it “school” (rather than learning), and “a job” (rather than work), we’re unwittingly creating a tone of drudgery and compliance that centers the institutions and their processes (grades, academic success and performance), and de-centers the end result (skills–>understanding–>creativity–>wisdom).
  • the vast majority of social ills that plague us–as a planet, not just in one country–stem from a surplus of bad work
  • And because we’ve all had jobs that sucked, it’s easy to shrug it off as a necessary evil in life, but it’s not. Work that demeans, dehumanizes, mechanizes, and depersonalizes individuals also, by design, demean, dehumanize, mechanize, and depersonalize society at large, and telling people to “be thankful they have a job” is an antiquated response that misses the point.
  • ...7 more annotations...
  • The curse of social conditioning and norm-referencing here is also at play
  • Wendell Berry in a letter he wrote responding to the idea of a “work-life” balance
  • Only in the absence of any viable idea of vocation or good work can one make the distinction implied in such phrases as “less work, more life” or “work-life balance,” as if one commutes daily from life here to work there.
  • If such questions are not asked, then we have no way of seeing or proceeding beyond the assumptions of (the author) and his work-life experts: that all work is bad work; that all workers are unhappily and even helplessly dependent on employers; that work and life are irreconcilable; and that the only solution to bad work is to shorten the workweek and thus divide the badness among more people.”
  • no matter what sort of values a family promotes, the learning process, by design, changes a person
  • Doesn’t the quality of a culture rely in part on a deep, dynamic interaction between those who are adults now, and those who will be soon?” And in that intersection sits education.
  • Getting a job is not the purpose of school. Good work is a shared core of both education and social improvement. I’m not entirely sure what this means for learning on a practical level, but I keep having the idea of diverse learning forms embedded in authentic local communities as a kind of first response.
meghankelly492

(PDF) A Systematic Review of Treatments for Music Performance Anxiety - 2 views

www.researchgate.net/..._for_Music_Performance_Anxiety

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • Four other studies (three of which are dissertations) assessed behavioral treatments forMPA on music students. Grishman (1989) and Mansberger (1988) used standard musclerelaxation techniques, Wardle (1969) compared insight/relaxation and systematic desensi-tisation techniques, and Deen (1999) used awareness and breathing techniques
  • A systematic review of all available treatment studies for music performance anxiety was undertaken.
  • reported that 24% of musicians frequently suffered stage fright, defined in this study as themost severe form of MPA, 13% experienced acute anxiety and 17% experienceddepression.
  • ...24 more annotations...
  • 59% of musicians in symphony orchestras reported performance anxiety severe enough toimpair their professional and/or personal functioning.
  • A recent study indicated that MPA is not limited to orchestralmusicians, showing that opera chorus artists are also prone to high levels of performanceanxiety
  • However, since not allperformers suffer the same degree of MPA, or indeed report the same levels of occupationalstress, individual differences in a range of psychological characteristics are likely to accountfor variations in the degree to which musicians experience symptoms
  • A large number of treatment modalities (e.g., behavioral, cognitive, pharmacological andcomplementary) has been developed for music performance anxiety (MPA)
  • However, areview of this literature indicates that the field is still in its infancy with respect to theconceptual and theoretical formulations of the nature of MPA and its empiricalinvestigation.
  • Anxiety may be triggered by conscious,rational concerns or by cues that trigger, unconsciously, earlier anxiety producingexperiences or somatic sensations.
  • These findings suggest that multi-modal interventions are needed toaddress the multiple difficulties experienced by test anxious individuals.
  • with some focusing on behavioral change, some on cognitivechange, others on reduction of physiological symptoms through the use of pharmacotherapy,and some on idiosyncratic formulations
  • For drug studies, the keywords were beta-blocker [Beta blockers block the effect ofadrenaline (the hormone norepinephrine) on the body’s beta receptors. This slows downthe nerve impulses that travel through the heart. As a result, the resting heart rate is lower,the heart does not have to work as hard and requires less blood and oxygen
  • Brodsky (1996) and Nube´(1991) were most useful.
  • The interventionsassessed included systematic desensitization, progressive muscle relaxation, awareness andbreathing and behavioural rehearsal
  • In summary, behavioral treatments do appear to be at least minimally effective in thetreatment of MPA, although the heterogeneity of the treatment approaches employedmakes it difficult to isolate consistent evidence for the superiority of any one type ofbehavioral intervention
  • Two studies (see Tables II and IV) assessed the therapeutic effect of cognitive techniquesalone on MPA.
  • A dissertation by Patston (1996) reported a comparison of cognitive (e.g.positive self-talk, etc.) and physiological strategies in the treatment of MPA. No significantimprovements on vocal and visual manifestations of performance anxiety were found foreither treatment or control groups. However, the sample consisted of only 17 operastudents who were not specifically selected on the basis of their MPA severity, and theintervention was conducted by the author, a singer and teacher, who had no training inpsychology.
  • Three studies (see Table III) assessed the therapeutic effect of cognitive-behavioralstrategies on MPA. Harris (1987), Roland (1993), and Kendrick et al. (1982) all reportedthat standard CBT techniques were effective in the treatment of MPA in studentsspecifically selected for study because of the severity of their MPA.
  • Harris (1987) and Roland(1993) reported that CBT led to reductions in state anxiety as measured by the STAI,although Kendrick et al. (1982) failed to find a significant difference between treatment andcontrol groups on this measure.
  • The evidence for improvements in MPA following CBT is quite consistent, althoughfurther studies with larger samples are needed to confirm this evidence.
  • Beta-blockers have become increasingly popular among performers in recent years. Forexample, Lockwood (1989), in a survey of 2,122 orchestral musicians, found that 27% usedpropranolol to manage their anxiety prior to a performance; 19% of this group used thedrug on a daily basis.
  • Nube´ (1991) identified nine studies examining the effects of various beta-blockers(Atenolol, Metopolol, Nadolol, Oxprenolol, Propranolol, Pindolol) on MPA.
  • The findings regarding the effects of beta blockers on otheroutcome measures were less conclusive.
  • A rigorous definition of MPA is needed to advance treatment. However, defining MPA as asocial anxiety (social phobia) using criteria set out in DSM-IV-TR (APA, 2000) as theinclusion criteria may be too restrictive, particularly if the musician presenting for treatmentexperiences MPA as a focal anxiety (ie does not meet other criteria for social anxiety).
  • Few ofthe intervention studies reviewed acknowledged that performers need a certain amount ofarousal or anxiety to maximise their performance.
  • None of the studies could be pooled in a meta-analysis primarily because too fewprovided sufficient data to calculate effect sizes, use of diverse subject groups andtreatments, duration and intensity of treatment, and use of disparate outcome measures
  • In conclusion, the literature on treatment approaches for MPA is fragmented, incon-sistent, and methodologically weak. These limitations make it difficult to reach any firmconclusions about the effectiveness of the various treatment approaches reviewed. Forsignificant progress to be made, future research will require a clear definition of MPA,consistency and strength in methodology, and the development of robust and appropriateoutcome measures.
Randolph Hollingsworth

How Rude! Reader Comments May Undermine Scientists' Authority - Percolator - The Chroni... - 26 views

chronicle.com/...32071

netiquette communication theory scholarly communication ethics research science writing social media

shared by Randolph Hollingsworth on 15 Feb 13 - No Cached
  • people speaking with one another in public have not yet made a similar evolution online
  • Scientists and science writers need to realize the power they have to control their online environments
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