"bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
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Managerialism in UK schools erodes teachers' mental health and well-being - 9 views
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"Performance targets, increased workload, curriculum changes and other bureaucratic changes are eroding teachers' professional identity and harming their mental health, a new study in Educational Review finds. The study's authors interviewed 39 teachers across England and Wales who had experienced long term absence from work due to mental health problems, and six head, deputy and assistant head teachers who had dealt with mental health problems among staff."
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UKEdTech Live Stream - Episode 01 - 4 views
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EdTech Live Stream hosted by @ICTmagic News, reviews, interviews, and 'how-to' guides Join the next live broadcast by going to http://eepurl.com/cSuSo1
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35 Podcast Stats That Advertisers Need to Know in 2020 - 1 views
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If you're trying to connect with younger audiences, like millennials or Gen Z, odds are you've thought about creating a podcast for your brand. I probably don't need to tell you that podcasting takes time and effort. Not only do you have to figure out which topics will intrigue and captivate audiences, but you'll also have to take time to book guests, record interviews, and build a solid recording space where you can create high-quality audio content.
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Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views
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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.
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According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
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The evidence to date is mixed
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A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
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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
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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.
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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.
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loosely structured by open-ended narratives
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They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
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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.
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the conclusions of both studies were remarkably aligned.
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the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
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demonstrate the "effects" of game play vs. no game play.
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first project was a traditional effects study
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second project, a qualitative study of cognition and learning in MMOs (
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ethnography
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sociocultural perspective
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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
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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)
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but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
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brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
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the exaggerated self-consciousness of individuals.
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In what ways might MMOs function as new third places for informal sociability?
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virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
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in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
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eight defining characteristics of third places
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there is no default obligation
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To oblige any one person to play requires that explicit agreements be entered into by parties
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the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
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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
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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.
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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
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the relationships that play-partners have with one another offline are often "leveled" within the online world
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an individual's rank and status in the home, workplace, or society are of no importance
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appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
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conversation plays an analogous role
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"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).
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third places must also be easy to access
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such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
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accessible directly from one's home, making them even more accommodating to individual schedules and preferences
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barriers to initial access.
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"What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
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"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"
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affective sense
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As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
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engendering a sense of reliable mentorship and community stability.
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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
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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.
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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.
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Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
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The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
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the home-like quality of third places in rooting people
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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
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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
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Are virtual communities really communities, or is physical proximity necessary?
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Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
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Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
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operates cyclically within social networks because of their associated norms of reciprocity
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bridging social capital is inclusive.
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This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
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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.
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bonding social capital is exclusive.
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social superglue.
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it can also result in insularity.
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shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
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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.
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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:
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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.
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Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
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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.
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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.
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In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
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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
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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).
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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.
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Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
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is to what extent such environments shift the existing balance between bridging and bonding
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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
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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.
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it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
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John Green Interview: 'Fault In Our Stars' Author Talks Worst Book Ever, Where He Likes... - 53 views
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shared by Roland Gesthuizen on 02 Mar 13
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your monkey called · You Are Boring - 89 views
yourmonkeycalled.com/...you-are-boring
motivation interview questioning listening blog socialnetwork socialmedia filtering productivity
shared by Roland Gesthuizen on 02 Mar 13
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Ask questions; the person you’re speaking with will respect your inquisitiveness and become more interested in the exchange. “Asking questions makes people feel valued,”
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The people who were interesting told good stories. They were also inquisitive: willing to work to expand their social and intellectual range. Most important, interesting people were also the best listeners. They knew when to ask questions.
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"You are boring. So, so boring. Don't take it too hard. We're all boring. At best, we're recovering bores. Each day offers a hundred ways for us to bore the crap out of the folks with whom we live, work, and drink. And on the internet, you're able to bore thousands of people at once"
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ASCD Inservice: Practice, Practice, Practice (Or: Homework, Homework, Homework?) - 1 views
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Homework needs to be completed in order to produce the highest achievement gains. Design it with ease of completion in mind. A large amount of homework does not result in better learning. Homework should be academically purposeful, not a punishment or a symbol of the seriousness of study. Homework should be explicitly tied to the current learning goals of the class. Homework should be able to be completed without adult assistance. Parents or guardians should not be expected to act as content experts. Parents should, however, be provided with clear homework guidelines. Assignments that involve using the parents' expertise or personal experiences (such as interviews) are often successful.
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MLA 8 vs MLA 7: What you need to know! - 32 views
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2. Inclusion of “containers” in citations. Containers are the elements that “hold” the source. For example, if a television episode is watched on Netflix, Netflix is the container. Both the title of the source and its container are included in a citation.
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This could be a massive help! With documentaries and interviews available on so many streaming sources, adding the container will be much more specific and useful.
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Due to the various ways that information is now received, in books, websites, lectures, tweets, Facebook posts, etc, it has become unrealistic for MLA to create citation formats for every source type. Now, there is one standard, universal format that researchers can use to create their citations
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Paris Review - The Art of Fiction No. 61, Stanley Elkin - 0 views
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It’s a rare joke that is funny. Only situations are funny.
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I asked my cat why he didn't help me with the elaborate vegetable soup I was preparing. When he had no quick answer, I suggested it was because he had no stock in it. My wit, pedestrian in the grand scheme, nonetheless amused me in the moment. Funny situation or funny word-play? or neither?
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“The point of life was the possibility it always held out for the exceptional.”
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to do the kinds of things which people don’t really do in real life but which they do do in fiction—to follow their own irrational—but sane—obsessions which, achieved, would satisfy them. Alas, these guys never catch up with their obsessions.
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There isn’t a day that goes by that I don’t think, “Jesus Christ, how many more months do I have left?” or years, I hope. I am totally preoccupied with death. I mean my own death. Barth, for example, has said that he comes from very good stock and expects to live a long time. Bill Gass thinks that one of the reasons he takes so much time writing his novels—it took him ten years to write Omensetter’s Luck—is that he has an infinite amount of time left to him. I don’t believe that I have an infinite amount of time left to me. Probably I would be a healthier man if I did believe it.
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making a scratch on a stone?
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it’s not a question of making imaginary leaps or having a third eye. It’s a question of using the two eyes I have—and looking hard and close at things.
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That kind of observation can be taught. I also try to teach them how to recognize a situation, what legitimately is a situation and what isn’t. Those are the only things that can be taught. I can’t teach a person style. I can’t teach him to write, in terms of language. But I can teach them that things look like other things.
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Criers and Kibitzers, Kibitzers and Criers, a collection of short stories (1966)
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junk jewelry’s meteorological condition—its Fall line and Spring.
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I don’t believe that less is more. I believe that more is more. I believe that less is less, fat fat, thin thin and enough is enough.
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particular existential writers?
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the SELF takes precedence.
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Camus
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in the better restaurants.
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Barth is wonderful, but the Barth I really admire is back there in the Golden Age of Barth.
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Bellow I think is a magnificent writer—probably, with Gass, the best writer in America.
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I think Gass is the best word-man in America.
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There’s marvelous language in Pricksongs and Descants but it’s subsidiary to the experiment with structure. I tell you this for your own good, Bob. The reason I like Gass so much is that Gass is not fucking around with structure. He is fucking around with language. That to me is legitimate and acceptable, and the furthest out you can go is the best place to be. That’s what’s so magnificent about Shakespeare. Shakespeare wrote very conventional plays, but the language wasn’t conventional.
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the great gift of fiction—is that it gives language an opportunity to happen.
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palimpsest of metaphor right there on the page. One gets a notion of the conceit and one is inspired to work with it as a draftsman might work with some angle that he is interested in getting down correctly.
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Free Online Guitar Magazine with Instructional Content - 57 views
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shared by Roland Gesthuizen on 09 Sep 12
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Education Outrage: Back to School: A message to high school students who hate high scho... - 21 views
educationoutrage.blogspot.com.au/...ol-message-to-high-school.html
education school highschool engagement motivation blog
shared by Roland Gesthuizen on 09 Sep 12
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I say in this interview that the only way we can learn is by doing and to do that we must practice constantly. Schools rarely teach doing, mostly teaching abstract theories that will never matter to 99% of the population.
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So, my advice. Know what matters to you. Learn that. Temporarily memorize nonsense if you want to graduate but have a proper perspective on it. Nothing you learn in high school will matter in your future life.
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"I believe that every single subject taught in high school is a mistake. What I write here will infuriate teachers, but teachers are not my enemy. It isn't their fault. They are cogs in a system over which they have no control. I believe there are many great teachers, and I believe that teaching and teachers are very important."
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We Don't Need Digital Textbooks, We Just Need Digital Education | Singularity Hub - 0 views
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Have you ever seen a grassy lawn on a college campus with a multitude of little dirt paths criss crossing it? Each trail is worn by students making the same decision, branching where someone thought to head somewhere new and others followed. That’s the right model for how we should let students teach themselves.
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We need writers, and filmmakers, and animators, and everyone else who generates educational content. We need editors and watchdogs to evaluate the content and make sure it is good. We need teachers who can hold students hands as they walk their educational path, and who can inspire them to explore areas they may find boring at first. We need supervisors and tests to evaluate how well this system is working. We need parents and communities to decide our expectations for that system. We need all those things.
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The future of education doesn’t depend on us digitizing and updating textbooks, it will rely on us leaving the textbook format behind entirely.
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Every page of Life on Earth will be filled with compelling animations of biological processes, real footage of organisms, and interviews with scientists. The textbook won’t be a dead piece of paper, it will be alive, constantly updated by the latest in scientific understanding. There will likely be homework servers and online forums to connect students together.
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National Geographic Events - NG Live Videos - NG Live Interview: Brian Skerry - 84 views
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national geographic live site, lots of amazing videos on lots of different events from national geographic
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EduTech Ideas: Win An iPad And More! - 1 views
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Make (and use) a Twitter account for one of your classes – You’ll need to provide us the link to the Twitter profile you’ve created (example: www.twitter.com/edudemic)
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Use Skype (or similar service) to have your students connect with someone(s) for a project, interview, ‘pen pal’ class activity – Provide a short description of who your students connected with, and the purpose of their task (and if they used a service other than Skype, what service was it!?)
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Make a Facebook page for one of your classes (and use it) – You’ll need to provide the link to the Facebook page that you’ve created (example: www.facebook.com/edudemic)
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Create flashcard sets for a unit of study using a flashcard app – Tell us what app you used, what unit of study you created the cards for, and how it worked out (did the students use/enjoy them, did you find them to be more helpful than a different method of studying, etc?)
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Make a Learnist board – You’ll need to provide the link to your board (example: http://learni.st/users/jeff.dunn/boards/3803-must-see-education-news)
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ClassDojo
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Use Google Docs/Drive to grade students’ work instead collecting and handing back papers – Take a screenshot of one of the documents that shows us your comments/grading, etc, and upload it into the form. (Don’t forget to blur out any student personal information if necessary!)
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Use Animoto as part of a class project or class work – You’ll need to provide us the link to the video/slideshow you’ve created.
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Start a class blog – You’ll need to provide us the link to the blog you’ve created.
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Create a google site for your class – Take a screenshot of your class page and upload it into the form.
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Create an interactive storybook – Provide either a link or upload the storybook into the form
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"Scouts are an inspiration and a shining light" | Meridian - ITV News - 0 views
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"Intrepid explorer and Chief Scout Bear Grylls and comedian David Walliams have been talking to ITV Meridian about the inspiration they get from the scouting movement. "
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Big Think - 71 views
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Learn from experts in different fields through video interviews. Quite similar to TED. Great resource.
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Google Moderator - 86 views
www.google.com/moderator
google moderator backchannel discussion GoogleApps surveys crowdsourcing feedback
shared by Cheryl Colan on 02 Jul 10
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Let your audience decideGet to know your audience by letting them decide which questions, suggestions or ideas interest them most.Everyone's voice is heardThe voting box at the top of page focuses attention on submissions recently added and on the rise, making it simple and easy to participate.Be creativeInclude people in your preparation for lectures, interviews and hard decisions or work together to organize feature requests and brainstorm new ideas. -
"Get to know your audience by letting them decide which questions, suggestions or ideas interest them most. " This page kicks it off. Click the "Learn more" link to go to the how-to page.
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Daniel Pink on Drive, Motivation, and Incentives | EconTalk | Library of Economics and ... - 44 views
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Daniel Pink, author of Drive, talks with EconTalk host Russ Roberts about drive, motivation, compensation, and incentives. Pink discusses the implications of using monetary rewards as compensation in business and in education. Much of the conversation focuses on the research underlying the book, Drive, research from behavioral psychology that challenges traditional claims by economists on the power of monetary and other types of incentive. The last part of the conversation turns toward education and the role of incentives in motivating or demotivating students.