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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.”

Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;

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.”

Taking a test is not just a passive mechanism for assessing how much people know, according to new research. It actually helps people learn, and it works better than a number of other studying techniques.

“I think that learning is all about retrieving, all about reconstructing our knowledge,” said the lead author, Jeffrey Karpicke, an assistant professor of psychology at purdue University. “I think that we’re tapping into something fundamental about how the mind works when we talk about retrieval.”

Au Québec, en 2004, près de 60 p. 100 des emplois étaient occupés par des diplômés d'études post-secondaires ou universitaires. Et au fil des années, le nombre d'emplois offerts aux personnes ne possédant aucun diplôme ne cesse de diminuer. C'est donc clair: les étudiants doivent obtenir leur diplôme pour affronter un marché du travail de plus en plus sélectif et instable. pourtant, il n'est pas donné à tout le monde de pouvoir faire face aux difficultés financières, sociales, psychologiques ou autres, du monde universitaire, notamment aux 2e et 3e cycles. Les clés de la persévérance jusqu'aux cycles supérieurs sont-elles nombreuses?

Early access to ENCODE and other UCSC browser data tracks under construction is now available from the new UCSC Preview Browser site:

past, well what else would you do with the computer except put it in there? But why is there no discussion about whether school could be very different, and how different it could be?

ion about w

But why is there no discussion about whether school could be very different, and how different it could be?

incremental change, if you’ve looked at any system, has a particular way of breeding immune reactions and resistance to further change. If you bring in a little bit of change people adapt to it and then it gets professionalized.

it takes personal chutzpah to face down members of the Education Establishment when they sneer (or worse, smile) at the idea of technology significantly influencing the content of education.

We must begin by exciting the imaginations of our young people.

my second point: more personalized learnin

Finally, with digital we can bring the world’s greatest thinkers to every student, anywhere in the world, at a very low cost.