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Nigel Coutts

Change, culture and Cultural Change in Education - The Learner's Way - 22 views

thelearnersway.net/...d-cultural-change-in-education

change culture education teaching learning

shared by Nigel Coutts on 09 Oct 16 - No Cached
  • Nigel Coutts on 09 Oct 16
     
     Embedded in the very weave of the organisation, culture is the most difficult aspect of an organisation to change and the hardest form of change to sustain 'That's because transforming a culture requires influencing people's deepest beliefs and most habitual behaviours' (Rogers, Meehan & Tanne 2006 p5). Rogers et al indicate that as little as 10% of all organisations that set out to develop a high performing culture achieve their goal.
Martin Burrett

UKEdMag: 'I'm rubbish at Maths' How personal experience can influence teaching by @karadubai28 - 11 views

ukedchat.com/...luence-teaching-by-karadubai28

maths mindset

shared by Martin Burrett on 09 Nov 16 - No Cached
  • Martin Burrett on 09 Nov 16
     
    I'm rubbish at Maths' are words that regularly come out of mouth during my adult life. This fixed mindset is deep rooted. When faced with a Maths challenge I have immediate flashbacks to those bottom set Maths lessons where everyone else were given more complicated problems with bigger numbers to solve. I may have a fixed mindset in terms of my own capabilities, but I believe every child has the capacity to be a fantastic Mathematician, if they are given the opportunity and are encouraged to have the belief in the 'power of yet'.
Jon Tanner

Jesse Schell's mindblowing talk on the future of games (DICE 2010) « fox @ fury - 54 views

fury.com/...-the-future-of-games-dice-2010

future gaming gamedev design learning

shared by Jon Tanner on 26 Jul 11 - Cached
  • Jon Tanner on 26 Jul 11
     
    Here is an interesting (and very entertaining) presentation at game designer conference, talking about the way game design is invading the real world. It's a fascinating look at future possibilities, including the intentional influence on school and society- making people behave better through game design. Be warned, he uses some words that are inappropriate for school.
victoria waddle

How books can sap the soul and poison readers with i... - 28 views

aeon.co/...-and-poison-readers-with-ideas

Dark-books novels literature power-of-literature

shared by victoria waddle on 09 Jan 16 - No Cached
  • victoria waddle on 09 Jan 16
     
    Novels have power and influence. Interesting look at the darker side of the author's power over the reader in an age when we insist that all reading is goodness and light. Not a call for censorship by any means--just a reflection on how truly powerful literature is.
Martin Burrett

Why avoiding in-school politics isn't always the best policy - UKEdChat.com - 17 views

ukedchat.com/...cs-isnt-always-the-best-policy

staff teachers education

shared by Martin Burrett on 20 Nov 16 - No Cached
  • Martin Burrett on 20 Nov 16
     
    "Schools are inherently full of different characters. With a mix of personalities, students and staff can often clash with each other, using different strategies to gain the upper hand, or simply to avoid conflict and live a quiet life. Yet, there are those characters who can be sneaky, back-stabbing, manipulative or darn right confrontational. It's these people who know how to play politics to win friends, influence and possibly to gain the upper hand in climbing the next step on the career ladder."
Sydney Lacey

Five Ideas for Using Pop Culture to Inspire Elementary Students | Edutopia - 2 views

www.edutopia.org/...re-inspire-elementary-students

pop culture writing creativity

shared by Sydney Lacey on 05 Apr 12 - No Cached
  • Sydney Lacey on 05 Apr 12
     
    Excerpt: "I'm not sure if we can successfully connect with our students without dabbling in their after school activities. I'm not saying you have to sing along with Justin Bieber (I like to rile up my girls by calling him "Justin Beaver") or even enjoy SpongeBob's silly antics. But you absolutely have to acknowledge the fact that your students value this, love it even. It gets them up in the morning, pulls them through the day. It's their life. And if you don't care about it, they know. And it definitely influences the culture of the classroom."
Roland Gesthuizen

the four rooms of change | claes f janssen - 110 views

www.claesjanssen.com/...index.shtml

psychology behaviour change model

shared by Roland Gesthuizen on 19 Mar 12 - No Cached
  • Roland Gesthuizen on 19 Mar 12
     
    The Four Rooms of Change is a theory that deals with change, with what happens with people and organizations in change and transition and how they can influence their own and others change processes.
Dana Huff

Books That Shaped America - National Book Festival (Library of Congress) - 3 views

www.loc.gov/...books-that-shaped-america

literature books american literature america american english

shared by Dana Huff on 08 Jul 12 - No Cached
  • Dana Huff on 08 Jul 12
     
    The Library of Congress shares an exhibition of "Books that Shaped America." Librarian of Congress James H. Billington says that the list is "intended to spark a national conversation on books written by Americans that have influenced our lives, whether they appear on this initial list or not."
Bonnie Warne

Student Achievement Research Meets Technology | Digital Learning Environments - 66 views

www.guide2digitallearning.com/...ment_research_meets_technology

research technology learning

shared by Bonnie Warne on 26 Jul 12 - No Cached
    • Colleen Meulstee
      Colleen Meulstee on 26 Jul 12
       
      Technology can definitely address these influencers.
    • Bonnie Warne
      Bonnie Warne on 27 Jul 12
       
      Use this on faculty b-board
  • Smart school educators are enlightened by this research and seek to implement these key strategies
  • Student Achievement Research Meets Technologyby Leslie WilsonShareThis We all work hard to integrate research and best practices through the meaningful use of technologies. Last week, I dove into John Hattie’s ‘Visible Learning’ (2009) research. It is the culmination of 15 years of research synthesis of 800 + meta-analyses (over 50,000 studies) that focused on top factors influencing school-aged students’ achievement. It is the largest collection of evidence-based research into what ‘really’ works and ‘doesn’t’ work to enhance learning.
Donal O' Mahony

ICT and Social-media policy for school students | eLearning Island - 35 views

donalomahony.edublogs.org/...dia-policy-for-school-students

ict policy elearning Social-media

shared by Donal O' Mahony on 03 Aug 12 - No Cached
  • Donal O' Mahony on 03 Aug 12
     
    This is my latest blog post - it is about my draft ICT / Social media policy for secondary (high) schools. You can read and comment on it here. I would really like your feedback. Here is an excerpt! My primary source was Katie Lepi's Crowdsourced School Social Media Policy Now Available (here). Her work is based on over four-hundred crowd sourced edits! I have specifically included her in the Creative Commons license. I was also influenced by Doug Belshaw's Acceptable Use Policy - feedback required! (here).The comments on his posting are very interesting! I was inspired by Max Senge's A hippocratic Oath for Techies & Policymakers (here). Its simplicity is its strength!
Randolph Hollingsworth

The Personal Is Political on Social Media: Online Civic Expression Patterns and Pathways Among Civically Engaged Youth - GP-The_Personal_Is_Political_On_Social_Media.2014pdf.pdf - 11 views

ypp.dmlcentral.net/...al_On_Social_Media.2014pdf.pdf

civic engagement social media youth

shared by Randolph Hollingsworth on 14 Feb 14 - No Cached
  • Randolph Hollingsworth on 14 Feb 14
     
    by Emily C. Weinstein, Harvard University International Journal of Communication 8 (2014), 210-233. Social media have dramatically altered the communication landscape, offering novel contexts for individual expression. But how do youth who are civically engaged off-­line manage opportunities for civic expression on social media? Interviews with 70 U.S.-­based civic youth aged 15 to 25 revealed three main patterns characterizing the relationship between off-­line participation and online expression: blended, bounded, and differentiated. Five sets of empirically derived considerations influencing expression patterns emerged: organizational policies, personal image and privacy, perceived alignment with civic goals, attitudes toward the platform(s), and perceptions of their audience(s). Most civic youth express the civic online, yet a minority highlight tensions that lead them to refrain from sharing in certain or all online context.
C CC

News: Boys Perform Better in School when They Feel Top - 36 views

ukedchat.com/...r-in-school-when-they-feel-top

shared by C CC on 10 Dec 13 - No Cached
  • C CC on 10 Dec 13
     
    Research, reported by the BBC, has indicated that boys are much more likely than girls to be influenced by where they stand in ability in school.
Glenn Hervieux

My View of the PISA Scores | Diane Ravitch's blog - 42 views

dianeravitch.net/...my-view-of-the-pisa-scores

shared by Glenn Hervieux on 13 Dec 13 - No Cached
  • Glenn Hervieux on 13 Dec 13
     
    "The news reports say that the test scores of American students on the latest PISA test are "stagnant," "lagging," "flat," etc. The U.S. Department of Education would have us believe-yet again-that we are in an unprecedented crisis and that we must double down on the test-and-punish strategies of the past dozen years. The myth persists that once our nation led the world on international tests, but we have fallen from that exalted position in recent years." BUT....is what we're being told really the whole story? This blog post will help you see that our nation's creativity and innovation has NOTHING to do with our place nationally & internationally with test scores. So...how should that influence our approach to education?
pjt111 taylor

Taking Yourself Seriously: Processes of Research and Engagement has been published « The Pumping Station - 3 views

thepumpingstation.org/...-engagement-has-been-published

processes research engagement

shared by pjt111 taylor on 03 Mar 12 - No Cached
  • pjt111 taylor on 03 Mar 12
     
    This is a "field-book of tools and processes to help readers in all fields develop as researchers, writers, and agents of change." For more details and how to purchase: http://bit.ly/TYS2012. (Printing and distribution in Australia and Europe begins end of March.) Comments on the influence of this book's approach "I was able to get engaged in a project that I was able to actually use in work, which was extremely satisfying. The whole process encouraged me, and I felt very empowered as a change agent, which could be an exhilarating feeling." a healthcare professional and story-teller "I really had not been used to thinking about my own thinking, so learning to do that also helped me to slow down and start to look away from the career path that I had been taking for granted." a biologist-turned-web designer "I found that the experience helped me to accept feedback from other professionals. I am more comfortable with listening to why my own ideas might not work or need further evaluation. This even happens to the point where I find reasons now to seek out this kind of feedback." a teacher "I had viewed research as a process of collecting information into a sort of database and reviewing it effectively. I have now revised my notions to include a more broad understanding of interconnectedness between people and ideas. An important part of research is to keep relationships going." an adult educator "One of the most useful ideas was the use of dialogue, which helps to slow down the procedures used by the company. There's a tension between management's need to make quick decisions and desire to have real dialogue around proposed changes-changes to the internal company operational procedures as well as to evaluating the quality of what the company is doing with its publications." a teacher, currently working in publishing "I was asked to pay attention to what I actually could do instead of what I could not. This enabled me to (1) step back and let go of a huge technic
Mark Swartz

Role and Function of Theory in Online Education Development and Delivery - 3 views

cde.athabascau.ca/...ch1.html

learning theory elearning teaching onlinelearning

shared by Mark Swartz on 01 May 11 - Cached
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology tha
  • According to Bonk and Reynolds (1997), to promote higher-order thinking on the Web, online learning must create challenging activities that enable learners to link new information to old, acquire meaningful knowledge, and use their metacognitive abilities; hence, it is the instructional strategy and not the technology that influences the quality of learning.
  • However, it is not the computer per se that makes students learn, but the design of the real-life models and simulations, and the students' interaction with those models and simulations. The computer is merely the vehicle that provides the processing capability and delivers the instruction to learners (Clark, 2001).
  • ...35 more annotations...
  • Online learning allows for flexibility of access, from anywhere and usually at anytime—essentially, it allows participants to collapse time and space (Cole, 2000)—however, the learning materials must be designed properly to engage the learner and promote learning.
  • Cognitive psychology claims that learning involves the use of memory, motivation, and thinking, and that reflection plays an important part in learning.
  • The development of effective online learning materials should be based on proven and sound learning theories.
  • Early computer learning systems were designed based on a behaviorist approach to learning. The behaviorist school of thought, influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates that learning is a change in observable behavior caused by external stimuli in the environment (Skinner, 1974).
  • Therefore, before any learning materials are developed, educators must, tacitly or explicitly, know the principles of learning and how students learn.
  • Constructivist theorists claim that learners interpret information and the world according to their personal reality, and that they learn by observation, processing, and interpretation, and then personalize the information into personal knowledge (Cooper, 1993; Wilson, 1997).
  • The design of online learning materials can include principles from all three. According to Ertmer and Newby (1993), the three schools of thought can in fact be used as a taxonomy for learning. Behaviorists' strategies can be used to teach the “what” (facts), cognitive strategies can be used to teach the “how” (processes and principles), and constructivist strategies can be used to teach the “why” (higher level thinking that promotes personal meaning and situated and contextual learning).
  • The behaviorist school sees the mind as a “black box,” in the sense that a response to a stimulus can be observed quantitatively, totally ignoring the effect of thought processes occurring in the mind.
  • Learners should be told the explicit outcomes of the learning so that they can set expectations and can judge for themselves whether or not they have achieved the outcome of the online lesson. 2.  Learners must be tested to determine whether or not they have achieved the learning outcome. Online testing or other forms of testing and assessment should be integrated into the learning sequence to check the learner's achievement level and to provide appropriate feedback. 3.  Learning materials must be sequenced appropriately to promote learning. The sequencing could take the form of simple to complex, known to unknown, and knowledge to application. 4.  Learners must be provided with feedback so that they can monitor how they are doing and take corrective action if required.
  • Cognitivists see learning as an internal process that involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • Online instruction must use strategies to allow learners to attend to the learning materials so that they can be transferred from the senses to the sensory store and then to working memory.
  • Online learning strategies must present the materials and use strategies to enable students to process the materials efficiently.
  • information should be organized or chunked in pieces of appropriate size to facilitate processing.
  • Use advance organizers to activate an existing cognitive structure or to provide the information to incorporate the details of the lesson (Ausubel, 1960).
  • Use pre-instructional questions to set expectations and to activate the learners' existing knowledge structure.
  • Use prerequisite test questions to activate the prerequisite knowledge structure required for learning the new materials.
  • To facilitate deep processing, learners should be asked to generate the information maps during the learning process or as a summary activity after the lesson (Bonk & Reynolds, 1997).
  • The cognitive school recognizes the importance of individual differences, and of including a variety of learning strategies in online instruction to accommodate those differences
  • The Kolb Learning Style Inventory (LSI) (Kolb, 1984) looks at how learners perceive and process information, whereas the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure extroversion versus introversion, sensing versus intuition, thinking versus feeling, and judging versus perception. In the following discussion, we consider the Kolb Learning Style Inventory.
  • Attention: Capture the learners' attention at the start of the lesson and maintain it throughout the lesson. The online learning materials must include an activity at the start of the learning session to connect with the learners. Relevance: Inform learners of the importance of the lesson and how taking the lesson could benefit them. Strategies could include describing how learners will benefit from taking the lesson, and how they can use what they learn in real-life situations. This strategy helps to contextualize the learning and make it more meaningful, thereby maintaining interest throughout the learning session. Confidence: Use strategies such as designing for success and informing learners of the lesson expectations. Design for success by sequencing from simple to complex, or known to unknown, and use a competency-based approach where learners are given the opportunity to use different strategies to complete the lesson. Inform learners of the lesson outcome and provide ongoing encouragement to complete the lesson. Satisfaction: Provide feedback on performance and allow learners to apply what they learn in real-life situations. Learners like to know how they are doing, and they like to contextualize what they are learning by applying the information in real life.
  • Online strategies that facilitate the transfer of learning should be used to encourage application in different and real-life situations.
  • Constructivists see learners as being active rather than passive.
  • it is the individual learner's interpretation and processing of what is received through the senses that creates knowledge.
  • “the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience in order to guide future action” (p. 12).
  • Learning should be an active process. Keeping learners active doing meaningful activities results in high-level processing, which facilitates the creation of personalized meaning. Asking learners to apply the information in a practical situation is an active process, and facilitates personal interpretation and relevance.
  • Learners should construct their own knowledge rather than accepting that given by the instructor.
  • Collaborative and cooperative learning should be encouraged to facilitate constructivist learning (H
  • When assigning learners for group work, membership should be based on the expertise level and learning style of individual group members, so that individual team members can benefit from one another's strengths.
  •   Learners should be given control of the learning process
  • Learners should be given time and opportunity to reflect.
  • Learning should be made meaningful for learners. The learning materials should include examples that relate to students, so that they can make sense of the information.
  • Learning should be interactive to promote higher-level learning and social presence, and to help develop personal meaning. According to Heinich et al. (2002), learning is the development of new knowledge, skills, and attitudes as the learner interacts with information and the environment. Interaction is also critical to creating a sense of presence and a sense of community for online learners, and to promoting transformational learning (Murphy & Cifuentes, 2001). Learners receive the learning materials through the technology, process the information, and then personalize and contextualize the information.
  • Figure 1-6. Components of effective online learning.
  • Behaviorist strategies can be used to teach the facts (what); cognitivist strategies to teach the principles and processes (how); and constructivist strategies to teach the real-life and personal applications and contextual learning. There is a shift toward constructive learning, in which learners are given the opportunity to construct their own meaning from the information presented during the online sessions. The use of learning objects to promote flexibility and reuse of online materials to meet the needs of individual learners will become more common in the future. Online learning materials will be designed in small coherent segments, so that they can be redesigned for different learners and different contexts. Finally, online learning will be increasingly diverse to respond to different learning cultures, styles, and motivations.
  • Online instruction occurs when learners use the Web to go through the sequence of instruction, to complete the learning activities, and to achieve learning outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997).
  • Mark Swartz on 01 May 11
     
    From:  FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING
Maria José Vitorino

To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views

www.educause.edu/...209321

faculty opensource copyright resources tools share web2.0

shared by Maria José Vitorino on 22 Aug 10 - Cached
  • Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
  • Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
  • ...4 more annotations...
  • These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
  • They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
  • For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
  • Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
  • Daryl Bambic on 22 Aug 10
     
    Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • Maria José Vitorino on 18 Dec 10
     
    University context for open sources, sharingand digital trends era
anonymous

Don't Read Wikileaks: The Government Confronts the End of Privacy - 42 views

www.richardemiller.com/...read-wikileaks-government.html

news resources cyberbullying new_media_literacy wikileaks censorship

shared by anonymous on 06 Dec 10 - No Cached
  • anonymous on 06 Dec 10
     
    "As Bullies Go Digital" tells one story about technology's influence on schooling--parents tracking their children's every move. Why we need to see the crackdown on privacy as a sign that our paradigm for communication has changed.
Steve Ransom

Attention versus distraction? What that big NY Times story leaves out » Nieman Journalism Lab - 51 views

www.niemanlab.org/...-big-ny-times-story-leaves-out

distraction Internet brain passion customize learning school web attention

shared by Steve Ransom on 26 Nov 10 - No Cached
  • Steve Ransom on 26 Nov 10
     
    The web is a space whose very abundance of information - and whose very informational infrastructure - trains our attention to follow our interests. And vice versa. In that, it's empowering information as a function of interest. It's telling Vishal that it's better to spend time with video than with Vonnegut - simply because he's more interested in editing than in reading. Vishal needs needs no other justification for his choice; interest itself is its own acquittal. And we're seeing the same thing in news. While formal learning has been, in the pre-digital world, a matter of rote obligation in the service of intellectual catholicism - and news consumption has been a matter of the bundle rather than the atom - the web-powered world is creating a knowledge economy that spins on the axis of interest. Individual interest. The web inculcates a follow your bliss approach to learning that seeps, slowly, into the broader realm of information; under its influence, our notion of knowledge is slowly shedding its normative layers.
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
Rich Robles

The Imagined Space of the Web 2.0 Classroom -- Campus Technology - 65 views

campustechnology.com/...ce-of-the-web-2-classroom.aspx

imagined web2.0 classroom

shared by Rich Robles on 21 Jan 10 - Cached
  • Rich Robles on 21 Jan 10
     
    "Web 2.0 and new media have influenced the design of physical classroom spaces, just as they have offered new virtual spaces for interaction."
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