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Lorelí Padilla

Marc Augé | Entrevista - 0 views

www.elcultural.es/...Marc_Auge

Augé internet nolugar

shared by Lorelí Padilla on 21 Apr 13 - No Cached
  • La utopía que yo defiendo es la de la generalización de la educación. Es la única que puede traernos una prosperidad auténtica.
  • "No lugares" eran entonces, cuando teorizó por primera vez sobre ellos, espacios asépticos y de tránsito en los que los individuos uniformizan su conducta: supermercados, aeropuertos, la televisión...
  • Donde han ampliado el campo es sobre todo en internet. En concreto en las redes sociales. Esas nuevas formas de comunicación están presentando un espejismo a sus usuarios, que piensan que en tales plataformas establecen relaciones sociales. No es así. Ahí falta el tiempo y el espacio, que son dos elementos simbólicos absolutamente necesarios para hablar de la existencia de relaciones sociales. De hecho, en mi opinión la pertenencia a un grupo en este espacio virtual no configura de ningún modo la identidad del individuo. Un etnólogo no tiene ahí material para leer relaciones sociales específicas de una comunidad.
  • Lorelí Padilla on 21 Apr 13
     
    Varias ideas por compartir y revisar... RR apunta que el no lugar no existe...
Christine Padberg

Wiki - Week 1 Resources | E-learning and Digital Cultures - 0 views

class.coursera.org/...view

shared by Christine Padberg on 29 Jan 13 - No Cached
  • Uses determination
    • Christine Padberg
      Christine Padberg on 29 Jan 13
       
      Should this be "user" determination?
  • Technological determination:
  • technology ‘produces new realities’, new ways of communicating, learning and living, and its effects can be unpredictable
  • ...22 more annotations...
  • Social determination
  • technology is determined by the political and economic structures of society. Questions about ownership and control are key in this orientation
  • technology is shaped and takes meaning from how individuals and groups choose to use it
  • Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
  • Which of these perspectives do you lean towards in your understanding of the relationship between technology and pedagogy? Can you point to instances in society or in your own context where this stance is necessary or useful?
  • technology could solve the three most pressing problems of education: access, quality and cost
  • in all parts of the world evolving technology is the main force that is changing society
  • a model technological determinist position,
  • what observations can you make about his utopian arguments about education? What currency do they continue to have in this field?
  • the orientation here is clearly dystopic
  • ‘administrators and commercial partners’ as being in favour of ‘teacherless’ digital education,
  • ‘teachers and students’ as being against it
  • these divisions have never been clear, and they certainly aren’t now.
  • Why does Noble say that technology is a ‘vehicle’ and a ‘disguise’ for the commercialization of higher education? How can we relate this early concern with commercialism to current debates about MOOCs, for example? And how are concerns about ‘automation’ and ‘redundant faculty’ still being played out today?
  • the consequences of digital education
  • What kind of determinist position do they take? To what extent are they utopic or dystopic visions of the future? Why have the ideas they represent been so readily taken up and distributed within all educational sectors?
  • metaphor of the native and the immigrant
  • Prensky warns ‘immigrant’ teachers that they face irrelevance unless they figure out how to adapt their methods and approaches to new generations of learners.
  • how does the language he uses work to persuade the reader? Who are ‘we’ and who are ‘they’? What associations do you have with the idea of the ‘native’ and the ‘immigrant’, and how helpful are these in understanding teacher-student relationships?
  • What is being left out of the story of the internet here, and from what position is this story being constructed?
  • technological determinism,
  • Dahlberg, L (2004). Internet Research Tracings: Towards Non-Reductionist Methodology. Journal of Computer Mediated Communication, 9/3
Chris Swift

Occupy Your Brain - 3 views

schoolingtheworld.org/...occupy

# edcmooc #edcmooc

shared by Chris Swift on 01 Feb 13 - No Cached
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed. 
  • Chris Swift on 21 Nov 13
     
    An impassioned essay calling for an end the restrictive fear and rigidity of top down education.Instead let us learn from the wisdom of indigenous cultures and be free to learn, imagine, wander, and be more human - less mass produced. "If the internet is the collective intelligence of human beings connecting across the dimension of digital space, then indigenous wisdom is the collective intelligence of human beings connecting across the dimension of time."
Chris Swift

Online courses need human element to educate - 9 views

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

#edcmooc

shared by Chris Swift on 18 Jan 13 - No Cached
gbaileyh liked it
  • Chris Swift on 18 Jan 13
     
    "..the best of MOOCs should be able to bring together ideal, heterogeneous groupings of students based on their profiles and past performance, and also create ample opportunities for them to engage with one another in the spirit of learning. Perhaps this spirit of mutual aid is what built the Internet in the first place. Now that this massive collaborative learning project has succeeded, it would be a shame if we used it to take the humanity out of learning altogether."
Chris Swift

A bit of debate on eLearning - ignore the YouTube link, don't know why this appears! - 5 views

www.youtube.com/watch

shared by Chris Swift on 14 Mar 13 - No Cached
  • Nick Hood on 19 Mar 13
     
    A failure in e-learning? I don't think so. The noise was part of the rush of participation for me. I learned many things from it, not least how to manage the deluge of interactions amongst the participants. It's a similar feeling when you let go of your FOMO and realise you can't read every tweet.
  • willaryerson on 19 Mar 13
     
    I seem to have come across this post in my travels. I can understand how some just couldn't handle the multitude of platforms and available discussion forums. Teaching course participants to filter and choose or just realizing that you can't access everything is a good starting point. It's a shame that this person couldn't see the forest for the trees..because e-learning and digital cultures was a fabulous experience for me. I made so many wonderful connections, I learned so much from each of them. My learning and experiences in my first MOOC far outweigh any "noise" that may have accompanied that first week. I put a lot into the course, but the learning gained far exceeded my expectations.
  • Isabel Pieretti on 19 Mar 13
     
    Hi Chris! You voiced exactly my same feelings on edcmooc. Unlike you, I finished the course and even submitted my digital artifact and got my certificate. The only reason I didn't quit was because about midway on week 2, I decided to turn off the Google+ alerts, forgot about Facebook, and only rarely tweeted my impressions. I wrote three posts on my blog, only to remind myself of what I had seen or read. I totally agree with you that the noise was too intense for me. It got to a point where I just went to the Coursera site to check the assignments and that was it. I didn't exchange great ideas with anyone and was totally disheartened by the many platforms where we were supposed to interact. I also think that maybe I didn't totally understand what the course offered. I think I was expecting something a little bit more "practical" and was surprised by how much theory and philosophy was involved. Of course, I am not a teacher in the strict definition of the word, I've taught interpretation and translation but in a different context. I now am on week 3 of Internet History with Dr Chuck Severance and enjoying myself very much. People in the course are helpful, not overpowering and I guess the structure of the course itself is more suited to my learning style. Anyway, it was great to "meet" you! I always looked up to you because of the many things you created for the course, such as the Facebook group, the virtual classroom et al. Thank you!
Ary Aranguiz

What Turned Jaron Lanier Against the Web? | Arts & Culture | Smithsonian Magazine - 2 views

www.smithsonianmag.com/...Against-the-Web-183832741.html

shared by Ary Aranguiz on 28 Dec 12 - No Cached
  • Chris Swift on 28 Dec 12
     
    The internet is not amazing, rather it "destroys political discourse, economic stability, the dignity of personhood and leads to "social catastrophe.". What do you think?
  • Study Hub on 02 Jan 13
     
    Thanks for this reference - very thoughtful and thought-provoking. Don't quite know what to 'do' with the information... a simple rubric could be to use the web the same way that Carl Rogers advises us to teach - with unconditional positive regard, congruence and empathy. Which is okay when you are still dealing with people - it gets so much complicated when we must perforce deal with or through impersonal monetised systems like Google or FaceBook.
Chris Swift

Technology is the Answer: What was the Question? -: UNESCO Education - 0 views

portal.unesco.org/...=DO_TOPIC&URL_SECTION=201.html

edcmooc #edcmooc

shared by Chris Swift on 29 Jan 13 - No Cached
  • audiocassettes
    • Christine Padberg
      Christine Padberg on 29 Jan 13
       
      Sort of an outdated reference, isn't it?
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      I'd agree, but in some parts of the world, it is still a viable form of technology, compact and easy
  • four principles that you should apply to thought or action that involves information and communications technology
  • bias,
  • ...32 more annotations...
  • vendor bias has now got a firm grip on much of the public discourse about information and communications technology
  • be sceptical about assertions of the value of technology coming either from those who want to sell it to you or from their surrogates in political life
  • the suppression of research reports or evaluative studies that undermine the thesis that technology improves everything.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Technology can make one feel very dissatisfied with life. When you know something better is out there, do you pine away for it feeling like it will make your life oh, so much easier?
  • bullshit
  • When we see a concept everywhere it is easy to suspend our critical faculties and assume it must be right
  • breadth
  • think broadly about technology in teaching and learning.
  • Technology always involves people and their social systems
  • Remember that there are many technologies: books, blackboard, film, radio, television, programmed learning and so on. The Internet has not made them obsolete
  • starts with teaching and attempts to use technology to expand the range and impact of the teacher
  • the remote classroom approach
  • the rest of the world had a different tradition
  • started on the other side of the coin, with learning, and used technology to create a good learning environment for the student wherever and whenever the student wanted to study.
  • We must strive for balance on a number of dimensions.
  • When we use technology are we using it to enhance learning or to enhance teaching?
  • Dimension number two means seeking balance in answer to the question: teaching and learning for what?
  • Open University students have an extensive range of online facilities available. Which ones do they use?
  • they like using the web for informational and administrative transactions.
  • communication between students
  • Online technologies can, of course, be useful for learning
  • two key virtues.
  • support active learning experiences
  • devising good active learning experiences is expensive because it requires lots of work by the teachers
  • notably by destroying old jobs and creating new ones.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Please tell me something new. This is an idea that has perpetuated itself for centuries!The cotton gin destroyed the need to hand pick and clean cotton, It created the opportunity for the enslaved to have yet, another job.
    • Maria Washington
      Maria Washington on 05 Feb 13
       
      I hope you are being "cheeky" when you so easily type the words: "enslaved," "job," and "opportunity" in the same sentence. This clip and the full documentary may shed some light on the topic: http://video.pbs.org/video/2192491729
  • The best way to reach learners is to use technology that the learner already has.
    • Laurie Niestrath
      Laurie Niestrath on 01 Feb 13
       
      Okay, I'd agree with this one. Start where you are and move on. Too many institutions moan over the lack of "technology." If you have a computer, you have so many social media resources at your disposal IF you know how to access, use and apply them!
  • technology more for activities associated with their studies
  • rather than for the mainline work of studying course content. T
  • Why should we want to use technology? How should we use technology for learning and teaching? What are the basic principles? Who can benefit most from educational technology? Where should we apply it? Which technologies are best? More generally, how do you make judgements about the many claims that are made for technology?
  • illiteracy
  • In both cases technology is changing society, notably by destroying old jobs and creating new ones.
  • vendor bias
    • César E. Concepción-Acevedo
      César E. Concepción-Acevedo on 07 Feb 13
       
      The most effective softwares are the once licensed under Creative Commons and are open source. This gives great power and independence to institutions and individuals. It truly IS the way to avoid the pervasive pitfalls that software tycoons throw education in (costly updates, upgrade caps etc. ).
  • basic triangle
    • César E. Concepción-Acevedo
      César E. Concepción-Acevedo on 07 Feb 13
       
      While reading the speech on Globalisation and Tech from #UNESCO head of #education. Produced this #artifact #edcmooc http://pk.gd/A6BI
  • Chris Swift on 16 Feb 13
     
    Globalisation, education & technology - what is fair, equal, just, right and wrong in the world?
Oxana Dikareva

Brain abilities of Internet users - 0 views

www.thestar.com/...1319796--your-brain-online

#edcmooc

shared by Oxana Dikareva on 29 Jan 13 - No Cached
  • Oxana Dikareva on 29 Jan 13
     
    rather interesting results of test
Kelcy A

Mourning and Public-ness by danah boyd - 0 views

www.zephoria.org/...mourning-and-public-ness.html

danahboyd zephoria grief public-ness internet sharing privacy AaronSwartz death appropriateness

shared by Kelcy A on 03 Feb 13 - No Cached
  • Kelcy A on 03 Feb 13
     
    Speaks to an important element of online culture - how much do you share and where is it safe to share when you need to interact with the network of digital friends that you have formed online
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