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Eureqa | Cornell Computational Synthesis Laboratory - 4 views

ccsl.mae.cornell.edu/eureqa equation detector software mathematics mswindows
shared by yc c on 08 Jun 10 - Cached
  • yc c on 08 Jun 10
     
    Eureqa (pronounced "eureka") is a software tool for detecting equations and hidden mathematical relationships in your data. Its primary goal is to identify the simplest mathematical formulas which could describe the underlying mechanisms that produced the data. Eureqa is free to download and use. Below you will find the program download, video tutorial, user forum, and other and reference materials.
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Warschauer - 5 views

firstmonday.org/...888 digital divide computer literacy technology inequality
shared by Mary Barzee on 02 Jul 10 - Cached
  • Mary Barzee on 02 Jul 10
     
    A good explanation of the digital divide and comparison to gradiated literacy
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Personas | Metropath(ologies) | An installation by Aaron Zinman - 12 views

personas.media.mit.edu identity socialmedia visualization Internet
shared by Ted Sakshaug on 22 Jul 10 - Cached
  • Fred Delventhal on 22 Jul 10
     
    Enter your name, and Personas scours the web for information and attempts to characterize the person - to fit them to a predetermined set of categories that an algorithmic process created from a massive corpus of data. The computational process is visualized with each stage of the analysis, finally resulting in the presentation of a seemingly authoritative personal profile.
  • Ted Sakshaug on 23 Jul 10
     
    "Personas is a component of the Metropath(ologies) exhibit, recently on display at the MIT Museum by the Sociable Media Group from the MIT Media Lab (Please contact us if you want to show it next!). It uses sophisticated natural language processing and the Internet to create a data portrait of one's aggregated online identity. In short, Personas shows you how the Internet sees you. "
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How to choose good passwords - CMU/SCS Computing Facilities - 8 views

www.cs.cmu.edu/...choosing_passwords.html passwords 1-1Bootcamp ML-1-1
shared by Dave Truss on 26 Aug 10 - Cached
  • Dave Truss on 26 Aug 10
     
    How to choose good passwords\nOn this page:\n * What not to do when choosing a password\n * The best method for choosing passwords.\n...
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How To Fix the 10 Biggest Windows Annoyances - How-To Geek - 9 views

www.howtogeek.com/...-10-biggest-windows-annoyances windows howto annoyances how to computer fix context menus update sounds password login caps lock internet explorer
shared by Tero Toivanen on 04 Nov 10 - Cached
  • Tero Toivanen on 04 Nov 10
     
    "Windows can be seriously annoying sometimes, but thankfully there's also usually a workaround or third-party utility that fixes the issue. We've rounded up the ten things that annoy us most, along with how to fix them."
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Feds To Shut Down Google Apps? -- InformationWeek - 0 views

www.informationweek.com/...showArticle.jhtml informationweek
shared by anonymous on 20 Mar 09 - No Cached
  • anonymous on 20 Mar 09
     
    The FTC is going to rule on whether "cloud computing" is secure enough. This could be HUGE!!! Shutting down Google Docs, for example?
  • anonymous on 20 Mar 09
     
    AN important case to watch
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Building an Internet Culture - 0 views

polaris.gseis.ucla.edu/...internet-culture.html culture internet politics development education
shared by Ed Webb on 24 Mar 09 - Cached
  • ten conclusions that might guide a country's development of a culturally appropriate Internet policy
  • Do not spend vast sums of money to buy machinery that you are going to set down on top of existing dysfunctional institutions. The Internet, for example, will not fix your schools. Perhaps the Internet can be part of a much larger and more complicated plan for fixing your schools, but simply installing an Internet connection will almost surely be a waste of money.
  • Learning how to use the Internet is primarily a matter of institutional arrangements, not technical skills
  • ...4 more annotations...
  • Build Internet civil society. Find those people in every sector of society that want to use the Internet for positive social purposes, introduce them to one another, and connect them to their counterparts in other countries around the world. Numerous organizations in other countries can help with this.
  • Conduct extensive, structured analysis of the technical and cultural environment. Include the people whose work will actually be affected. A shared analytical process will help envision how the technology will fit into the whole way of life around it, and the technology will have a greater chance of actually being used.
  • For children, practical experience in organizing complicated social events, for example theater productions, is more important than computer skills. The Internet can be a powerful tool for education if it is integrated into a coherent pedagogy. But someone who has experience with the social skills of organizing will immediately comprehend the purpose of the Internet, and will readily acquire the technical skills when the time comes
  • Machinery does not reform society, repair institutions, build social networks, or produce a democratic culture. People must do those things, and the Internet is simply one tool among many. Find talented people and give them the tools they need. When they do great things, contribute to your society's Internet culture by publicizing their ideas.
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Favorite Freeware Games: Download Them All - Computer Shopper - 0 views

computershopper.com/...eeware-games-download-them-all free freeware games
shared by Fred Delventhal on 26 Dec 08 - Cached
  • Fred Delventhal on 26 Dec 08
     
    Some a definite download others defintiely not.
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World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson
shared by Terry Elliott on 16 Dec 08 - Cached
  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
  • ...9 more annotations...
  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
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Interesting Ways to use Netbooks in the Classroom - Google Docs - 0 views

docs.google.com/Presentation education innovation computers techintegrator
shared by Vicki Davis on 05 Dec 08 - Cached
  • Vicki Davis on 05 Dec 08
     
    Fascinating presentation on netbooks in the classroom by Doug Belshaw, John Johnston, and Noel Jenkins.
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Does classroom technology help or hinder? - Features - 0 views

media.www.kaleo.org/...y.Help.Or.Hinder-2794331.shtml
shared by Jonathan Tepper on 02 Aug 08 - Cached
  • Historian Diane Ravitch wrote in "The Great Technology Mania" for Forbes magazine that education specialists assert that there is no evidence to support computer use or the Internet increases a student's potential for success. While such equipment can make completing an assignment much easier, the students using the equipment will not necessarily get a higher grade than someone who doesn't.
    • Jonathan Tepper
      Jonathan Tepper on 02 Aug 08
       
      Does technology increase academic results? This question is not the right one to ask... Does a pen make you smarter? Silly.
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The 50 most significant moments of Internet history - Crave at CNET.co.uk - 0 views

crave.cnet.co.uk/...0,39029471,49299033,00.htm computers education innovation learning technology
shared by Vicki Davis on 29 Sep 08 - Cached
  • Vicki Davis on 29 Sep 08
     
    50 most pivotal moments in Internet history.
  • Vicki Davis on 29 Sep 08
     
    Received this great article from Kathy Schrock about the 50 most significant moments in Internet history. Fascinating article from CNET.
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U.S. official says online drug videos threaten teens | Reuters - 0 views

www.reuters.com/...idUSTRE4960Z620081007
shared by anonymous on 07 Oct 08 - Cached
  • The director of the White House war on drugs said on Monday that Internet videos that show people getting high pose a dangerous threat to teenagers by encouraging them to use drugs and alcohol.
    • Vicki Davis
      Vicki Davis on 07 Oct 08
       
      It would be ineresting to see a STUDY on this. While I agree it is not good for kids to see -- we also need to see correlation before we jump into things. I still think that a rating system for youtube and online videos is needed to aid in filtering for age appropriateness.
    • anonymous
      anonymous on 07 Oct 08
       
      Unfortunately very few political decisions (and this kind of thing is always political) are made basd on data or research.
  • "Parents would be horrified to think that people are sneaking into their house to encourage their kids to build a bong or to chug on beer at age 13," Walters said. "The fact is those people are sneaking into your house through your Internet connection on your computer," he said.
    • anonymous
      anonymous on 07 Oct 08
       
      Responsible, internet-aware parenting is necessary--you wouldn't let a stranger in your house to talk to your kids, so why are you letting them view these videos?
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TodaysMeet - 0 views

todaysmeet.com backchannel collaboration chat twitter
shared by Fiona Boughey on 17 Dec 08 - Cached
  • Clif Mims on 17 Dec 08
     
    Today's Meet gives you an isolated room where you can see only what you need to see, and your audience doesn't need to learn any new tools like hash tags to keep everything together.
  • Kelly Faulkner on 18 Dec 09
     
    create a backchannel for your class. someday i hope to actually have computers for my students and i'll be able to use this!
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Learning Internet Libraries - 0 views

www.textbooksfree.org/ree%20Internet%20Libraries.htm libraries education academics business computers finance economics statistics management marketing software tutoring
shared by Walter Antoniotti on 10 Jan 09 - Cached
  • Walter Antoniotti on 10 Jan 09
     
    About fifty libraries contain free Internet information on academic subjects and materials to help students, teachers and professionals.
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