I grab feeds from external blogs all the time that are related to UMW an pull them into our sitewide “tags” blog (the name tags here is confusing, it is simply a republishing of everything in the entire WPMu install) with FeedWordPress. For example, I stumbled across this post in the tags blog on UMW Blogs tonight, which was actually being pulled in from a WordPress.com blog of a student who graduated years ago, but regularly blogs about her work in historic preservation. This particular post was all about a book she read as an undergraduate in Historic Preservation, and how great a resource it is. A valuable post, especially since the professor who recommended that book, W. Brown Morton, retired last year. There is a kind of eternal echo in a system like this that students, faculty, and staff can continue to feed into a community of teaching and learning well beyond their matriculation period, or even their career.
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in title, tags, annotations or urlExcellent Test and Tagging in Adelaide - 1 views
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The Future of WPMu at bavatuesdays - 1 views
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what we are doing as instructional technologists, scholars and students in higher ed right now is much bigger than a particular blogging system or software, I see my job as working with people to imagine the implications and possibilities of managing and maintaining their digital identity in a moment when we are truly in a deep transformation of information, identity, and scholarship.
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we’ll host domains that professors purchase and, ideally, map all their domains onto one WP install that can manage many multi-blogging solutions from one install. The whole Russian Doll thing that WPMu can do with the Multi-Site Manager plugin. So you offer a Bluehost like setup for faculty, and if that is too much, allow them to map a domain, take control of their own course work, and encourage an aggregated course management model that pushes students to take control of their digital identity and spaces by extension. Giving students a space and voice on your domain or application is not the same as asking them to create, manage and maintain their own space. Moreover, it doesn’t feed into the idea of a digital trajectory that starts well before they come to college and will end well after they leave. This model extends the community, and brings in key resources like a recent graduate discussing an out-of-print historic preservation text book a retired professor assigned to be one of the best resources for an aspiring Preservation graduate student. This is what it is all about, right there, and it’s not gonna happen in silos and on someone else’s space, we need to provision, empower, and imagine the merge as a full powered move to many. many domains of one’s own.
Be Safe With [e]Safe - 1 views
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Professors Find Ways to Keep Heads Above 'Exaflood' of Data - Wired Campus - The Chroni... - 0 views
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Google, a major source of information overload, can also help manage it, according to Google's chief economist. Hal Varian, who was a professor at the University of California at Berkeley before going to work for the search-engine giant, showed off an analytic tool called Google Insights for Search.
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Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views
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Note that this isn’t just a technological alternate history. It also describes a different set of social and cultural practices.
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CMSes lumber along like radio, still playing into the air as they continue to gradually shift ever farther away on the margins. In comparison, Web 2.0 is like movies and tv combined, plus printed books and magazines. That’s where the sheer scale, creative ferment, and wife-ranging influence reside. This is the necessary background for discussing how to integrate learning and the digital world.
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These virtual classes are like musical practice rooms, small chambers where one may try out the instrument in silent isolation. It is not connectivism but disconnectivism.
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CMSes shift from being merely retrograde to being actively regressive if we consider the broader, subtler changes in the digital teaching landscape. Web 2.0 has rapidly grown an enormous amount of content through what Yochai Benkler calls “peer-based commons production.” One effect of this has been to grow a large area for informal learning, which students (and staff) access without our benign interference. Students (and staff) also contribute to this peering world; more on this later. For now, we can observe that as teachers we grapple with this mechanism of change through many means, but the CMS in its silo’d isolation is not a useful tool.
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those curious about teaching with social media have easy access to a growing, accessible community of experienced staff by means of those very media. A meta-community of Web 2.0 academic practitioners is now too vast to catalogue. Academics in every discipline blog about their work. Wikis record their efforts and thoughts, as do podcasts. The reverse is true of the CMS, the very architecture of which forbids such peer-to-peer information sharing. For example, the Resource Center for Cyberculture Studies (RCCS) has for many years maintained a descriptive listing of courses about digital culture across the disciplines. During the 1990s that number grew with each semester. But after the explosive growth of CMSes that number dwindled. Not the number of classes taught, but the number of classes which could even be described. According to the RCCS’ founder, David Silver (University of San Francisco), this is due to the isolation of class content in CMS containers.
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unless we consider the CMS environment to be a sort of corporate intranet simulation, the CMS set of community skills is unusual, rarely applicable to post-graduation examples. In other words, while a CMS might help privacy concerns, it is at best a partial, not sufficient solution, and can even be inappropriate for already online students.
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Another argument in favor of CMSes over Web 2.0 concerns the latter’s open nature. It is too open, goes the thought, constituting a “Wild West” experience of unfettered information flow and unpleasant forms of access. Campuses should run CMSes to create shielded environments, iPhone-style walled gardens that protect the learning process from the Lovecraftian chaos without.
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social sifting, information literacy, using the wisdom of crowds, and others. Such strategies are widely discussed, easily accessed, and continually revised and honed.
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For now, the CMS landsape is a multi-institutional dark Web, an invisible, unsearchable, un-mash-up-able archipelago of hidden learning content.
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Can the practice of using a CMS prepare either teacher or student to think critically about this new shape for information literacy? Moreover, can we use the traditional CMS to share thoughts and practices about this topic?
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The internet of things refers to a vastly more challenging concept, the association of digital information with the physical world. It covers such diverse instances as RFID chips attached to books or shipping pallets, connecting a product’s scanned UPC code to a Web-based database, assigning unique digital identifiers to physical locations, and the broader enterprise of augmented reality. It includes problems as varied as building search that covers both the World Wide Web and one’s mobile device, revising copyright to include digital content associated with private locations, and trying to salvage what’s left of privacy. How does this connect with our topic? Consider a recent article by Tim O’Reilly and John Battle, where they argue that the internet of things is actually growing knowledge about itself. The combination of people, networks, and objects is building descriptions about objects, largely in folksonomic form. That is, people are tagging the world, and sharing those tags. It’s worth quoting a passage in full: “It’s also possible to give structure to what appears to be unstructured data by teaching an application how to recognize the connection between the two. For example, You R Here, an iPhone app, neatly combines these two approaches. You use your iPhone camera to take a photo of a map that contains details not found on generic mapping applications such as Google maps – say a trailhead map in a park, or another hiking map. Use the phone’s GPS to set your current location on the map. Walk a distance away, and set a second point. Now your iPhone can track your position on that custom map image as easily as it can on Google maps.” (http://www.web2summit.com/web2009/public/schedule/detail/10194) What world is better placed to connect academia productively with such projects, the open social Web or the CMS?
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imagine the CMS function of every class much like class email, a necessary feature, but not by any means the broadest technological element. Similarly the e-reserves function is of immense practical value. There may be no better way to share copyrighted academic materials with a class, at this point. These logistical functions could well play on.
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Clear backpacks, monitored emails: life for US students under constant surveillance | E... - 0 views
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This level of surveillance is “not too over-the-top”, Ingrid said, and she feels her classmates are generally “accepting” of it.
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One leading student privacy expert estimated that as many as a third of America’s roughly 15,000 school districts may already be using technology that monitors students’ emails and documents for phrases that might flag suicidal thoughts, plans for a school shooting, or a range of other offenses.
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Some parents said they were alarmed and frightened by schools’ new monitoring technologies. Others said they were conflicted, seeing some benefits to schools watching over what kids are doing online, but uncertain if their schools were striking the right balance with privacy concerns. Many said they were not even sure what kind of surveillance technology their schools might be using, and that the permission slips they had signed when their kids brought home school devices had told them almost nothing
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When Dapier talks with other teen librarians about the issue of school surveillance, “we’re very alarmed,” he said. “It sort of trains the next generation that [surveillance] is normal, that it’s not an issue. What is the next generation’s Mark Zuckerberg going to think is normal?
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“It’s the school as panopticon, and the sweeping searchlight beams into homes, now, and to me, that’s just disastrous to intellectual risk-taking and creativity.”
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“They’re so unclear that I’ve just decided to cut off the research completely, to not do any of it.”
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“They are all mandatory, and the accounts have been created before we’ve even been consulted,” he said. Parents are given almost no information about how their children’s data is being used, or the business models of the companies involved. Any time his kids complete school work through a digital platform, they are generating huge amounts of very personal, and potentially very valuable, data. The platforms know what time his kids do their homework, and whether it’s done early or at the last minute. They know what kinds of mistakes his kids make on math problems.
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Felix, now 12, said he is frustrated that the school “doesn’t really [educate] students on what is OK and what is not OK. They don’t make it clear when they are tracking you, or not, or what platforms they track you on. “They don’t really give you a list of things not to do,” he said. “Once you’re in trouble, they act like you knew.”
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As of 2018, at least 60 American school districts had also spent more than $1m on separate monitoring technology to track what their students were saying on public social media accounts, an amount that spiked sharply in the wake of the 2018 Parkland school shooting, according to the Brennan Center for Justice, a progressive advocacy group that compiled and analyzed school contracts with a subset of surveillance companies.
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Many parents also said that they wanted more transparency and more parental control over surveillance. A few years ago, Ben, a tech professional from Maryland, got a call from his son’s principal to set up an urgent meeting. His son, then about nine or 10-years old, had opened up a school Google document and typed “I want to kill myself.” It was not until he and his son were in a serious meeting with school officials that Ben found out what happened: his son had typed the words on purpose, curious about what would happen. “The smile on his face gave away that he was testing boundaries, and not considering harming himself,” Ben said. (He asked that his last name and his son’s school district not be published, to preserve his son’s privacy.) The incident was resolved easily, he said, in part because Ben’s family already had close relationships with the school administrators.
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there is still no independent evaluation of whether this kind of surveillance technology actually works to reduce violence and suicide.
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Certain groups of students could easily be targeted by the monitoring more intensely than others, she said. Would Muslim students face additional surveillance? What about black students? Her daughter, who is 11, loves hip-hop music. “Maybe some of that language could be misconstrued, by the wrong ears or the wrong eyes, as potentially violent or threatening,” she said.
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The Parent Coalition for Student Privacy was founded in 2014, in the wake of parental outrage over the attempt to create a standardized national database that would track hundreds of data points about public school students, from their names and social security numbers to their attendance, academic performance, and disciplinary and behavior records, and share the data with education tech companies. The effort, which had been funded by the Gates Foundation, collapsed in 2014 after fierce opposition from parents and privacy activists.
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“More and more parents are organizing against the onslaught of ed tech and the loss of privacy that it entails. But at the same time, there’s so much money and power and political influence behind these groups,”
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some privacy experts – and students – said they are concerned that surveillance at school might actually be undermining students’ wellbeing
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“I do think the constant screen surveillance has affected our anxiety levels and our levels of depression.” “It’s over-guarding kids,” she said. “You need to let them make mistakes, you know? That’s kind of how we learn.”
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shared by Ed Webb on 12 Feb 23
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'There is no standard': investigation finds AI algorithms objectify women's bodies | Ar... - 0 views
www.theguardian.com/...i-algorithms-racy-women-bodies
AI internet analysis algorithms censorship gender sexuality bias
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AI tags photos of women in everyday situations as sexually suggestive. They also rate pictures of women as more “racy” or sexually suggestive than comparable pictures of men.
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suppressed the reach of countless images featuring women’s bodies, and hurt female-led businesses – further amplifying societal disparities.
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Shadowbanning has been documented for years, but the Guardian journalists may have found a missing link to understand the phenomenon: biased AI algorithms. Social media platforms seem to leverage these algorithms to rate images and limit the reach of content that they consider too racy. The problem seems to be that these AI algorithms have built-in gender bias, rating women more racy than images containing men.
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“You are looking at decontextualized information where a bra is being seen as inherently racy rather than a thing that many women wear every day as a basic item of clothing,”
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these algorithms were probably labeled by straight men, who may associate men working out with fitness, but may consider an image of a woman working out as racy. It’s also possible that these ratings seem gender biased in the US and in Europe because the labelers may have been from a place with a more conservative culture
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“I will censor as artistically as possible any nipples. I find this so offensive to art, but also to women,” she said. “I almost feel like I’m part of perpetuating that ridiculous cycle that I don’t want to have any part of.”
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many people, including chronically ill and disabled folks, rely on making money through social media and shadowbanning harms their business
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It's just not working out the way we thought it would « Lisa's (Online) Teach... - 0 views
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Gradually, closed spaces (Facebook, Ning, even Google if you understand what they’re up to) have become the norm, as have monetized sites. The spaces that were free are no longer free, although many of us freely contributed our own work to these sites, providing the basis of their popularity in the first place. Crowdsourcing, celebrated in story and song, has become the exploitation of the work of others in order to make money or provide cheap customer service. The use of personal information for marketing purposes is widespread, and creative people are leaving the platforms that brought everyone into the agora in the first place. Scholars at first enthusiastic about the future now see it as a lonely place. And I see conversations where people who care deeply about the web, education for the 21st century, and learning theories are beginning to back away from proselytizing about academic openness.
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Where before it might have made sense to say we should make sure everyone is web literate, now such literacy extends beyond critical thinking about websites into a deeper understanding of what the using the web means for individual privacy and independence. This time, the enemies of openness and freedom won’t need to argue their philosophical reasons – they’ll argue that they’re protecting people. And the trouble is, they may be right.
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Four Web Technologies That Shouldn't be Geeky Anymore « Lisa's (Online) Teach... - 0 views
lisahistory.net/wordpress
education technology socialmedia RSS tags feeds wikis embedding LisaMLane collaboration
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Use Diigo To Help Write Your Next College Essay or Term Paper - 0 views
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Wired Campus: U. of Richmond Creates a Wikipedia for Undergraduate Scholars -... - 0 views
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The current model for teaching and learning is based on a relative scarcity of research and writing, not an excess. With that in mind, Mr. Torget and several others have created a Web site called History Engine to help students around the country work together on a shared tool to make sense of history documents online. Students generate brief essays on American history, and the History Engine aggregates the essays and makes them navigable by tags. Call it Wikipedia for students. Except better. First of all, its content is moderated by professors. Second, while Wikipedia still presents information two-dimensionally, History Engine employs mapping technology to organize scholarship by time period, geographic location, and themes.
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“The challenge of a digital age is that that writing assignment hasn’t changed since the age of the typewriter,” Mr. Torget said. “The digital medium requires us to rethink how we make those assignments.”
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shared by Ed Webb on 01 Apr 09
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PSU Aggregates Democracy at bavatuesdays - 0 views
bavatuesdays.com/psu-aggregates-democracy
blogs education edupunk conference tags aggregation socialmedia
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I propose we (you and me) get off our asses and put together an east coast higher ed blogger con that focuses not on a particular platform, but instead on the affordances of an open publishing platform. We’ll host here in State College or we can do it elsewhere — doesn’t matter to me. What do you think? A two day event that could (maybe) eventually rival Northern Voice … that may be shooting too high, but we need to set a bar somewhere.
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What Bruce Sterling Actually Said About Web 2.0 at Webstock 09 | Beyond the Beyond from... - 0 views
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things in it that pretended to be ideas, but were not ideas at all: they were attitudes
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A sentence is a verbal construction meant to express a complete thought. This congelation that Tim O'Reilly constructed, that is not a complete thought. It's a network in permanent beta.
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This chart is five years old now, which is 35 years old in Internet years, but intellectually speaking, it's still new in the world. It's alarming how hard it is to say anything constructive about this from any previous cultural framework.
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"The cloud as platform." That is insanely great. Right? You can't build a "platform" on a "cloud!" That is a wildly mixed metaphor! A cloud is insubstantial, while a platform is a solid foundation! The platform falls through the cloud and is smashed to earth like a plummeting stock price!
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luckily, we have computers in banking now. That means Moore's law is gonna save us! Instead of it being really obvious who owes what to whom, we can have a fluid, formless ownership structure that's always in permanent beta. As long as we keep moving forward, adding attractive new features, the situation is booming!
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Web 2.0 is supposed to be business. This isn't a public utility or a public service, like the old model of an Information Superhighway established for the public good.
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"Tagging not taxonomy." Okay, I love folksonomy, but I don't think it's gone very far. There have been books written about how ambient searchability through folksonomy destroys the need for any solid taxonomy. Not really. The reality is that we don't have a choice, because we have no conceivable taxonomy that can catalog the avalanche of stuff on the Web.
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JavaScript is the duct tape of the Web. Why? Because you can do anything with it. It's not the steel girders of the web, it's not the laws of physics of the web. Javascript is beloved of web hackers because it's an ultimate kludge material that can stick anything to anything. It's a cloud, a web, a highway, a platform and a floor wax. Guys with attitude use JavaScript.
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Before the 1990s, nobody had any "business revolutions." People in trade are supposed to be very into long-term contracts, a stable regulatory environment, risk management, and predictable returns to stockholders. Revolutions don't advance those things. Revolutions annihilate those things. Is that "businesslike"? By whose standards?
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I just wonder what kind of rattletrap duct-taped mayhem is disguised under a smooth oxymoron like "collective intelligence."
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the people whose granular bits of input are aggregated by Google are not a "collective." They're not a community. They never talk to each other. They've got basically zero influence on what Google chooses to do with their mouseclicks. What's "collective" about that?
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I really think it's the original sin of geekdom, a kind of geek thought-crime, to think that just because you yourself can think algorithmically, and impose some of that on a machine, that this is "intelligence." That is not intelligence. That is rules-based machine behavior. It's code being executed. It's a powerful thing, it's a beautiful thing, but to call that "intelligence" is dehumanizing. You should stop that. It does not make you look high-tech, advanced, and cool. It makes you look delusionary.
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I'd definitely like some better term for "collective intelligence," something a little less streamlined and metaphysical. Maybe something like "primeval meme ooze" or "semi-autonomous data propagation." Even some Kevin Kelly style "neobiological out of control emergent architectures." Because those weird new structures are here, they're growing fast, we depend on them for mission-critical acts, and we're not gonna get rid of them any more than we can get rid of termite mounds.
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Web 2.0 guys: they've got their laptops with whimsical stickers, the tattoos, the startup T-shirts, the brainy-glasses -- you can tell them from the general population at a glance. They're a true creative subculture, not a counterculture exactly -- but in their number, their relationship to the population, quite like the Arts and Crafts people from a hundred years ago. Arts and Crafts people, they had a lot of bad ideas -- much worse ideas than Tim O'Reilly's ideas. It wouldn't bother me any if Tim O'Reilly was Governor of California -- he couldn't be any weirder than that guy they've got already. Arts and Crafts people gave it their best shot, they were in earnest -- but everything they thought they knew about reality was blown to pieces by the First World War. After that misfortune, there were still plenty of creative people surviving. Futurists, Surrealists, Dadaists -- and man, they all despised Arts and Crafts. Everything about Art Nouveau that was sexy and sensual and liberating and flower-like, man, that stank in their nostrils. They thought that Art Nouveau people were like moronic children.
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in the past eighteen months, 24 months, we've seen ubiquity initiatives from Nokia, Cisco, General Electric, IBM... Microsoft even, Jesus, Microsoft, the place where innovative ideas go to die.
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what comes next is a web with big holes blown in it. A spiderweb in a storm. The turtles get knocked out from under it, the platform sinks through the cloud. A lot of the inherent contradictions of the web get revealed, the contradictions in the oxymorons smash into each other. The web has to stop being a meringue frosting on the top of business, this make-do melange of mashups and abstraction layers. Web 2.0 goes away. Its work is done. The thing I always loved best about Web 2.0 was its implicit expiration date. It really took guts to say that: well, we've got a bunch of cool initiatives here, and we know they're not gonna last very long. It's not Utopia, it's not a New World Order, it's just a brave attempt to sweep up the ashes of the burst Internet Bubble and build something big and fast with the small burnt-up bits that were loosely joined. That showed more maturity than Web 1.0. It was visionary, it was inspiring, but there were fewer moon rockets flying out of its head. "Gosh, we're really sorry that we accidentally ruined the NASDAQ." We're Internet business people, but maybe we should spend less of our time stock-kiting. The Web's a communications medium -- how 'bout working on the computer interface, so that people can really communicate? That effort was time well spent. Really.
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Digital culture, I knew it well. It died -- young, fast and pretty. It's all about network culture now.
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There's gonna be a Transition Web. Your economic system collapses: Eastern Europe, Russia, the Transition Economy, that bracing experience is for everybody now. Except it's not Communism transitioning toward capitalism. It's the whole world into transition toward something we don't even have proper words for.
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The Transition Web is a culture model. If it's gonna work, it's got to replace things that we used to pay for with things that we just plain use.
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Not every Internet address was a dotcom. In fact, dotcoms showed up pretty late in the day, and they were not exactly welcome. There were dot-orgs, dot edus, dot nets, dot govs, and dot localities. Once upon a time there were lots of social enterprises that lived outside the market; social movements, political parties, mutual aid societies, philanthropies. Churches, criminal organizations -- you're bound to see plenty of both of those in a transition... Labor unions... not little ones, but big ones like Solidarity in Poland; dissident organizations, not hobby activists, big dissent, like Charter 77 in Czechoslovakia. Armies, national guards. Rescue operations. Global non-governmental organizations. Davos Forums, Bilderberg guys. Retired people. The old people can't hold down jobs in the market. Man, there's a lot of 'em. Billions. What are our old people supposed to do with themselves? Websurf, I'm thinking. They're wise, they're knowledgeable, they're generous by nature; the 21st century is destined to be an old people's century. Even the Chinese, Mexicans, Brazilians will be old. Can't the web make some use of them, all that wisdom and talent, outside the market?
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I've never seen so much panic around me, but panic is the last thing on my mind. My mood is eager impatience. I want to see our best, most creative, best-intentioned people in world society directly attacking our worst problems. I'm bored with the deceit. I'm tired of obscurantism and cover-ups. I'm disgusted with cynical spin and the culture war for profit. I'm up to here with phony baloney market fundamentalism. I despise a prostituted society where we put a dollar sign in front of our eyes so we could run straight into the ditch. The cure for panic is action. Coherent action is great; for a scatterbrained web society, that may be a bit much to ask. Well, any action is better than whining. We can do better.
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The powerful and mysterious brain circuitry that makes us love Google, Twitter, and tex... - 0 views
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For humans, this desire to search is not just about fulfilling our physical needs. Panksepp says that humans can get just as excited about abstract rewards as tangible ones. He says that when we get thrilled about the world of ideas, about making intellectual connections, about divining meaning, it is the seeking circuits that are firing.
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Our internal sense of time is believed to be controlled by the dopamine system. People with hyperactivity disorder have a shortage of dopamine in their brains, which a recent study suggests may be at the root of the problem. For them even small stretches of time seem to drag.
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When we get the object of our desire (be it a Twinkie or a sexual partner), we engage in consummatory acts that Panksepp says reduce arousal in the brain and temporarily, at least, inhibit our urge to seek.
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But our brains are designed to more easily be stimulated than satisfied. "The brain seems to be more stingy with mechanisms for pleasure than for desire," Berridge has said. This makes evolutionary sense. Creatures that lack motivation, that find it easy to slip into oblivious rapture, are likely to lead short (if happy) lives. So nature imbued us with an unquenchable drive to discover, to explore. Stanford University neuroscientist Brian Knutson has been putting people in MRI scanners and looking inside their brains as they play an investing game. He has consistently found that the pictures inside our skulls show that the possibility of a payoff is much more stimulating than actually getting one.
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all our electronic communication devices—e-mail, Facebook feeds, texts, Twitter—are feeding the same drive as our searches. Since we're restless, easily bored creatures, our gadgets give us in abundance qualities the seeking/wanting system finds particularly exciting. Novelty is one. Panksepp says the dopamine system is activated by finding something unexpected or by the anticipation of something new. If the rewards come unpredictably—as e-mail, texts, updates do—we get even more carried away. No wonder we call it a "CrackBerry."
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If humans are seeking machines, we've now created the perfect machines to allow us to seek endlessly. This perhaps should make us cautious. In Animals in Translation, Temple Grandin writes of driving two indoor cats crazy by flicking a laser pointer around the room. They wouldn't stop stalking and pouncing on this ungraspable dot of light—their dopamine system pumping. She writes that no wild cat would indulge in such useless behavior: "A cat wants to catch the mouse, not chase it in circles forever." She says "mindless chasing" makes an animal less likely to meet its real needs "because it short-circuits intelligent stalking behavior." As we chase after flickering bits of information, it's a salutary warning.
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