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Tero Toivanen

Does the Internet Make You Smarter? - WSJ.com - 0 views

  • To take a famous example, the essential insight of the scientific revolution was peer review, the idea that science was a collaborative effort that included the feedback and participation of others. Peer review was a cultural institution that took the printing press for granted as a means of distributing research quickly and widely, but added the kind of cultural constraints that made it valuable.
  • We are living through a similar explosion of publishing capability today, where digital media link over a billion people into the same network. This linking together in turn lets us tap our cognitive surplus, the trillion hours a year of free time the educated population of the planet has to spend doing things they care about. In the 20th century, the bulk of that time was spent watching television, but our cognitive surplus is so enormous that diverting even a tiny fraction of time from consumption to participation can create enormous positive effects.
  • Wikipedia took the idea of peer review and applied it to volunteers on a global scale, becoming the most important English reference work in less than 10 years. Yet the cumulative time devoted to creating Wikipedia, something like 100 million hours of human thought, is expended by Americans every weekend, just watching ads. It only takes a fractional shift in the direction of participation to create remarkable new educational resources.
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  • The response to distraction, then as now, was social structure. Reading is an unnatural act; we are no more evolved to read books than we are to use computers. Literate societies become literate by investing extraordinary resources, every year, training children to read. Now it's our turn to figure out what response we need to shape our use of digital tools.
  • It is tempting to want PatientsLikeMe without the dumb videos, just as we might want scientific journals without the erotic novels, but that's not how media works. Increased freedom to create means increased freedom to create throwaway material, as well as freedom to indulge in the experimentation that eventually makes the good new stuff possible. There is no easy way to get through a media revolution of this magnitude; the task before us now is to experiment with new ways of using a medium that is social, ubiquitous and cheap, a medium that changes the landscape by distributing freedom of the press and freedom of assembly as widely as freedom of speech.
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    Tässä kirjoituksessa verrataan oivaltavasti Internetin luomaa tilannetta kirjanpainannan keksimiseen. Molemmat aiheuttivat lieveilmiöitä, mutta vievät ihmisen intellektuaalisia mahdollisuuksia suuren askeleen eteenpäin. 
Tero Toivanen

Social Bookmarking with students: Quality not quantity! | The Edublogger - 0 views

  • Students need explicit instructions and instructions to get the most out of social bookmarking. Students must see the point of aggregating bookmarks that they can return to for further use. Don’t expect them to initially appreciate the value of why they should bookmark. Students need to be aware of the types of bookmarks they can save. I teach history, so a bookmark could be a link to maps, photos, documents, quotes and so on –it’s like collecting different artifacts online. Students need to understand bookmarking is about finding quality links and not quantity.
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    "Knowing how to organise, filter, research, evaluate and bookmark resources online is a valuable skill for students to gain."
Tero Toivanen

WNY Education Associates » When Kids Say No to Facebook - 0 views

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    Mielenkiintoinen artikkeli siitä, miksi jotkut lapset sanovat ei Facebook:lle. Tärkeitä näkökohtia mietittäessä sen käyttämistä oppimisen tukena. 
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