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Bill Genereux

What Is Web 3.0, Really, and What Does It Mean for Education? | EdTech Magazine - 0 views

www.edtechmagazine.com/...nd-what-does-it-mean-education

web2.0 readwriteweb education video digitalfootprint digitallegacy resume credibility expertise internet technology

shared by Bill Genereux on 08 Jan 13 - No Cached
  • Bill Genereux on 08 Jan 13
     
    Tim O'Reilly emphasizes video as a learning medium and the importance of building a digital legacy for establishing credibility.
Bill Genereux

The Danger of Telling Poor Kids That College Is the Key to Social Mobility - Andrew Sim... - 0 views

www.theatlantic.com/...283120

college education Poverty Poor equity highered income career profession life

shared by Bill Genereux on 20 Jan 14 - No Cached
  • ean Anyon, an education researcher
  • chools teaching the children of affluent families prepared those kids to take on leadership roles
  • Schools teaching children from low-income families focused on keeping students busy and managing behavior.
  • ...6 more annotations...
  • middle-class school deemphasized individual expression and in-depth analysis and rewarded the dutiful completion of specified rote tasks
  • Some students learn to take orders and others learn to chart a course of action and delegate responsibility.
  • “hidden curriculum”
  • When school environments casually yet consistently deemphasize the intellectual benefits of higher education, students become less imaginative about their futures.
  • College should be “sold” to all students as an opportunity to experience an intellectual awakening.
  • Access to higher education means that your values and interests can govern your choices.
Bill Genereux

Facebook's Gone Rogue; It's Time for an Open Alternative | Epicenter | Wired.com - 0 views

www.wired.com/...facebook-rogue

facebook privacy media network software design ethics computerhistory

shared by Bill Genereux on 09 May 10 - Cached
  • Facebook isn’t about respect — it’s about re-configuring the world’s notion of what’s public and private.
  • that doesn’t mean the company has earned the right to own and define our identities.
  • Bill Genereux on 09 May 10
     
    Looks like a cool opportunity for software engineers to come up with something that provides similar services without the creepiness
Amanda Latham

21 Ways That Lines Communicate - 0 views

understandinggraphics.com/...21-ways-lines-communicate

shared by Amanda Latham on 31 Aug 11 - Cached
  • Amanda Latham on 31 Aug 11
     
    Lines are a versatile element of visual language. They communicate a wide variety of meanings, which are highly dependent on the context in which they appear and the characteristics of the line. We learn to interpret and comprehend the language of lines through the experience of living in a visually literate culture as well as through education.
Bill Genereux

Hacking Teaching - Hacking the Academy - 0 views

www.digitalculture.org/...hacking-teaching

education highered learning academia digitalgeneration internet technology culture future research

shared by Bill Genereux on 10 Sep 11 - No Cached
  • physical schools and structured curricula and degree-seeking programs form a system that makes enormous demands upon you but which is fundamentally out of sync with the fact that your identity, development, education, and success will be intimately intertwined with the digital domain.
  • Modes of creative expression are being opened to your generation that none have known before.
  • This alternative to college credentials is as huge as the Stay Puft marshmallow man from Ghostbusters and he’s towering over the skyline right where town meets gown: online identity.
  • ...25 more annotations...
  • Who you are and what you’ve done will in the very near future be so well documented by your online activities that a resume will be redundant.
  • a college degree will be suspect if not complemented by an admirable online record—
  • Cyberspace is already more real to you than the physical space of your college campus—it is becoming so for your future employers.
  • Instead of giving tests to find out what they’ve learned, we should test to find out what they don’t know. Their wrong answers aren’t failures, they are needs and opportunities.
  • But the problem is that we start at the end, at what we think students should learn, prescribing and preordaining the outcome: We have the list of right answers. We tell them our answers before they’ve asked the questions.
  • It’s easy to educate for the routine, and hard to educate for the novel
  • Why shouldn’t every university—every school—copy Google’s 20% rule, encouraging and enabling creation and experimentation, every student expected to make a book or an opera or an algorithm or a company. Rather than showing our diplomas, shouldn’t we show our portfolios of work as a far better expression of our thinking and capability?
  • As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information.
  • Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0″ buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration.
  • Radical experiments in teaching carry no guarantees and even fewer rewards in most tenure and promotion systems, even if they are successful.
  • Nothing is easier to assess than information recall on multiple-choice exams, and the concise and “objective” numbers satisfy committee members busy with their own teaching and research.
  • Blogging came along and taught us that anybody can be a creator of information.
  • Wikipedia has taught us yet another lesson, that a networked information environment allows people to work together in new ways to create information that can rival (and even surpass) the content of experts by almost any measure.
  • many students are now struggling to find meaning and significance in their education.
  • When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension.
  • How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
  • Digital Literacy and the Undergraduate Curriculum | Jeff McClurken
  • digital literacy: How does one find and evaluate online materials
  • digital identity. How should we present ourselves to the online world
  • willingness to experiment with a variety of online tools, and then to think critically and strategically about a project and to identify those tools that would be most useful to that project.
  • There certainly needs to be some basic exposure and technical support, but part of the goal is to get students to figure out how to figure out how a new tool (system, software, historical process) works on their own.
  • it’s good for college classes to shake students (and faculty) out of their comfort zone. Real learning happens when you’re trying to figure out the controls, not when you’re on autopilot.
  • be completely transparent with students regarding my use of technology. I provide links to my blog, my Twitter account, my Flickr account, my YouTube and Vimeo usernames, my Facebook page, and my instant messenger screennames.
  • I think that I use technology and social media responsibly (though I could work on the efficiency part). Setting an example that students can follow is important if we want those students to be more critical about their use of technology.
  • I have an assignment that asks students to research and write an article on Wikipedia.
Bill Genereux

How One Stupid Tweet Blew Up Justine Sacco's Life - NYTimes.com - 0 views

www.nytimes.com/...uined-justine-saccos-life.html

Twitter bullying nytimes socialmedia shaming career jobs fired

shared by Bill Genereux on 18 Feb 15 - No Cached
  • yanked violently out of the context
  • reflexive critique of white privilege
  • well-meaning people, in a crowd, often take punishment too far.
  • ...5 more annotations...
  • He retweeted it to his 15,000 followers
  • If she was going to be made to suffer for a joke, she figured she should get something out of it. “I never would have lived in Addis Ababa for a month otherwise
  • Sam Biddle
  • her shaming wasn’t really about her at all. Social media is so perfectly designed to manipulate our desire for approval, and that is what led to her undoing.
  • Her tormentors were instantly congratulated as they took Sacco down, bit by bit, and so they continued to do so. Their motivation was much the same as Sacco’s own — a bid for the attention of strangers — as she milled about Heathrow, hoping to amuse people she couldn’t see.
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