ean Anyon, an education researcher
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shared by Bill Genereux on 20 Jan 14
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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
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Schools teaching children from low-income families focused on keeping students busy and managing behavior.
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middle-class school deemphasized individual expression and in-depth analysis and rewarded the dutiful completion of specified rote tasks
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Some students learn to take orders and others learn to chart a course of action and delegate responsibility.
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When school environments casually yet consistently deemphasize the intellectual benefits of higher education, students become less imaginative about their futures.
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The Public Domain: Enclosing the Commons of the Mind by James Boyle » Chapter... - 0 views
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The goal of creating the limited monopoly called an intellectual property right is to provide the minimum necessary incentive to encourage the desired level of innovation
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When someone takes your car, they have the car and you do not. When, because of some new technology, someone is able to get access to the MP3 file of your new song, they have the file and so do you. You did not lose the song. What you may have lost is the opportunity to sell the song to that person or to the people with whom they “share” the file. We should not be indifferent to this kind of loss; it is a serious concern.
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we should pause before increasing the level of rights, changing the architecture of our communications networks, creating new crimes, and so on.
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Until the triumph of DVDs, the videocassette rental market made up more than 50 percent of the movie industry’s revenues
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A cheaper copying technology definitely caused losses. But it also provided substantial gains, gains that far outweighed the losses.
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The defense is not “I trespassed on your land, but I was starving.” It is “I did not trespass on your land. I walked on the public road that runs through it, a road you never owned in the first place.”
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“Yes, I trespassed on your land, which was wrong, I admit. But I was starving and looking for food. Please give me a break.” This is simply inaccurate.
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One cannot start from the presumption that the rights holder has absolute rights over all possible uses and therefore that any time a citizen makes use of the work in any way, the rights holder is entitled to get paid or to claim “piracy” if he does not get paid.
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for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright.
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We restrict the length of intellectual property rights. (At least, we used to. The framers thought it so important to do so that they put the need to have a limited term in the Constitution itself
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when the content industries come asking for additional or new rights, for new penalties, for the criminalization of certain types of technology, we should take into account the gains that the Internet has brought them, as well as the costs
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Without interoperability, we could never take our existing documents or spreadsheets or datasets and move to a new program, even if it was better
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The Sony Court declared that because video recorders were capable of substantial noninfringing uses, the manufacturers of those devices were not guilty of contributory infringement.
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Social Media Creates Opportunity In A Job Search - KMBZ - 0 views
www.kmbz.com/...18788290.php
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shared by Bill Genereux on 09 May 10
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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
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Facebook isn’t about respect — it’s about re-configuring the world’s notion of what’s public and private.
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shared by Bill Genereux on 10 Sep 11
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Hacking Teaching - Hacking the Academy - 0 views
www.digitalculture.org/...hacking-teaching
education highered learning academia digitalgeneration internet technology culture future research
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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.
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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.
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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.
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Cyberspace is already more real to you than the physical space of your college campus—it is becoming so for your future employers.
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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.
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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.
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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?
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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.
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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.
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Radical experiments in teaching carry no guarantees and even fewer rewards in most tenure and promotion systems, even if they are successful.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
Fresh Faces In Tech: 10 Kid Entrepreneurs To Watch | paidContent - 0 views
paidcontent.org/...-10-kid-entrepreneurs-to-watch
workingdigitally ksudigme entrepreneur business opportunity online digitalmedia
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shared by Bill Genereux on 11 Jan 15
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Screenwriters Wanted: Top Execs Reveal What They Really Want | Voyage Media & Screenwri... - 0 views
thebackstoryscreenwritingstaffing.wordpress.com/...e-media-screenwriting-staffing
writing career strategy marketing skills screenwriting film workingdigitally
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here’s going to be a real democratization in the next few years—film won’t just be for rich kids anymore. I think the writers who will succeed, whether working or emerging, are those that will take responsibility for their own careers and invest in their own projects, and seek out opportunity in nontraditional places.