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girish19910

Sad Quotes | Sad Love Quotes | Sad Quotes about Life in hindi and English - 0 views

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sad quotes love about

shared by girish19910 on 27 Sep 14 - No Cached
  • girish19910 on 27 Sep 14
     
    Every human being fall in love with someone in his whole life also faces some unfortunate moments. Diverse renowned authors wrote upon sad quotes about love and life. Life is not as simple as it seems. You have to face both shades either happiness or sadness.
terracalm-us

Urinoct™ (Official) | Support A Healthy Prostate - 0 views

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shared by terracalm-us on 01 Sep 23 - No Cached
  • terracalm-us on 01 Sep 23
     
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Mike Wesch

Porn Vlog - 9 million Views - 0 views

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shared by Mike Wesch on 01 Jun 08 - Cached
  • Funkyrocket1000 (11 months ago) Show Hide +1 Marked as spam It's true that everyone is fake these days and it's sad that everyone thinks that's the way it should be, but on the other hand, if there wasn't any porn.... I wouldn't know what crazy things I'd be trying to get me girlfriend to do next. Porn is here to stay.
Mike Wesch

The New Atlantis » Is Stupid Making Us Google? - 0 views

www.thenewatlantis.com/...is-stupid-making-us-google

Carr Bowman socialmedia critic learning effects

shared by Mike Wesch on 03 Jan 09 - Cached
  • “as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.”
  • what we are witnessing is not just an educational breakdown but a deformation of the very idea of intelligence.
  • Even those who have come to the Web late in life are not so very different, then, from the fifth-graders who, as an elementary school principal told Bauerlein, proceed as follows when they are assigned a research project: “go to Google, type keywords, download three relevant sites, cut and paste passages into a new document, add transitions of their own, print it up, and turn it in.”
  • ...11 more annotations...
  • even those who are most gung-ho about new ways of learning probably tend to cling to a belief that education has, or ought to have, at least something to do with making things lodge in the minds of students—this even though the disparagement of the role of memory in education by professional educators now goes back at least three generations, long before computers were ever thought of as educational tools.
  • adapting its understanding of what education is to the new realities of how the new generation of “netizens” actually learn (and don’t learn) rather than trying to adapt the kids to unchanging standards of scholarship and learning.
  • “lower-order skills” in comparison with the spatial, information-gathering, and pattern-recognition skills fostered by hours at the computer screen
  • can’t imagine a mathematician saying the same thing about math, or a biologist about biology, yet, sad to say, scholars, journalists, and other guardians of culture accept the deterioration of their province without much regret.
  • humanities stopped being, or even wanting to be, “guardians of culture” a long time ago.
  • In other words, the “mentors” have not only betrayed their pupils, they have denounced the very idea of mentorship in anything but the tools of deconstruction which allow them to set themselves up as superior to—rather than the humble acolytes of—the culture they study.
  • redefining education as the acquisition of information-retrieval skills
  • No one has ever taught them that books can be read for pleasure or enlightenment—or for any other purpose than to be exposed as the coded rationalization for the illegitimate powers of the ruling classes that they really are
  • But while Bauerlein takes Johnson to task on several points, he seems to suggest that all our educators have to do is expose their charges to some superior alternative to “the ordinary stuff of youth culture”
  • “Young people,” he rightly notes, “need mentors not to go with the youth flow, but to stand staunchly against it, to represent something smarter and finer than the cacophony of social life.” He’s also right that they need more time away from the computer in order to acquire the skills of “deep reading” recommended by Nicholas Carr.
  • But they are not likely to get either one so long as so many educators cling as they do now to the axiomatic belief not just that “learning can be fun” but that it must be fun, and the equally axiomatic rejection of that which may cause pain and humiliation, even if these are productive of real learning
    • Kevin Champion
      Kevin Champion on 04 Jan 09
       
      Well, learning certainly is fun! The process of learning can often times be difficult, terrifying, exciting, depressing, saddening etc. What's interesting is that there is no mention of relevance here. Learning is not always fun, but I think it is always fun when it is relevant. It also seems that the subjective experience of learning only occurs when it is fun. It doesn't feel like learning to me unless it is relevant to me; if it is relevant to me, it is fun! By extension, perhaps we benefit from thinking about learning from both subjective and objective perspectives, including both singular and collective objects (learning of an individual subjectively and objectively + learning of a group subjectively and objectively).
Mike Wesch

Fluid Learning | the human network - 0 views

blog.futurestreetconsulting.com/?p=94

education future crowdsourcing Pesce trends

shared by Mike Wesch on 31 Dec 08 - Cached
  • The lesson is simple: control is over. This is not about control anymore. This is about finding a way to survive and thrive in chaos.
  • trend toward sharing lecture material online
  • what role, if any, the educational institution plays in coordinating any of these components
  • ...6 more annotations...
  • In this near future world, students are the administrators. All of the administrative functions have been “pushed down” into a substrate of software. Education has evolved into something like a marketplace, where instructors “bid” to work with students. Now since most education is funded by the government, there will obviously be other forces at play; it may be that “administration”, such as it is, represents the government oversight function which ensures standards are being met. In any case, this does not look much like the educational institution of the 20th century – though it does look quite a bit like the university of the 13th century, where students would find and hire instructors to teach them subjects.
  • The instructor facilitates and mentors, as they have always done, but they are no longer the gatekeepers, because there are no gatekeepers, anywhere
  • The classroom will both implode – vanishing online – and explode – the world will become the classroom.
  • Opening education up to market forces is a good thing when the market is a collection of people who want their children to get a great education (parents/guardians). Market forces are not a good thing when the market is a collection of people who want shorter, easier classes and more time to hang out (students).
  • If it can be rated, graded, or judged it will be. If that information can be archived it will be. If it can be accessed it will be. If it can be shared it will be. That is, as you point out, disruptive.
  • I read George’s comment with sadness. It does kids an injustice. Most kids don’t like a “soft” teacher. They want a fair deal. Think of your own school days- who were the teachers who inspired you - it wasn’t the guy who wanted to be your friend - it was the the guy who taught you with enthusiasm, knowledge and above all could communicate his ideas to you.
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