Group items matching "Life" in title, tags, annotations or url - Digital Ethnography at Kansas State University

“as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.”
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what we are witnessing is not just an educational breakdown but a deformation of the very idea of intelligence.
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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.”
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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.
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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.
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“lower-order skills” in comparison with the spatial, information-gathering, and pattern-recognition skills fostered by hours at the computer screen
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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.
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humanities stopped being, or even wanting to be, “guardians of culture” a long time ago.
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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.
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redefining education as the acquisition of information-retrieval skills
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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
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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”
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“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.
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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 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).
  
  <div class="cArrow"> </div><div class="cContentInner">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).</div>
  
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LIFE photo archive hosted by Google - 0 views

images.google.com/life photos history google Images archive resources photography search

shared by Adam Bohannon on 19 Feb 09 - Cached

mine1312000 mine liked it

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"The Not-So-Hidden Politics of Class Online" danah boyd - 0 views

www.danah.org/...PDF2009.html inequality stratification facebook myspace politics sociology anthropology technology socialnetworking

shared by Adam Bohannon on 30 Jun 09 - Cached

Structurally, social networks are driven by homophily even when there are individual exceptions. And sure enough, in the digital world, we see this manifested right before our eyes.
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One thing to keep in mind about social media: the internet mirrors and magnifies pre-existing dynamics.
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In many ways, the Internet is providing a next generation public sphere. Unfortunately, it's also bringing with it next generation divides. The public sphere was never accessible to everyone. There's a reason than the scholar Habermas talked about it as the bourgeois public sphere. The public sphere was historically the domain of educated, wealthy, white, straight men. The digital public sphere may make certain aspects of public life more accessible to some, but this is not a given. And if the ways in which we construct the digital public sphere reinforce the divisions that we've been trying to break down, we've got a problem.
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Although most of you call these sites "social networking sites," there's almost no networking going on. People use these sites to connect to the people they know.
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1) Social stratification is pervasive in American society (and around the globe). Social media does not magically eradicate inequality. Rather, it mirrors what is happening in everyday life and makes social divisions visible. What we see online is not the property of these specific sites, but the pattern of adoption and development that emerged as people embraced them. People brought their biases with them to these sites and they got baked in. 2) There is no universal public online. What we see as user "choice" in social media often has to do with structural forces like homophily in people's social networks. Social stratification in this country is not cleanly linked to race or education or socio-economic factors, although all are certainly present. More than anything, social stratification is a social networks issue. People connect to people who think like them and they think like the people with whom they are connected. The digital publics that unfold highlight and reinforce structural divisions.
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3) If you are trying to connect with the public, where you go online matters. If you choose to make Facebook your platform for civic activity, you are implicitly suggesting that a specific class of people is more worth your time and attention than others. Of course, splitting your attention can also be costly and doesn't necessarily mean that you'll be reaching everyone anyhow. You're damned if you do and damned if you don't. The key to developing a social media strategy is to understand who you're reaching and who you're not and make certain that your perspective is accounting for said choices. Understand your biases and work to counter them. 4) The Internet has enabled many new voices to enter the political fray, but not everyone is sitting at the table. There's a terrible tendency in this country, and especially among politically minded folks, to interpret an advancement as a solution. We have not eradicated racism. We have not eradicated sexism. We have not eradicated inequality. While we've made tremendous strides in certain battles, the war is not over. The worst thing we can do is to walk away and congratulate ourselves for all of the good things that have happened. Such attitudes create new breeding grounds for increased stratification.
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Anonymous (group) - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Anonymous_%28group%29 wikipedia anonymous history

shared by Mike Wesch on 26 May 09 - Cached

In 06/09/1998, unknown coder, Amezou-shi (Mr Amezou) opened the first Japanese floating threat BBS and called it "Amezou". Mr Amezou is a nickname and his real identity is still unknown to this day. What is known in Japan as Nanashi Warudo and it's English offspring like 4chan are direct offspring of Amezou. Floating message system introduced a system where more popular thread was "bump"ed (ageru) and unpopular thread get eliminated eventually. This has made it easier to find popular threads as well as reducing the server load of the site. Since use of BBS was still limited to techies, much of discussion centred around underground IT topics such as Warez. However as the popularity of Amezou increase, the site come to suffer increasingly from shut down as well as antonymous vandalism, which made many threads unreadable. Several posting of violent threat against Mr Amezou caused eventual shut down of Amezou. Before the site was shut down, Mr Amezou made a plea to the community to create alternative site similar to Amezou. The community responded and many refuge sites was created using the same program. One of these message board was called "2 Channel" created by Hiroyuki (Hiroyuki Nishimura). Hiroyuki named his site 2Channel as the second channel of the first, i.e. Amezou. He recruited seasoned participants as Administrators to watch out for vandalism in each board, but aside from that, the thread remained essentially unmoderated and any kind of speech was permitted. One of the main innovation of Hiroyuki was to expand general interest section of message board. Previously, most of message board thread was dominated by tech topics, with only one board assigned to "General/Off topic". Hiroyuki instead created various board for non tech topic such as discussion board for current affairs. Due to unmoderated nature of the site, 2Chanel became free-for-all, no-holds-barred discussion boards for general topic.
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All information is treated equally; only an accurate argument will work.
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Otaku topic was called Futaba Channel, which eventually became floating thread type image board. The English version of Futaba channel became the dominant Anonymous image board in English known as 4chan.
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Mike Wesch on 26 May 09

The concept of anonymous originate in 90s. Japan was relatively late embracing IT. ISDN was just about to be introduced and the whole internet was largely of underground phenomenon especially in early 90s. Many information/data posted in internet involved hacking, warez, copyrighted material, pornography including child pornography, snuff, drugs, bombs, etc as well as no-hold-barred discussion which was also common sight in USENET in English Due to lax data protection law as well as the fact that most community generated site were owned by an individual, people were still reluctant to even create avatar account. More importantly, many of these site start as a secret retreat from the owner's real life, where s/he can be away from his job, his social standing, obligation, etc. Consequently, the owner of site often remained anonymous but with a designated nickname such as Kanrinin-san (Mr/Mrs Admin). Consequently, forum which requires registration never really took off in Japan. Later, these anonymous message board including USENET, which preceded it, came to be know collectively as "Nanashi Warudo" (The World of Anonymous, Nanashi=NoName=Anonymous), which in turn was mock of "Ayashii Warudo" "The World of Suspicious/Dubious". The armature anonymous message board had number limitation, most notably the limitation of server capacity. Due to higher cost of bandwidth in 90s, dominant form of community site was text based and did not allow transfer of image. Secondly, only form fund to run the site was from the owner's day job and meagre earning from (often pornographic) banner ad. Moreover, free and open nature of anonymous nature of the posting made any community message board prone to sudden increase in traffic which result in frequent shut down of any popular message board. Moreover, the simple queing of thread in the board made it difficult to find a target thread among the crowd of thread in the board. These restriction limited the appeal of the message board to te

<div class="cArrow"> </div><div class="cContentInner">The concept of anonymous originate in 90s. Japan was relatively late embracing IT. ISDN was just about to be introduced and the whole internet was largely of underground phenomenon especially in early 90s. Many information/data posted in internet involved hacking, warez, copyrighted material, pornography including child pornography, snuff, drugs, bombs, etc as well as no-hold-barred discussion which was also common sight in USENET in English Due to lax data protection law as well as the fact that most community generated site were owned by an individual, people were still reluctant to even create avatar account. More importantly, many of these site start as a secret retreat from the owner's real life, where s/he can be away from his job, his social standing, obligation, etc. Consequently, the owner of site often remained anonymous but with a designated nickname such as Kanrinin-san (Mr/Mrs Admin). Consequently, forum which requires registration never really took off in Japan. Later, these anonymous message board including USENET, which preceded it, came to be know collectively as "Nanashi Warudo" (The World of Anonymous, Nanashi=NoName=Anonymous), which in turn was mock of "Ayashii Warudo" "The World of Suspicious/Dubious". The armature anonymous message board had number limitation, most notably the limitation of server capacity. Due to higher cost of bandwidth in 90s, dominant form of community site was text based and did not allow transfer of image. Secondly, only form fund to run the site was from the owner's day job and meagre earning from (often pornographic) banner ad. Moreover, free and open nature of anonymous nature of the posting made any community message board prone to sudden increase in traffic which result in frequent shut down of any popular message board. Moreover, the simple queing of thread in the board made it difficult to find a target thread among the crowd of thread in the board. These restriction limited the appeal of the message board to te</div>

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MAY DAY…MAY DAY!! - The Wing Blog - 0 views

www.yourwingman.com/...may-day%E2%80%A6may-day "motivational keynote speaker" "inspirational "keynote "leadership "sales "convention "fighter pilot"

shared by anonymous on 24 Jul 09 - Cached

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We're Angels With One Wing - 0 views

www.yourwingman.com/...rade-of-courage-in-tough-times "motivational keynote speaker" "inspirational "keynote "leadership "sales "convention "fighter pilot"

shared by anonymous on 15 Jul 09 - Cached

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Heidegger 2 Twitter: Technology, Self & Social Networks. - 11 views

blog.semanticfoundry.com/...hts-on-self-interaction-design heidegger media theory technology design

shared by Adam Bohannon on 06 Dec 09 - Cached

Both object and subject are converted to a “standing-reserve”, to be disaggregated, redistributed, recontextualized, and reaggregated.
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And human individuals, who were once reduced to resources (Frederick Taylor, and the authoritarianism of Human Resource departments), or “eyeballs” in the terminology of internet marketing executives; are now the creative engines of growth, innovation, and creativity.
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This becomes even more interesting when we wonder about the context and meaning of start-ups intentionally exposing their office space’s ductwork - as if the open office with exposed pipes re-instantiates a manifestation of the hearth, or at least ‘un-hides’ the circulatory system of commerce.
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Postmodern technology uses the hyper-reality of simulations to get rid of the limitations imposed by reality. The limit of postmodern reality is not the total objectification of nature, but the replacement of reality by virtual reality totally under our control.
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Borgmann’s antidote for losing our personality to the shallowness and superficiality of hyper-reality is to return to focal activities.
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It takes commitment on our part to engage in focal activities, but the effort affords us a chance to maintain some sense of self in the technological world.
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Thus technological rationality can claim that technologies are value neutral, and only uses are good or evil, despite the fact that the uses are shaped by the technologies.
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And technology leads to new forms of domination. For the critical theorists history has always had domination, but in our time domination has changed from master over slave or lord over serf to the domination of humanity by economics and the market. We are given the illusion of liberty, but that is simply the freedom to choose between brands of mass-produced products.
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Computer technology further de-contextualizes human experience by emphasizing information over understanding. And computers further domination by providing new means of tracking the productivity of workers to the corporation and depersonalizing supervision; very much a modern panopticon envisioned by Jeremy Bentham.
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Foucault’s view allows for the possibility that information technology could be used to put people in more direct communication with each other and spread the concentration of power over society.
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MS Word and freely available blogging software encourages us to constantly revise, so a work becomes a series of drafts, none of which is final (just like this post).
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Gould’s attitude towards design finds philosophical support in pragmatism. Pragmatism recognizes that everyone is socially situated. Dewey taught that scientific theories or methods of logic are tools used in a certain social practice. Attention to the practices surrounding an object are important to understanding it. Since he viewed knowledge as participatory he argued that learning must come about by doing.
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Metaphors provide us a way of understanding the world, by associating one thing with another. Powerful metaphors are like magic, and inform how we think of the objects described, revealing hidden aspects of the thing described. New metaphors for the forces in our lives will suggest new ways of living.
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Metaphors interact with technology in several ways: technology serves as a source of metaphors, new technologies are understood metaphorically, and our metaphors in life pose problems to be solved technologically
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By developing new metaphors, interface designers can suggest new ways of working with computers. If these metaphors are carefully chosen then they will provide a natural model which makes operation of the machine easy.
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Just as metaphors can help us understand computers, computers can provide new metaphors for life. Postmodern theories of psychology suggest that there is no single unified “ego”, but that each of us is made up of a multiplicity of parts, while Minsky discusses the “agencies of mind” in his book “The Society of Mind.” Philip Bromberg claims that a healthy personality is one in which different aspects of the self can come to know one another and reflect upon each other.
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This fluid multiplicity of personality is what gives us our flexibility and resilience.
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Social networks allow participants to explore different aspects of their personality, to manufacture and evolve aspects of their personality depending on context and mood.
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While some observers might see this activity as evidence of Heidegger’s disaggregation of the subject by technology, it can also be seen as a model for Bromberg’s self as being one while being many. This is just one way in which computer technology, the internet, and connected social networks can show us a new way of understanding ourselves.
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Life Online or Unplugged? Technology's Impact on Kids - 1 views

video.foxnews.com/...ged-technologys-impact-on-kids technology health gaming debate

shared by Isaak Lehew on 03 Feb 11 - No Cached

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Tech-savvy 'iGeneration' kids multi-task, connect - USATODAY.com - 5 views

www.usatoday.com/...0-02-10-igeneration10_CV_N.htm GenMe Mediated igeneration tech edtech kids

shared by ensydeout on 03 Mar 11 - No Cached

ensydeout on 03 Mar 11

I am getting the vibe that we're beyond iGeneration, as it seems they are a bit younger, but I found this section pertaining to learning that seemed relevant. Because these kids are more immersed and at younger ages, Rosen says, the educational system has to change significantly. "The growth curve on the use of technology with children is exponential, and we run the risk of being out of step with this generation as far as how they learn and how they think," Rosen says. "We have to give them options because they want their world individualized." Verhaagen agrees. "They know almost every piece of information they want is at their disposal whenever they need it," Verhaagen says. "They're less interested in learning facts and learning data than in knowing how to gain access to it and synthesize it and integrate it into their life. We're talking about kids in elementary school and up and talking about much younger children who know how to get ahold of information. Their brains are developing in ways where they're taking in astronomical amounts of information, screening out unimportant details and focusing on the parts they need."

<div class="cArrow"> </div><div class="cContentInner">I am getting the vibe that we're beyond iGeneration, as it seems they are a bit younger, but I found this section pertaining to learning that seemed relevant. Because these kids are more immersed and at younger ages, Rosen says, the educational system has to change significantly. "The growth curve on the use of technology with children is exponential, and we run the risk of being out of step with this generation as far as how they learn and how they think," Rosen says. "We have to give them options because they want their world individualized." Verhaagen agrees. "They know almost every piece of information they want is at their disposal whenever they need it," Verhaagen says. "They're less interested in learning facts and learning data than in knowing how to gain access to it and synthesize it and integrate it into their life. We're talking about kids in elementary school and up and talking about much younger children who know how to get ahold of information. Their brains are developing in ways where they're taking in astronomical amounts of information, screening out unimportant details and focusing on the parts they need."</div>

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