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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).
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Paulo Freire, Pedagogy of the Oppressed - 0 views

www.marxists.org/...ch03.htm pedagogy love Freire ELI2009
shared by Mike Wesch on 08 Jan 09 - Cached
  • When a word is deprived of its dimension of action, reflection automatically suffers as well; and the word is changed into idle chatter, into verbalism, into an alienated and alienating “blah.”
  • since dialogue is the encounter in which the united reflection and action of the dialoguers are addressed to the world which is to be transformed and humanized, this dialogue cannot be reduced to the act of one person’s “depositing” ideas in another; nor can it become a simple exchange of ideas to be “consumed” by the discussants.
  • Dialogue cannot exist, however, in the absence of a profound love for the world and for people.
  • ...32 more annotations...
  • Because love is an act of courage, not of fear, love is commitment to others.
  • If I do not love the world — if I do not love life — if I do not love people — I cannot enter into dialogue.
  • dialogue cannot exist without humility.
  • Dialogue further requires an intense faith in humankind, faith in their power to make and remake, to create and re-create, faith in their vocation to be more fully human
  • the “dialogical man” believes in others even before he meets them face to face.
  • Founding itself upon love, humility, and faith, dialogue becomes a horizontal relationship of which mutual trust between the dialoguers is the logical consequence.
  • naming of the world
  • Whereas faith in humankind is an a priori requirement for dialogue, trust is established by dialogue.
  • Nor yet can dialogue exist without hope. Hope is rooted in men’s incompletion, from which they move out in constant search
  • critical thinking — thinking which discerns an indivisible solidarity between the world and the people and admits of no dichotomy between them — thinking which perceives reality as process, as transformation, rather than as a static entity — thinking which does not separate itself from action, but constantly immerses itself in temporality without fear of the risks involved.
  • We must never merely discourse on the present situation, must never provide the people with programs which have little or nothing to do with their own preoccupations, doubts, hopes, and fears — programs which at times in fact increase the fears of the oppressed consciousness. It is not our role to speak to the people about our own view of the world, nor to attempt to impose that view on them, but rather to dialogue with the people about their view and ours. We must realize that their view of the world, manifested variously in their action, reflects their situation in the world. Educational and political action which is not critically aware of this situation runs the risk either of “banking” or of preaching in the desert.
  • Often, educators and politicians speak and are not understood because their language is not attuned to the concrete situation of the people they address. Accordingly their talk is just alienated and alienating rhetoric.
  • he dialogue of education as the practice of freedom
  • oncept of a generative theme
  • t is as transforming and creative beings that humans, in their permanent relations with reality, produce not only material goods — tangible objects — but also social institutions, ideas, and concepts
  • Generative themes can be located in concentric circles, moving from the general to the particular.
  • I consider the fundamental theme of our epoch to be that of domination — which implies its opposite, the theme of liberation, as the objective to be achieved.
  • For example, underdevelopment, which cannot be understood apart from the relationship of dependency, represents a limit-situation characteristic of societies of the Third World.
  • I must re-emphasize that the generative theme cannot be found in people, divorced from reality; nor yet in reality, divorced from people; much less in “no man’s land.” It can only be apprehended in the human-world relationship.
  • For precisely this reason, the methodology proposed requires that the investigators and the people (who would normally be considered objects of that investigation) should act as co-investigators.
  • Actually, themes exist in people in their relations with the world, with reference to concrete facts.
  • We must realize that the aspirations, the motives, and the objectives implicit in the meaningful thematics are human aspirations, motives, and objectives.
  • a common striving towards awareness of reality and towards self-awareness,
  • As a process of search, of knowledge, and thus of creation, it requires the investigators to discover the interpenetration of problems, in the linking of meaningful themes.
  • the comprehension of total reality
  • Thus, the process of searching for the meaningful thematics should include a concern for the links between themes, a concern to pose these themes as problems, and a concern for their historical-cultural context.
  • Just as the educator may not elaborate a program to present to the people, neither may the investigator elaborate “itineraries” for researching the thematic universe, starting from points which he has predetermined.
  • That is, they must consist of communication and of the common experience of a reality perceived in the complexity of its constant “becoming.”
  • Human beings are because they are in a situation. And they will be more the more they not only critically reflect upon their existence but critically act upon it.
  • One of these basic themes (and one which I consider central and indispensable) is the anthropological concept of culture. Whether men and women are peasants or urban workers, learning to read or enrolled in a post-literacy program, the starting point of their search to know more (in the instrumental meaning of the term) is the debate of the concept. As they discuss the world of culture, they express their level of awareness of reality in which various themes are implicit. Their discussion touches upon other aspects of reality which comes to be perceived in an increasingly critical manner These aspects in turn involve many other themes.
  • I am more and more convinced that true revolutionaries must perceive the revolution, because of its creative and liberating nature, as an act of love
  • This affirmation contains an entire dialogical theory of how to construct the program content of education, which cannot he elaborated according to what the educator thinks best for the students.
  • Mike Wesch on 08 Jan 09
     
    For precisely this reason, the methodology proposed requires that the investigators and the people (who would normally be considered objects of that investigation) should act as co-investigators.
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Landes Bioscience - Home - 0 views

www.landesbioscience.com/...guidelines
shared by Mads Gorm Larsen on 22 Dec 08 - Cached
  • should be added to either an author's userspace at Wikipedia (preferred route) or added directly to the main Wikipedia space
    • Mads Gorm Larsen
      Mads Gorm Larsen on 22 Dec 08
       
      Notice that the preferred route is that you ad it as a subpage to your own userpage. I have no idea why that is so, but I think that the reqirement for wikipedia to leave to material is much lower that if added to the main wikipedia space. What do you think, should all university students add their abstract from large papers to wikipedia, and is Media wiki the right software for the job?
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Design Investigations: Michael Wesch Explains Everything - 0 views

bennettation.blogspot.com/...wesch-explains-everything.html wesch kudos
shared by Mike Wesch on 01 Jan 09 - Cached
  • The very idea that a professor of anthropology has become a star via self-publishing on the internet is testimony to what he and his students are studying. 
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2-Channel Gives Japan's Famously Quiet People a Mighty Voice - 0 views

www.wired.com/...2channel anonymous Japan 2chan activism participation pdf2009
shared by Mike Wesch on 26 May 09 - Cached
  • The forum's origins trace back to a college apartment in Arkansas, where founder Hiroyuki Nishimura was a student in May 1999
  • 2.5 million posts a day and about 800 active boards split into thousands of threads, 2-channel is the biggest BBS in the world
  • On occasion, the 2-channel community behaves like a mob, turning on members who transgress with massive amounts of hate mail, the revelation of private information and stalkers monitoring their homes 24/7.
  • ...1 more annotation...
  • Vote rigging: When comedian Masashi Tashiro was nominated for Time magazine's Person of the Year in 2001, 2-channelers hacked the voting system and placed multiple votes that propelled him to the No. 1 position over Osama bin Laden and George W. Bush, and crashed Time.com's server. Tashiro -- who is infamous for his blatant sexual harassment and belligerent public behavior -- was removed from the list.
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Best thing since sliced bread: Lightspeed users...blocking chat sites...add these NOW. - 0 views

bestsinceslicedbread.blogspot.com/...ersblocking-chat-sitesadd.html ksudigg edtech education chatroulette
shared by Bill Genereux on 01 Mar 10 - Cached
  • Bill Genereux on 01 Mar 10
     
    Michael Perbix is the school computer tech who is featured in a YouTube video explaining how to remotely activate the laptop cameras at the school district currently in hot water over spying on students. In this somewhat ironic blog post he warns other computer techs they should be blocking chatroulette in school firewalls.
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GhostExodus, the ETA, and a Control-Systems Incident at Carrell Clinic (Part ... - 0 views

www.mcgrewsecurity.com/...ghostexodus-part2 hacker busted youtube hvac security cybercrime
shared by Bill Genereux on 03 Mar 10 - Cached
  • Bill Genereux on 03 Mar 10
     
    From Robert Wesley McGrew's computer security blog. Describes how he busted the hacker GhostExodus.
  • Bill Genereux on 03 Mar 10
     
    A Ph.D. student who busted a hacker who infiltrated a hospital control system by analyzing YouTube videos that bragged about the process.
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YouTube - Gotta Keep Reading - Ocoee Middle School - 0 views

www.youtube.com/watch ksudigg school youtube reading students dancing
shared by Bill Genereux on 20 Mar 10 - Cached
  • Bill Genereux on 20 Mar 10
     
    Flash Mob video about reading.
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YouTube - School spying on students? - 0 views

www.youtube.com/watch
shared by Bill Genereux on 22 Apr 10 - Cached
  • Bill Genereux on 22 Apr 10
     
    At 3:30 the attorney addresses the larger issue... that many have laptops with cameras at home that can potentially be remotely activated.
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The Blackboard Versus the Keyboard | The Big Money - 0 views

www.thebigmoney.com/...blackboard-versus-keyboard ksudigg education edtech highered laptops
shared by Bill Genereux on 21 Apr 10 - Cached
  • Sieber privately informed the students after their first exam that they scored lower by 11 percent than their counterparts without laptops
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Education killing creativity - 0 views

www.ted.com/...s_schools_kill_creativity.html
shared by Shawna Allen on 28 Jan 11 - Cached
  • Nate Bozarth on 28 Jan 11
     
    Sir Ken Robinson speaks about how our education system strips students of their creativity. It teaches us to not risk ever being wrong. "If you're not prepared to be wrong, you will not come up with anything original." The hierarchy of educational importance begins with math and science and ends with the arts. The system was born of the Industrial Revolution pragmatically. We're in post-Industrial Revolution times. Academic inflation is necessitating that one gets a MA for a good job.
  • Shawna Allen on 01 Feb 11
     
    This makes me think back to the other day in class when Dr. Wesch brought up excellent questions. Who decided in 16 weeks is enough time to be educated in a certain subject? We cram so much information into such a short amount of time. Even the way we are taught to learn is sometimes misguiding. Ken Robinson makes a great point when he states the following: "All children are born artists...either we grow into it or we grow out of it or rather we get educated out of it."
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Why I Ban Laptops in my Classroom - 3 views

www.britannica.com/...-i-ban-laptops-in-my-classroom ban laptops classroom rules teachers and technology luddite
shared by presentsavage on 12 Feb 11 - Cached
  • presentsavage on 12 Feb 11
     
    Professor thinks laptops encourage thoughtless transcription of lectures, give bored students something to do. It's only a matter of time before he goes this far: http://www.ebaumsworld.com/video/watch/80925439/
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College Freshmen Stress Levels High, Survey Finds - NYTimes.com - 5 views

www.nytimes.com/...27colleges.html Levels for College Students Emotional Health
shared by Hunter Gilson on 27 Jan 11 - No Cached
  • Caitlin Reynolds on 27 Jan 11
     
    "And while men who challenged their professor's ideas in class had a decline in stress, for women it was associated with a decline in well-being."
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