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Lisa Levinson

What is Digital Literacy? - Enhancing Digital Literacy - New York City Department of Ed... - 0 views

schools.nyc.gov/...default.htm

womenslearningstudio WLStudio literacy 21stCenturySkills technology education literacies digital literacy

shared by Lisa Levinson on 23 Apr 13 - No Cached
  • Doris Reeves-Lipscomb on 23 Apr 13
     
    Digital Literacy, NYC Department of Education "Digital literacy is more than knowing how to send a text or watch a music video. It means having the knowledge and ability to use a range of technology tools for varied purposes. A digitally literate person can use technology strategically to find and evaluate information, connect and collaborate with others, produce and share original content, and use the Internet and technology tools to achieve many academic, professional, and personal goals. "
  • Lisa Levinson on 24 Jun 15
     
    "Digital literacy is more than knowing how to send a text or watch a music video. It means having the knowledge and ability to use a range of technology tools for varied purposes. A digitally literate person can use technology strategically to find and evaluate information, connect and collaborate with others, produce and share original content, and use the Internet and technology tools to achieve many academic, professional, and personal goals."
Doris Reeves-Lipscomb

Tune In to Focus at Will - ProfHacker - Blogs - The Chronicle of Higher Education - 0 views

chronicle.com/...61367

focus music infotention Chronicle HE womenslearningstudio

shared by Doris Reeves-Lipscomb on 11 Dec 15 - No Cached
  • Doris Reeves-Lipscomb on 11 Dec 15
     
    Focus at Will--a new music service that helps people focus on their writing, editing, researching, etc. by Natalie Houston, 12.3.2015
Doris Reeves-Lipscomb

Meg Jay: Why 30 is not the new 20 | Video on TED.com - 0 views

www.ted.com/..._why_30_is_not_the_new_20.html

ted video Jay network WomensLearningStudio

shared by Doris Reeves-Lipscomb on 30 Jun 13 - No Cached
  • Doris Reeves-Lipscomb on 30 Jun 13
     
    Excellent video on why 20s are critical adult forming period--brain is fully formed for adulthood; "Plan and not quite enough time to do great things"--Leonard Bernstein Musical chair relationships and fear of not being able to sit down at age 30 with partner for life can cause bad decision making Post millennial crisis is not having the career that you want, or family that you want Story of Emma--at age 25--"having an identity crisis". Thought she might want to work in art or entertainment. Lived with boyfriend who displayed temper more than ambition. Head in lap, and sobbed for hour. In case of emergency, please call. who will be there for me? Told her three things that all 20 somethings need to hear: 1. Get identity capital--investment in who you might want to be next. Identity capital begets identity capital. Discounting exploration is not supposed to count when it is procrastination. 2. New piece of capital or person to date comes from weak ties--half of 20 somethings are underemployed, and half of them are not--reaching out to weak ties is how you connect; 3. You can't pick your family but you can pick your friends. You can pick your family and the time is now. The best time to work on your marriage is before you are married. Consciously choosing what you want. Found an old roommate's cousin who helped her get a job; married and has plenty of emergency contacts. One good conversation, one good Ted Talk can have an enormous impact. "Thirty is not the new 20, claim your adulthood, get your identity capital, reach out to weak ties to make your family.
Doris Reeves-Lipscomb

7 Steps to Getting Unstuck and Becoming More Productive | Michael Hyatt - 0 views

michaelhyatt.com/-becoming-more-productive.html

unstuck focus productivity Hyatt blog womenslearningstudio

shared by Doris Reeves-Lipscomb on 17 Mar 14 - No Cached
  • Doris Reeves-Lipscomb on 17 Mar 14
     
    Love this blog post by Michael Hyatt in 2011? on getting unstuck and becoming more productive Here are seven steps to getting unstuck. They are not that revolutionary on their own, but practiced together, they are like a defibrillator for your productivity: 1. Create a to-do list for today 2. Turn on some inspiring music 3. Turn off the social web 4. Do one task at a time. 5. Group similar tasks together. 6. Take frequent breaks 7. Rinse and repeat
Doris Reeves-Lipscomb

Using a Tablet to Enhance Your Senior Years | AARP TEK Talk - YouTube - 0 views

www.youtube.com/watch

Jones AARP TekTalk book ipad womenslearningstudio

shared by Doris Reeves-Lipscomb on 27 May 15 - No Cached
  • Doris Reeves-Lipscomb on 27 May 15
     
    video (17 minutes) of Gary Jones, co-author of "My iPad for Seniors" to use the tablet to "travel the world, cook an awesome meal, listen to your favorite music, read a bestseller, or have a face-to-face conversation with your grandchild. Values the freedom that comes with it--cites learning how to ride a bike, obtaining a driver's license with getting an iPad.
Doris Reeves-Lipscomb

Tethered to Tech and Resenting It - Next Avenue - 0 views

www.nextavenue.org/tethered-tech-and-resenting-it

tech Next Avenue off-grid balance Cassara womenslearningstudio

shared by Doris Reeves-Lipscomb on 26 May 15 - No Cached
  • Doris Reeves-Lipscomb on 26 May 15
     
    Reflective piece by Carol A. Cassara, March 26, 2015, on changing from a fast beat of life (in musical terms--prestissimo) enabled by social media and technology to adagio (moderately slow) by breaking old habits of checking email before the sun comes up every day. "Relaxation is a muscle that needs to be exercised, and I think it's one workout I'm really going to enjoy."
Doris Reeves-Lipscomb

Shut Up and Sit Down - The New Yorker - 0 views

www.newyorker.com/...dangerous-leadership-obsession

leadership history Rothman NewYorker womenslearningstudio

shared by Doris Reeves-Lipscomb on 22 Mar 16 - No Cached
  • People who fetishize leadership sometimes find themselves longing for crisis.
  • Our faith in the value of leadership is durable—it survives, again and again, our disappointment with actual leaders.
  • f you’re flexible in how you translate the word “leadership,” you’ll find that people have been thinking about it for a very long time.
  • ...14 more annotations...
  • Rost found that writers on leadership had defined it in more than two hundred ways. Often, they glided between incompatible definitions within the same book: they argued that leaders should be simultaneously decisive and flexible, or visionary and open-minded. The closest they came to a consensus definition of leadership was the idea that it was “good management.” In practice, Rost wrote, “leadership is a word that has come to mean all things to all people.”
  • “The End of Leadership,” from 2012, Barbara Kellerman, a founding director of the Harvard Kennedy School’s Center for Public Leadership, wrote that “we don’t have much better an idea of how to grow good leaders, or of how to stop or at least slow bad leaders, than we did a hundred or even a thousand years ago.” She points out that, historically, the “trajectory” of leadership has been “about the devolution of power,” from the king to the voters, say, or the boss to the shareholders. In recent years, technological and economic changes like social media and globalization have made leaders less powerful.
  • Max Weber distinguished between the “charismatic” leadership of traditional societies and the “bureaucratic” leadership on offer in the industrialized world.
  • Khurana found that many companies passed over good internal candidates for C.E.O. in favor of “messiah” figures with exceptional charisma.
  • Charismatic C.E.O.s are often famous, and they make good copy;
  • y the mid-twentieth century
  • “process-based” approach. T
  • if you read a detailed, process-oriented account of Jobs’s career (“Becoming Steve Jobs,” by Brent Schlender and Rick Tetzeli, is particularly good), it’s clear that Jobs was a master of the leadership process. Time and time again, he gathered intelligence about the future of technology; surveyed the competition and refined his taste; set goals and assembled teams; tracked projects, intervening into even apparently trivial decisions; and followed through, considering the minute details of marketing and retail. Although Jobs had considerable charisma, his real edge was his thoughtful involvement in every step of an unusually expansive leadership process.
  • some organizations the candidate pool is heavily filtered: in the military, for example, everyone who aspires to command must jump through the same set of hoops. In Congress, though, you can vault in as a businessperson, or a veteran, or the scion of a political family.
  • whether times are bad enough to justify gambling on a dark-horse candidate.
  • Leadership BS
  • five virtues that are almost universally praised by popular leadership writers—modesty, authenticity, truthfulness, trustworthiness,
  • and selflessness—and argues that most real-world leaders ignore these virtues. (If anything, they tend to be narcissistic, back-stabbing, self-promoting shape-shifters.) To Pfeffer, the leadership industry is Orwellian.
  • Reading Samet’s anthology, one sees how starkly perspectival leadership is. From the inside, it often feels like a poorly improvised performance; leading is like starring in a lip-synched music video. The trick is to make it look convincing from the outside. And so the anthology takes pains to show how leaders react to the ambiguities of their roles. In one excerpt, from the memoirs of Ulysses S. Grant, Samet finds him marching toward an enemy camp. Grant, a newly minted colonel who has never commanded in combat, is terrified: “My heart kept getting higher and higher, until it felt to me as though it was in my throat.” When the camp comes into view, however, it’s deserted—the other commander, Grant surmises, “had been as much afraid of me as I had been of him.” Leaders, he realizes, are imagined to be fearless but aren’t; ideally, one might hide one’s fear while finding in it clues about what the enemy will do.
  • Doris Reeves-Lipscomb on 22 Mar 16
     
    article by Joshua Rothman on leadership and how our views of leadership have changed through the centuries and how leadership virtues don't always agree with the actions taken by "leaders" whom we admire. 
Doris Reeves-Lipscomb

The peak of 'free' on the Internet - 0 views

mashable.com/...peak-free-internet

internet free fremium womenslearningstudio

shared by Doris Reeves-Lipscomb on 15 Jun 15 - No Cached
  • free things aren’t going anywhere anytime soon. There’s more free product online right now than at any other time in history. We’re talking Daily Show clips, Google Books and entire libraries of music and news from every corner of the globe backed by advertising. Free is bait. It's supposed to get you hooked. If you’ve played many mobile games, this pattern might be familiar. It’s called “freemium,” in which companies offer their apps at no cost and then charge for the good stuff once you’re addicted. (This model is also popular among drug dealers.)
  • Doris Reeves-Lipscomb on 15 Jun 15
     
    Mashable on internet has gone as far as it can with free news, entertainment, services, etc.
Doris Reeves-Lipscomb

Living by the Numbers: A Tyranny of Data? - SPIEGEL ONLINE - 0 views

www.spiegel.de/...nto-the-future-a-899964-7.html

tyranny data spiegel online womenslearningstudio

shared by Doris Reeves-Lipscomb on 28 Jul 15 - No Cached
  • So far, many companies have tried to dispel such fears by noting that the data they gather, store and analyze remains "anonymous." But that, as it turns out, is not entirely accurate, in that it sells the power of data analysis radically short. Take the analysis of anonymous movement profiles, for example. According to a current study by the online journal Scientific Reports, our mobility patterns are so different that that they can be used to "uniquely identify 95 percent of the individuals." The more data is in circulation and available for analysis, the more likely it is that anonymity becomes "algorithmically impossible," says Princeton computer scientist Arvind Narayanan. In his blog, Narayanan writes that only 33 bits of information are sufficient to identify a person.
  • A study by New York advertising agency Ogilvy One concludes that 75 percent of respondents don't want companies to store their personal data, while almost 90 percent were opposed to companies tracking their surfing behavior on the Internet.
  • Is it truly desirable for cultural assets like TV series or music albums to be tailored to our predicted tastes by means of data-driven analyses? What happens to creativity, intuition and the element of surprise in this totally calculated world?
  • ...2 more annotations...
  • But for a modern society, an even more pressing question is whether it wishes to accept everything that becomes possible in a data-driven economy. Do we want to live in a world in which algorithms predict how well a child will do in school, how suitable he or she is for a specific job -- or whether that person is at risk of becoming a criminal or developing cancer?
  • Users, of course, "voluntarily" relinquish their data step by step, just as we voluntarily and sometimes revealingly post private photos on Facebook or air our political views through Twitter. Everyone is ultimately a supplier of this large, new data resource, even in the analog world, where we use loyalty cards, earn miles and rent cars.
  • Doris Reeves-Lipscomb on 28 Jul 15
     
    #7 in a series on big data by Martin Muller, Marcel Rosenback and Thomas Schulz
Doris Reeves-Lipscomb

Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 0 views

www.edweek.org/...h-is-not-transforming-how.html

EdTech education technology Edweek teach online_learning womenslearningstudio

shared by Doris Reeves-Lipscomb on 24 Jun 15 - No Cached
  • teachers are far more likely to use technology to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning. Case study after case study describe a common pattern inside schools: A handful of "early adopters" embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.
  • numerous culprits
  • Washington-based International Society for Technology in Education
  • ...12 more annotations...
  • project-based unit on social-justice movements
  • Their goal: Produce independent research papers on topics of their choice, then collaboratively develop a multimedia presentation of their findings with classmates researching the same issue.
  • cloud-based tool called Google Slides
  • prepare written text (61 percent of respondents reported that their students did so "sometimes" or "often") conduct Internet research (66 percent), or learn/practice basic skills (69 percent).
  • "job-embedded" professional development
  • "most teachers [at the school] had adapted an innovation to fit their customary practices."
  • "second order" obstacles.
  • expanding teachers' knowledge of new instructional practices that will allow them to select and use the right technology, in the right way, with the right students, for the right purpose.
  • eachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized.
  • "We're telling teachers that the key thing that is important is that students in your classroom achieve, and we're defining achievement by how they do on [standardized] tests," she said. "That's not going to change behavior."
  • Far more rare were teachers who reported that their students sometimes or often used technology to conduct experiments (25 percent), create art or music (25 percent), design and produce a product (13 percent), or contribute to a blog or wiki (9 percent.)
  • "The smarter districts use those teachers to teach other teachers how to integrate tech into their lessons,"
  • Doris Reeves-Lipscomb on 24 Jun 15
     
    Great article on why more progress in the classroom isn't happening with student-centered uses of technology. June 10, 2015 Edweek, quotes Larry Cuban.
Doris Reeves-Lipscomb

5 Steps for Creating Healthy Habits | The Chopra Center - 0 views

www.chopra.com/...ps-for-creating-healthy-habits

habits chopra change self-development self-improvement womenslearningstudio

shared by Doris Reeves-Lipscomb on 02 Mar 16 - No Cached
  • Step 1: Set Goals by Baselining Your Health
  • Step 3: Identify Harmful Patterns
  • Visualizing your desired outcome is a useful tool in your journey. “Seeing” yourself as you wish to be has helped smokers quit, obese people lose weight, and sports champions achieve their goals. In order to change the printout of the body, you must learn to rewrite the software of the mind.
  • ...5 more annotations...
  • Step 4: Make Steady Changes
  • One way to break that cycle is to reward ourselves in a different way. Instead of eating cake, we can go play a game or listen to music.
  • Some of the choices that trigger dopamine's release: eating sweet foods, taking drugs, having sex.
  • So begin with a victory you can define and which means something to you.
  • How long does it take to form a new habit? An average of 66 days, according to a 2009 study from University College, London. Repetition and giving yourself time to adjust are the main factors in forming a new behavior pattern.
  • Doris Reeves-Lipscomb on 02 Mar 16
     
    Deepak Chopra offers 5 steps for creating healthy habits
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