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David McGavock

Interpersonal ties - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Interpersonal_ties

ties Interpersonal PLN social learning culture

shared by David McGavock on 27 Jun 11 - Cached
  • more novel information flows to individuals through weak rather than strong ties.
  • Acquaintances, by contrast, know people that we do not, and thus receive more novel information.[1]
  • the fact that two people may know each other by name does not necessarily qualify the existence of a weak tie. If their interaction is negligible the tie may be absent. The "strength" of an interpersonal tie is a linear combination of the amount of time, the emotional intensity, the intimacy (or mutual confiding), and the reciprocal services which characterize each tie.[2]
  • ...3 more annotations...
  • In 1954, the Russian mathematical psychologist Anatol Rapoport commented on the "well-known fact that the likely contacts of two individuals who are closely acquainted tend to be more overlapping than those of two arbitrarily selected individuals." This argument became one of the cornerstones of social network theory.
  • In a related line of research in 1969, anthropologist Bruce Kapferer, published "Norms and the Manipulation of Relationships in a Work Context" after doing field work in Africa. In the document, he postulated the existence of multiplex ties, characterized by multiple contexts in a relationship.[4][5]
  • Social networks In social network theory, social relationships are viewed in terms of nodes and ties. Nodes are the individual actors within the networks, and ties are the relationships between the actors. There can be many kinds of ties between the nodes. In its simplest form, a social network is a map of all of the relevant ties between the nodes being studied.
  • David McGavock on 27 Jun 11
     
    "Interpersonal ties From Wikipedia, the free encyclopedia Nodes (individuals) and ties (connections) in social networks. In mathematical sociology, interpersonal ties are defined as information-carrying connections between people. Interpersonal ties, generally, come in three varieties: strong, weak, or absent. Weak social ties, it is argued, are responsible for the majority of the embeddedness and structure of social networks in society as well as the transmission of information through these networks. "
Charles van der Haegen

Manuel Castells on Vimeo communication Power. Protecting the Commons of Communication S... - 0 views

social media communication power information journalism democracy

shared by Charles van der Haegen on 17 Jul 11 - No Cached
  • Charles van der Haegen on 17 Jul 11
     
    This is a fundamental lecture. Everyone interested in the future of the World should see this: Basic points (litterally transcribed from manuel Castells' conclusions * communication is the field of Power Making *Communication space has been transformed both by technology and by the restruction of Business and of the Madia *Because of that one of the things that has happened is that the space in the networked society, the space of communication, is more pervasive than ever in History: We all live in a hypertext of Communication * In that space, one of the things that has happenend is to increase the possibilities of the intervention, in autonomous terms, by people, by social actors, by grassroots movements, by social movements and by insurgent politics *It doesn't mean that there is freedom, it means that there are greater chances, greater possibilities *At the same time, because of that, business powers and political powers have understood the need to control also the horizontal networks of communication * Also to play the politics of the internet now has become too important and therefore we have all the attempts to senson the internet * We have all the attempts to use Internet users as potential hiders and cheaters *We have the debate of Internet neutrality because the owners of internet infrastructure are trying to appropriate the infrastructure for the servive of their clients and customers SO WE HAVE A MAJOR? MAJOR POLITICAL BATTLE? AND BUSINESS BATTLE FOR THE CONTROL OF INTERNET And so the most important practical conclusion of my analysis is that the autonomous construction of meaning can only proceed by preserving the commons of communication networks made possible by Internet, a free creation of freedom lovers This will not be an easy task, becuase the power holders in the network society must, to be in Power, must enclose free communication in commercial and public networks in order to close the public mind by programming the connection between communica
  • Charles van der Haegen on 17 Jul 11
     
    I believe this video to be fundamental, and so close to our themes: Learning, mind Amplifying, collaboration... Let's all together protect the commons of our Communication Space!
David McGavock

Final Report: Introduction | DIGITAL YOUTH RESEARCH - 1 views

digitalyouth.ischool.berkeley.edu/book-introduction

socialnetworks digitalnatives socialnetworking youthmedia

shared by David McGavock on 27 Apr 12 - Cached
  • What is generally lacking in the literature overall, and in the United States in particular, is an understanding of how new media practices are embedded in a broader social and cultural ecology. While we have a picture of technology trends on one hand, and spotlights on specific youth populations and practices on the other, we need more work that brings these two pieces of the puzzle together. How are specific new media practices embedded in existing (and evolving) social structures and cultural categories?
  • we describe how our work addresses this gap, outlining our methodological commitments and descriptive focus that have defined the scope of this book. The first goal of this book is to document youth new media practice in rich, qualitative detail in order to provide a picture of how young people are mobilizing these media and technologies in their everyday lives.
  • In this section of this introductory chapter, we outline our methodological approach and how we have defined the objects and focus of our study. The descriptive frame of our study is defined by our ethnographic approach, the study of youth culture and practice, and the study of new media.
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  • How are new media being taken up by youth practices and agendas? Our analytic question follows from this: How do these practices change the dynamics of youth-adult negotiations over literacy, learning, and authoritative knowledge?
  • We have developed an interdisciplinary analytic tool kit to investigate this complex set of relations between changing technology, kid-adult relations, and definitions of learning and literacy. Our key terms are “genres of participation,” “networked publics,” “peer-based learning,” and “new media literacy.”
  • The primary distinction we make is between friendship-driven and interest-driven genres of participation, which correspond to different genres of youth culture, social network structure, and modes of learning.
  • We use the term “peer” to refer to the people whom youth see as part of their lateral network of relations, whom they look to for affiliation, competition, as well as disaffiliation and distancing. Peers are the group of people to whom youth look to develop their sense of self, reputation, and status.
  • In contrast to friendship-driven practices, with interest-driven practices, specialized activities, interests, or niche and marginalized identities come first.
  • nterest-driven practices are what youth describe as the domain of the geeks, freaks, musicians, artists, and dorks, the kids who are identified as smart, different, or creative, who generally exist at the margins of teen social worlds.
  • Rather than relying on distinctions based on given categories such as gender, class, or ethnic identity, we have identified genres based on what we saw in our ethnographic material as the distinctions that emerge from youth practice and culture, and that help us interpret how media intersect with learning and participation
  • Genres of participation provide ways of identifying the sources of diversity in how youth engage with new media in a way that does not rely on a simple notion of “divides” or a ranking of more- or less-sophisticated media expertise. Instead, these genres represent different investments that youth make in particular forms of sociability and differing forms of identification with media genres.
  • Our work here, however, is to take more steps in applying situated approaches to learning to an understanding of mediated sociability, though not of the school-centered variety. This requires integrating approaches in public-culture studies with theories of learning and participation.
  • A growing body of ethnographic work documents how learning happens in informal settings, as a side effect of everyday life and social activity, rather than in an explicit instructional agenda.
  • Our interest, more specifically, is in documenting instances of learning that are centered around youth peer-based interaction, in which the agenda is not defined by parents and teachers.
  • What counts as learning and literacy is a question of collective values, values that are constantly being contested and negotiated between different social groups. Periods of cultural and technological flux open up new areas of debate about what should count as part of our common culture and literacy and what are appropriate ways for young people to participate in these new cultural forms.
  • While what is being defined as “new media literacy” is certainly not the exclusive province of youth, unlike in the case of “old” literacies youth are playing a more central role in the redefinition of these newer forms. In fact, the current anxiety over how new media erode literacy and writing standards could be read as an indicator of the marginalization of adult institutions that have traditionally defined literacy norms (whether that is the school or the family).
  • our work does not seek to define the components of new media literacy or to participate directly in the normalization of particular forms of literacy standards or practice. Rather, we see our contribution as describing the forms of competencies, skills, and literacy practices that youth are developing through media production and online communication in order to inform these broader debates.
  • Although the tradition of New Literacy Studies has described literacy in a more multicultural and multimodal frame, it is often silent as to the generational differences in how literacies are valued.
  • The chapters that follow are organized based on what emerged from our material as the core practices that structure youth engagement with new media.
  • Media Ecologies, frames the technological and social context in which young people are consuming, sharing, and producing new media.
  • introduces three genres of participation with new media that are an alternative to common ways of categorizing forms of media access: hanging out, messing around, and geeking out.
  • following two chapters focus on mainstream friendship-driven practices and networks.
  • instant messaging, social network sites, and mobile phones
  • making friendships, gossiping, bullying, and jockeying for status are reproduced online, but they are also reshaped
  • chapter on Intimacy
  • examines practices that are a long-standing and pervasive part of everyday youth sociality.
  • flirting, dating, and breaking up.
  • these norms largely mirror the existing practices of teen romance
  • The next chapter on Families also takes up a key “given” set of local social relationships by looking across the diverse families we have encountered in our research. The
  • use of physical space in the home, routines, rules, and shared production and play. The chapter also examines how the boundaries of home and family are extended through the use of new media.
  • final three chapters of the book focus primarily on interest-driven genres of participation, though they also describe the interface with more friendship-driven genres.
  • Gaming examines different genres of gaming practice: killing time, hanging out, recreational gaming, mobilizing and organizing, and augmented game play
  • Creative Production, looking across a range of different case studies of youth production, including podcasting, video blogging, video remix, hip-hop production, fan fiction, and fansubbing.
  • Work examines how youth are engaged in economic activity and other forms of labor using new media. The chapter suggests that new media are providing avenues to make the productive work of youth more visible and consequential.
  • David McGavock on 27 Apr 12
     
    "What is generally lacking in the literature overall, and in the United States in particular, is an understanding of how new media practices are embedded in a broader social and cultural ecology. While we have a picture of technology trends on one hand, and spotlights on specific youth populations and practices on the other, we need more work that brings these two pieces of the puzzle together. How are specific new media practices embedded in existing (and evolving) social structures and cultural categories?"
Alex Grech

Social Media's Slow Slog Into the Ivory Towers of Academia - Josh Sternberg - Technolog... - 0 views

www.theatlantic.com/...244483

PhD Disruption Academia rheingold

shared by Alex Grech on 11 Oct 11 - No Cached
  • If you took a soldier from a thousand years ago and put them on a battlefield, they'd be dead,"
  • "If you took a doctor from a thousand years ago and put them in a modern surgical theater, they would have no idea what to do. Take a professor from a thousand years ago and put them in a modern classroom, they would know where to stand and what to do."
  • So they went back to school to learn how to create Facebook campaigns, how to incorporate SEO best-practices, how to blog, and how to create social media strategies.
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  • But as social interactions and technologies mature, there has been a swing in the pendulum. Professors are now approaching the teaching of social media from a pedagogical perspective, as much as a practical one.
  • the theories behind social media: why do things go viral, the social theories of how people act and how they communicate to a network, or one person at a time, and why do certain tools work they way they do for us
  • Instead of understanding social media as products, students are encouraged to treat status updates as part of a larger information ecosystem.
  • With social media being a pervasive, if not invasive, aspect of our lives, it makes perfect sense for the Ivory Tower to embrace social media from a theoretical perspective to help students understand the technology and its effect on their daily lives, as well as the epistemological question of "how do we know what we know?"
  • The medium is relatively new enough that there's no canon shaping social media, just conceptual frameworks for looking at the effects of social media on students' lives and communities and on society as a whole. The task of academics is to give students a vocabulary to understand these perspectives, tools to make sense of the theoretical discussions and think critically about social media.
  • "I don't think you have the credibility of doing research, of writing about, unless you get to really know that culture. And the best way of knowing the culture is to actually be immersed in it."
  • "no positive incentives for innovating in pedagogy."
  • Rheingold puts it,
  • Underpinning a disdain for social media in higher education is the assumption that incoming students already have an inherent aptitude for new technologies
  • Terms like "digital native" (those born during or after the introduction of digital technology -- computer, Internet, etc. -- and have an assumed greater understanding of how technology works because they've been using digital technology their entire lives) and "digital immigrant" (those born before this introduction and have had to adapt and adopt the technology at a later point in life) have been bandied around by experts and marketers as ways of classifying and differentiating between generations, and, more importantly, the expectations of those who fall into either category.
  • it has stopped educators from teaching what they need to teach. It has scared educators into thinking students know more than us. God forbid we learn something from our students. And, so, we assumed these kids already know, and we don't teach them. And we expect them to know things and we grade them; we evaluate them; we hire them based on what we think, we assume, they know. And they don't. How would you know this stuff if no one ever bothered to point it out to you that this is something you should be learning, because everyone assumes you already know?"
  • the lack of critical literacy.
  • ce students of the Digital Age have not had to acclimate to this sweeping change from analog to digi
  • al and are assumed to possess some innate technological knowledge based solely on the year they were born, they don't necessarily have to acclimate to the sheer velocity of recent innovations.
  • "We have on our hands the last generation of educators who do remember life before these tools, and so therefore, we have an opportunity to teach some critical literacy that these students may not get otherwise; this generation may not get otherwise
  • Rheingold puts the onus on the students to learn not just from him, but from each other. Instructors can serve as a facilitator, but the student has to want to be there, process that information, and use that information in a productive way.
  • "The issues around social media -- community, identity, presentation of self, social capital, public sphere, collective action; a lot of important topics from other disciplines -- aren't really being raised in academia," said Rheingold. "They ought to be because these topics, not only academically, in terms of the shifts in media and literacy that they're triggering in the world, are where the students live and work."
Alex Grech

A mini-course on network and social network literacy - howardrheingold's posterous - 2 views

howardrheingold.posterous.com/-network-and-social-network-li

Social Networking PhD

shared by Alex Grech on 27 May 11 - Cached
  • Alex Grech on 27 May 11
     
    Essential viewing.  Rheingold's mini-course on network and social network literacy.
David McGavock

Knight Foundation | Reporter Analysis - 0 views

www.knightfoundation.org/...index.dot

networks foundation socialmedia knight socialnetworking cooperation collaboration

shared by David McGavock on 30 Apr 11 - No Cached
  • The way we engage in public dialogue, coordinate, solve problems—all of it is shifting. New networks are emerging everywhere. It’s exciting—and frightening. What is this new network-centric world? What does it mean for community change?
  • How might our grantmaking respond effectively to a world in which loose networks of individuals, not just formal organizations, are becoming powerful creators of knowledge and action? What default practices should we discard and what new behaviors should we embrace?
  • We asked our partner, Monitor Institute, to take a critical look at the role of networks in community life. Our lens was apolitical.
  • David McGavock on 30 Apr 11
     
    we were interested in the potential of networks-to create stronger bonds or to split us apart. This essay highlights groups that are creatively connecting citizens who are making a difference today, and explores how technology might impact public participation and leadership in the future. The pages are rich with useful examples and lessons about how networks are unlocking assets in communities to support open government, care for the elderly, help disaster victims and advance women's rights. Throughout, the report considers the role philanthropy can play in harnessing the best network-centric practices, the ones that might unleash individual interactivity to achieve social impact at a scale and speed never before possible.
David McGavock

Digital Skills Can Be Quickly Acquired - NYTimes.com - 0 views

www.nytimes.com/...s-can-be-quickly-acquired.html

skills Infotention Personal learning network twitter literacy learning culture

shared by David McGavock on 24 Dec 12 - No Cached
    • David McGavock
      David McGavock on 24 Dec 12
       
      Literacy for professionals.
  • In 2007, there were 150 workshops and courses about digital media and technology but none specifically about social media, according to Carmen Scheidel, Mediabistro’s vice president for education and events.
  • “In general, the digital natives are earlier in their careers, and they are not the ones taking these types of classes,” Ms. Scheidel said. “It tends to be people who are very accomplished in their careers but are new to social media. It is an interesting mix.”
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  • To deliver social media training in a more effective way, Ms. Scheidel said that Mediabistro last year introduced a new approach. Instead of offering mostly small workshops with 15 to 20 students, they began offering what she described as an online social media conference.
  • For midcareer executives, particularly in the media and related industries, knowing how to use Twitter, update your timeline on Facebook, pin on Pinterest, check in on Foursquare and upload images on Instagram are among the digital skills that some employers expect people to have to land a job or to flourish in a current role.
  • Pamela Tate, president and chief executive of the Council for Adult and Experiential Learning, based in Chicago, said digital literacy, including understanding social networking, is now a required skill.
  • To help bridge the gap, major universities, community colleges, online educational businesses from Lynda.com to ed2go.com offer continuing education classes in digital media, including social media skills, Web design, search optimization and Web analytics.
  • The University of San Francisco
  • Harvard’s Extension School
  • Columbia’s Graduate School of Journalism
  • It is a place of business. It is a place where your career will be enhanced or degraded, depending on your use of these tools and services.”
  • Professor Sreenivasan and Ernest R. Sotomayor, assistant dean, career services and continuing education, organized a weekend of panels and workshops in late January for 500 people after a similar weekend conference approach drew 300 students last May.
  • For those participants, who wanted one-on-one attention from an experienced social media user, the “social media doctors” were in the house.
  • The idea behind the “doctors” was to give people some individual instruction at a conference setting
  • Educators also say skills classes have to help translate what seems to be a different language — hashtags, mentions, heart.
David McGavock

Multitasking, social media and distraction: Research review Journalist's Resource: Rese... - 0 views

journalistsresource.org/...raction-what-does-research-say

multitasking research Infotention learning culture

shared by David McGavock on 24 Jul 14 - No Cached
  • researchers have tried to assess how humans are coping in this highly connected environment and how “chronic multitasking” may diminish our capacity to function effectively.
  • Clifford Nass, notes that scholarship has remained firm in the overall assessment: “The research is almost unanimous, which is very rare in social science, and it says that people who chronically multitask show an enormous range of deficits. They’re basically terrible at all sorts of cognitive tasks, including multitasking.”
  • Below are more than a dozen representative studies in these areas:
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  • The researchers conclude that the experiments “suggest that heavy media multitaskers are distracted by the multiple streams of media they are consuming, or, alternatively, that those who infrequently multitask are more effective at volitionally allocating their attention in the face of distractions.”
  • Members of the ‘Net Generation’ reported more multitasking than members of ‘Generation X,’ who reported more multitasking than members of the ‘Baby Boomer’ generation. The choices of which tasks to combine for multitasking were highly correlated across generations, as were difficulty ratings of specific multitasking combinations.
  • same time, these experts predicted that the impact of networked living on today’s young will drive them to thirst for instant gratification, settle for quick choices, and lack patience
  • The educational implications include allowing students short ‘technology breaks’ to reduce distractions and teaching students metacognitive strategies regarding when interruptions negatively impact learning.”
  • survey about the future of the Internet, technology experts and stakeholders were fairly evenly split as to whether the younger generation’s always-on connection to people and information will turn out to be a net positive or a net negative by 2020.
  • said many of the young people growing up hyperconnected to each other and the mobile Web and counting on the Internet as their external brain will be nimble, quick-acting multitaskers who will do well in key respects.
  • similar mental limitations in the types of tasks that can be multitasked.
  • The data suggest that “using Facebook and texting while doing schoolwork were negatively predictive of overall GPA.” However, “emailing, talking on the phone, and using IM were not related to overall GPA.”
  • Regression analyses revealed that increased media multitasking was associated with higher depression and social anxiety symptoms, even after controlling for overall media use and the personality traits of neuroticism and extraversion.
  • David McGavock on 24 Jul 14
     
    Clifford Nass, notes that scholarship has remained firm in the overall assessment: "The research is almost unanimous, which is very rare in social science, and it says that people who chronically multitask show an enormous range of deficits. They're basically terrible at all sorts of cognitive tasks, including multitasking." - See more at: http://journalistsresource.org/studies/society/social-media/multitasking-social-media-distraction-what-does-research-say#sthash.I21dv2wV.dpuf
David McGavock

How to cultivate a personal learning network | Mind Mapping Software Blog - 0 views

mindmappingsoftwareblog.com/personal-learning-network

PLN rheingold twitter learning Personal learning network learning culture

shared by David McGavock on 02 Jul 14 - No Cached
  • Next, I view the topical searches I have set up, looking for gold among the dross. Then finally, if time permits, I’ll view my entire Twitter feed. That’s how I get the most out of my time on Twitter.
    • David McGavock
      David McGavock on 02 Jul 14
       
      This is an important point - using Twitter strategically.
  • 5. Feed the people you follow if you come across information that you suspect would interest them.
  • As you begin to understand what motivates some of the key people you follow, you will naturally encounter nuggets of information that may be of value to them. Make the first move. Share it with them.
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  • So be proactive – share FIRST. Don’t wait for someone you’re connected with to share something with you.
  • 6. Engage the people you follow. Be polite, mindful of making demands on their attention. Put work into dialogue if they welcome it. Thank them for sharing.
  • They’re also a platform for dialogue and discussion, going beyond information exchanges into deeper levels of communication – sharing insights and experiences. Rheingold reminds us to be kind and show gratitude;
  • 7. Inquire of the people you follow, of the people who follow you. But be careful. Ask engaging questions – answers shd be useful to others
  • Being mindful of being useful to others helps to ensure that we build mutually productive and gratifying relationships in our social channels.
  • 8. Respond to inquiries made to you. Contribute to both diffuse reciprocity and quid pro quo
  • Your goal is to identify people and potential sources you can add to your personal knowledge network.
  • In a recent Twitter conversation, he laid out 8 key thoughts on how to build your own personal learning network from your social media channels. Here they are, along with my thoughts on each:
  • 1. Explore: It’s not just about knowing how to find experts, co-learners, but about exploration as invitation to serendipitous encounter.
  • 3. Follow candidates through RSS, Twitter. Ask yourself over days, weeks, whether each candidate merits continued attention
  • 2. Search – Use Diigo, delicious, listorious, to find pools of expertise in the fields that interest you.
  • You need to be open: To new people, opportunities, possibilities, to knowledge.
  • Once you’ve identified people who are posting information that appears to be relevant to your areas of intererst, follow them.
  • Analyze the quality of their social media posts. What is their point of view? Is the information they’re posting accurate? Are they focused or scattershot? What is the “signal to noise ratio” of their feed? In other words, out of everything they post, how much useful information?
  • 4. Always keep tuning your network, dropping people who don’t gain sufficiently high interest; adding new candidates
  • I follow about 900 people on Twitter. But I’ve developed a list I call “rockstars” who consistently provide the best ideas and resources in their feeds. That’s the tweetstream I visit first, because that’s where I’ll find the best stuff in the least amount of time.
David McGavock

Pop-Up University | DMLcentral - 0 views

dmlcentral.net/...pop-university

rheingold university pop up Cooperation learning culture

shared by David McGavock on 01 May 11 - No Cached
  • Networked social learning is most effective and truly magical when students who don't know one another one day start scouring the world for knowledge to bestow on each other the next day and spend their time contributing to each other's learning. It’s the unpredictable synergy that can happen when a group of strangers assembles online to learn together.
  • But the knowledge-sharing gift economy is a human creation – one that can't be predicted, commanded, or summoned but has to be nurtured, cultivated, and facilitated.
  • Michael Wesch's "A Portal to Media Literacy" made clear to me something I had been feeling my way toward -- a pedagogy that is more about collaboration than technology, in which the technology is central, but is a vehicle for co-discovery.
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  • Henry Jenkins taught me about participatory culture and the importance of teaching skills of credibility (what I call "crap detection") transmedia storytelling, collective intelligence, and network smarts.
  • I learned from Mizuko Ito that young people use digital skills and knowledge exchange as social currency in fan cultures – using social media to learn about things that really matter to them, such as multiplayer games, Pokemon, mashups and fan videos.
  • Cathy Davidson's bold experiments in peer-to-peer learning, including "crowd-sourcing grading," gave me a working model to emulate and appropriate.
  • it only made sense to begin by mobilizing social media skills in parallel with introducing the subject matter. Teaching about social media doesn't make a lot of sense unless students can use social media in their learning
  • The choice to participate in creating and not just consuming the culture in which we live is crucial, and presenting that choice in terms that can engage students is critical.
  • The first acts on the first day of class are crucial – what chaos theorists call "sensitive dependence on initial conditions."
  • As one of my mentors, Lisa Kimball, taught me, a good online facilitator pays heed to the containers, but also thinks in terms of tempo. I knew the importance of engaging as many of the co-learners as possible in the first live session and the first weekend of forum and blog discussion.
  • David McGavock on 01 May 11
     
    If Rheingold U, my current experiment in cultivating wholly online, multimedia, unaccredited, for-not-much-pay learning communities, originally germinated out of fun and impulse, the next stage was more scary-serious. As soon as I took people's money and started telling the world about my intentions, I was obligated as well as motivated to make it work - not just to deliver a rich set of learning materials, but to conjure actual social learning magic
Charles van der Haegen

About Adbusters | Adbusters Culturejammer Headquarters - 1 views

www.adbusters.org/adbusters

artists activists writers pranksters students educators entrepreneurs new activists movement information age power structures topple

shared by Charles van der Haegen on 30 Jul 11 - Cached
  • Charles van der Haegen on 30 Jul 11
     
    "The Media Foundation We are a global network of artists, activists, writers, pranksters, students, educators and entrepreneurs who want to advance the new social activist movement of the information age. Our aim is to topple existing power structures and forge a major shift in the way we will live in the 21st century. Adbusters Magazine Based in Vancouver, British Columbia, Canada, Adbusters is a not-for-profit, reader-supported, 120,000-circulation magazine concerned about the erosion of our physical and cultural environments by commercial forces. Our work has been embraced by organizations like Friends of the Earth and Greenpeace, has been featured in hundreds of alternative and mainstream newspapers, magazines, and television and radio shows around the world. Adbusters offers incisive philosophical articles as well as activist commentary from around the world addressing issues ranging from genetically modified foods to media concentration. In addition, our annual social marketing campaigns like Buy Nothing Day and Digital Detox Week have made us an important activist networking group. Ultimately, though, Adbusters is an ecological magazine, dedicated to examining the relationship between human beings and their physical and mental environment. We want a world in which the economy and ecology resonate in balance. We try to coax people from spectator to participant in this quest. We want folks to get mad about corporate disinformation, injustices in the global economy, and any industry that pollutes our physical or mental commons. Culturejammer's Headquarters"
  • Charles van der Haegen on 30 Jul 11
     
    That's the kind of group I wanted to get to know... Thanks marlelo Santos for leading me to them...
David McGavock

Classroom 2.0 - 0 views

www.classroom20.com

education collaboration web2.0 classroom social_networking

shared by David McGavock on 30 Apr 11 - Cached
  • David McGavock on 30 Apr 11
     
    Social network for teachers. Social network for those interested in Web 2.0 and collaborative technologies in education. We encourage you to sign up to participate in the great discussions here, to receive event notifications, and to find and connect with colleagues.
Charles van der Haegen

The Saguaro Seminar: Civic Engagement in America - 0 views

www.hks.harvard.edu/...aboutus.htm

civic engagement USA putnam social capital networks community bettertogether

shared by Charles van der Haegen on 08 May 11 - No Cached
  • Charles van der Haegen on 08 May 11
     
    "THE SAGUARO SEMINAR: CIVIC ENGAGEMENT IN AMERICA is an initiative of Professor Robert D. Putnam at John F. Kennedy School of Government at Harvard University focused on the study of "social capital" (the value of social networks) and community engagement. Our eponymous seminar from 1995-2000 involved 30 talented scholars and practitioners from across America (including then civil-rights-lawyer Barack Obama) in developing strategies for increasing American civic engagement and led to the bettertogether report. "Bettertogether" the final report of the Saguaro Seminar is now available at www.BetterTogether.org The Seminar participants were a diverse, exceptional group of 33 thinkers and doers, including articulate leaders from all parts of the country - from coast to coast, from small town and suburb to the inner city - and from all walks of life - from government officials to religious leaders, from labor union activists to high-tech and business executives, from elected officials to street workers. All participants demonstrate a deep commitment to improving the infrastructure of national civic life. These twenty-five practitioners and eight academic thinkers met for two-day sessions through late-1999 to develop a handful of practical strategies with national applicability for increasing Americans' connections with one another. "
David McGavock

A New Culture of Learning | Social Media Classroom - 3 views

socialmediaclassroom.com/...a-new-culture-learning

culture learning mistakes WIERD JSB mindamp learning culture

shared by David McGavock on 21 May 11 - No Cached
  • A New Culture of Learning
  • what strikes me is the second part of the title Cultivating the Imagination for a World of Constant Change.
  • I love seeing a child's imagination being captivated
  • ...32 more annotations...
  • I am challenged by many who see social-media as the next project rather than a shift in the paradigm of existence.
  • I believe that dissatisfaction with the factory model of school, along with the growing number, ubiquity, and accessiblity, of tools (for connection, collaboration and creation) will tip the balance toward new models and cultures of learning.
  • I love to see teachers and student figuring out how to use technology together; asking questions, trying stuff, "messing around" as Brown would say.
  • The Social Life of Information by John Seely Brown and Paul Duguid
  • Can I just say that it is amazingly prescient and still relevant even a decade later? I'm interested in comparing it to his more recent book in discussion here.
  • Howard reponds with an idea on assignments (and the power of assignments). I found the questions (or in other courses the assignements) to really good at directing my brain. 1.Read the question 2. go to sleep 3. stare at the ceiling for hours 4. brush teeth 5. eurekaThese methods are also used in action learning and action research
  • I'm reading the book "the myth of management" (which is not related to learning), and I found out that finding "faults" is actually a dirty consultant trick, as it expands the window through which you can sell your solution. I hacked that idea and replaced solution with learning.
  •  The role of the instructor in balancing freedom and structure -- setting enough structure so that the unlimited freedom doesn't become vertiginous and overwhelming -- resonates with my experiences with Rheingold U. so far. Assignments seem to help, but they can't be too onerous.
  •  Very nice article comparing Thomas/JSB ideas to John Dewey's:
  •  http://charlestkerchner.com/wp-content/uploads/2011/04/DeweyThomas.pdf
  • Ernst - I am particularly interested in Action Research of the "plan, act, observe,reflect" variety where we never really arrive at conclusions but start again in a new cycle of teaching and learning.
  • that idea of teaching people to fail is very important - I notice that this is acceptable very often in business especially in the contexts of 'start-ups' but unacceptable in most schools. Here in Europe, the work of the Finnish educationalist Pasi Sahlberg gets a lot of attention - one of his motifs is learning to be wrong.
  • Knowing who to listen to in the 'noise' of all the information overload is important - I'm looking forward to our continuing review of how we all re-imagine that new culture of learning.
  • Can You, and if yes, How,  Change a system from within? This is one of the key issues of our time. Learning, PLN, Community support structures, activism, Social media, cooperation.. are all part of that... so it is realIy at the heart of our SMC Alumni topics. 
  • I would suggest, we should be dialoguing in depth about the question, and how to formulate it, before jumping to solutions...
  • The work of social and developmental psychologist, Carol Dweck can inform our discussion about failure,
  • Her book, Mindset, posits that some students have growth mindsets and some have fixed mindsets.
  • Ernst, I adore your description of problem-solving (especially the enumerated part). Downtime is essential for processing information and I agree, even subtle shifts within group dynamics can cause huge internal vistas to open up.
  • The idea of structuring for failure in itself is a whole new take on creative thinking.
  • Schools reward success.  That's our measurement system, our "leaderboard".  Some winners at school go on to run schools. Schools punish failure deeply, systematically.  Remember dunce caps? So taking failure as a good thing is, at the very least, weird and defamiliarizing!
  • Chapter Two of Thomas and Seely-Brown's book  is so short - just five pages - They conclude with the idea ....the point is to embrace what we don't know, come up with better questions about it, and continue asking those questions in order to learn more and more, both incrementally and exponentially. I wonder do the authors want us to reflect repeatedly on the contents of the chapter given its brevity.
  • is it certain type of people who fail, who are subsequently allowed to start again?
  • book's first chapter
  • Two key elements: network ("a massive information network that provides almost unlimited access and resources", sounds like mobile + Web) and environments ("bounded and structural") (19).
  • what do you make of the examples they present?  What do they suggest about the theory they exemplify?
  • ohn Seely Brown is particularly interested in the idea of tinkering. He suggests one of the best 'tinkering' models is the architectural studio -- the place where students work together trying to solve each others' problems, and a mentor or master can also take part in open criticism. Find out why this is a model for us all.  http://www.abc.net.au/rn/bydesign/stories/2011/3147776.htm
  • The first chapter is a pretty rosy, and might I say westernized, view of the power of Internet access + play in learning.* It manages to enlighten and engage using a few choice narratives (I imagine we will get to the power of those at some point in the book, too) and sets us up for the rationale to come.
  • * I'm looking for some reaction with regards to that comment
  • based on WEIRD (Western Educated Industrialized Rich Democratic) concepts. (An aside, here's a truly wonderful post unpacking of the idea of WEIRD in social science research.)
  • I can only talk for myself but there are contradictions between what I think is best to do with the students I teach and what I actually do. This "living contradiction" is something I consider in my own studies - I noticed a Tweet last night from Howard: Online and blended learning is NOT about automating delivery of knowledge, but about encouraging peer learning, inquiry, discourse.
  • The sentence I liked most from Chapter One reads "One of the metaphors we adopt to describe this process is cultivation. A farmer for example takes the nearly unlimited resources of sunlight, wind, water, earth, and biology and consolidates them into the bounded and structured environment of garden or farm. We see a new culture of learning as a similar kind of process - but cultivating minds instead of plants"
  • Everyone - you may have seen the piece below - if not please take 12 minutes to view it - it fits nicely with our current discussion
  • David McGavock on 21 May 11
     
    This is the first capture of the conversation from the thread "A New Culture of Learning". We'll see how this goes
  • Howard Rheingold on 21 May 11
     
    I read the book almost cover to cover. It led me to think more about pushing what I've been doing closer to pure p2p. One of the co-learners in the latest Mindamp told me about "paragogy." That one is worth bookmarking.
David McGavock

Power Law of Participation - Ross Mayfield's Weblog - 0 views

ross.typepad.com/...power_law_of_pa.html

participation collaboration community socialsoftware ross mayfield

shared by David McGavock on 30 Apr 11 - Cached
  • As we engage with the web, we leave behind breadcrumbs of attention. 
  • But reading alone isn't enough to fulfill our innate desire to remix our media, consumption is active for consumers turned users.
  • Del.icio.us taps both personal and social incentives for participation through the low threshold activity of tagging.
  • ...6 more annotations...
  • Commenting requires such identity for sake of spam these days and is an under-developed area.
  • Subscribing requires a commitement of sustained attention which greatly surpasses reading alone.
  • Sharing is the principal activity in these communities, but much of it occurs out of band (email still lives). 
  • We Network not only to connect, but leverage the social network as a filter to fend off information overload. 
  • Some of us Write, as in blog, and some of us even have conversations.
  • To Refactor, Collaborate, Moderate and Lead requires a different level of engagement -- which makes up the core of a community.
  • David McGavock on 30 Apr 11
     
    "Social software brings groups together to discover and create value. The problem is, users only have so much time for social software. The vast majority of users with not have a high level of engagement with a given group, and most tend to be free riders upon community value. But patterns have emerged where low threshold participation amounts to collective intelligence and high engagement provides a different form of collaborative intelligence. To illustrate this, lets explore the Power Law of Participation:"
David McGavock

The Forward Foundation - http://forwardfound.org/ - 1 views

forwardfound.org/About

Cooperation forwardfound.org commons OpenSource foundation

shared by David McGavock on 29 Jun 11 - No Cached
  • About the Forward Foundation   Forward Foundation is a Foresight/Futures studies not for profit research and development group. Our members in the past have worked in the past with http://www.iftf.org/, MacArthur Foundation, Stanford University, MIT Press, MITE, USDA, and hundreds of small groups and networks across the globe. We produce research and forecasting like most "futures studies think tanks", but we also produce open source software and code, open source hardware and designs, and open licensed education materials. Examples include http://code.google.com/p/flows-dev/ http://flows.panarchy.com/ http://socialmediaclassroom.com and some of us have worked on http://cooperationcommons.com with http://iftf.org
  • Our Wealth Generating Ecology building skills and experience includes:   Working with meta and alternative currencies, local economy and social enterprise development, network-based project management, collaborative food, energy, creative output and physical object production, envrionmental scanning for network collaboration ecologies, and more.
  • Our design philosophy is to share not just the rendered output of the education package, but also the standard model that was used to produce the output.  We believe that it is important to design for interoperability first, then to address what works best for you. 
  • David McGavock on 29 Jun 11
     
    "About the Forward Foundation Forward Foundation is a Foresight/Futures studies not for profit research and development group. Our members in the past have worked in the past with http://www.iftf.org/, MacArthur Foundation, Stanford University, MIT Press, MITE, USDA, and hundreds of small groups and networks across the globe. We produce research and forecasting like most "futures studies think tanks", but we also produce open source software and code, open source hardware and designs, and open licensed education materials. Examples include http://code.google.com/p/flows-dev/ http://flows.panarchy.com/ http://socialmediaclassroom.com and some of us have worked on http://cooperationcommons.com with http://iftf.org"
David McGavock

Connected Learning Research Network - 0 views

clrn.dmlhub.net

connectedlearning socialmedia education research technology network Cooperation learning culture mimi ito

shared by David McGavock on 28 Apr 12 - No Cached
  • David McGavock on 28 Apr 12
     
    "Dedicated to researching and reimagining learning for the 21st century This interdisciplinary research network is dedicated to understanding the opportunities and risks for learning afforded by today's changing media ecology, as well as building new learning environments that support effective learning and educational equity. Our work focuses on a model of connected learning -- learning that is socially connected, interest-driven, and oriented towards educational opportunity. "
  • David McGavock on 28 Apr 12
     
    Mimi studies youth culture and new media.
David McGavock

Hybrid Pedagogy: A Digital Journal on Teaching & Technology | Home - 1 views

www.hybridpedagogy.com

Personal learning network learning culture hybrid pedagogy technology

shared by David McGavock on 02 May 12 - No Cached
  • David McGavock on 02 May 12
     
    Hybrid Pedagogy | [What is Hybrid Pedagogy?] : combines the strands of critical and digital pedagogy to arrive at the best social and civil uses for technology and digital media in on-ground and online classrooms. : avoids valorizing educational technology, but seeks to interrogate and investigate technological tools to determine their most progressive applications. : invites you to an ongoing discussion that is networked and participant-driven, to an open peer reviewed journal that is both academic and collective.
David McGavock

Mindful Infotention: Dashboards, Radars, Filters - City Brights: Howard Rheingold - 0 views

blog.sfgate.com/...tion-dashboards-radars-filters

infotention rheingold attention twitter literacy personal learning network

shared by David McGavock on 17 Jun 14 - No Cached
  • Tuning and feeding our personal learning networks is where the internal and the technological meet the social.
    • David McGavock
      David McGavock on 17 Jun 14
       
      Attention + Tech Tools + Learning Networks
  • Infotention is a word I came up with to describe the psycho-social-techno skill/tools we all need to find our way online today, a mind-machine combination of brain-powered attention skills with computer-powered information filters
  • More and more, knowing where to direct your attention involves a third element, together with your own attentional discipline and use of online power tools – other people
David McGavock

Mastering Google Plus Circles | Social Media Sun - 0 views

socialmediasun.com/google-plus-circles

mastering google plus circles social media Cooperation Personal learning network learning culture

shared by David McGavock on 26 May 12 - No Cached
  • So first, what the heck is a circle? Well, on Google+, it’s the way you can sort and organize your connections. It’s a bit like Facebook lists but a lot more dynamic. Basically, circles are the groups that you categorize your connections in.
  • “Should I circle people back?”
  • When they circle you, it means they are interested in following your content. You will not see their content unless you circle them back.
  • ...15 more annotations...
  • circle back only people who post about things you are interested in or that relate to you.
  • you can just remove them.
  • How Do I Know Who Circles Me Back?
  • You can see if a specific person has circled you back by clicking on their profile. It will say “so-and-so has you in circles”You can also go to your main circles tab and click on “people who have added you”The final way is to use your Notifications to see who has added you to circles and who has added you back
  • I have “close” friends and family in a specific circle because I may share different types of content with them than with people I do not know intimately. I also have a circle for “prospects” or potential clients. If they become a client, I move them from “Prospects” to the “Clients” circle. I also create circles for some things not related to my business such as hobbies.
  • Can People See What Circles They Are In?No. They can only see that you have them in circles.
  • Do I Make My Posts Public?Making your posts public will increase the amount of people who will see your stream but be cautious of over sharing. You may overrun someone’s stream and they are likely to remove you for it.
  • you can go back and organize existing circles at any time you wish.
  • You can choose to post content to:PublicYour circlesExtended circlesAnd below those options you will see all of your circles listed by name
  • If you want to tag specific people in the post, you can do so using the +. For example, to tag me on Google+, you would type +LisaMason.
  • curate shared circles with other people.
  • you have the ability to share those groups with other friends
  • There are hundreds of shared circles already assembled for everything from Google employees, to social media , to photographers.
  • Curating circles specific to your niche is a networking strategy
  • finding pre-made circles for your favorite interests is the Shared Circles on G+ page
  • David McGavock on 26 May 12
     
    Google+ is actually a very powerful business tool when you know how to use it correctly. It can help you make connections with the right types of people and using it will also add a highly visible profile to Google search results for your personal brand and business. The key to success with Google+ lies in mastering your circles.
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