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Charles van der Haegen

The Death and Life of Great American Cities - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/..._Life_of_Great_American_Cities

Cities USA Jane Jacobs death and life urban planning planning policy communities

shared by Charles van der Haegen on 08 May 11 - Cached
  • Charles van der Haegen on 08 May 11
     
    "The Death and Life of Great American Cities, by Jane Jacobs, is a greatly influential book on the subject of urban planning in the 20th century. First published in 1961, the book is a critique of modernist planning policies claimed by Jacobs to be destroying many existing inner-city communities. Reserving her most vitriolic criticism for the "rationalist" planners (specifically Robert Moses) of the 1950s and 1960s, Jacobs argued that modernist urban planning rejects the city, because it rejects human beings living in a community characterized by layered complexity and seeming chaos. The modernist planners used deductive reasoning to find principles by which to plan cities. Among these policies the most violent was urban renewal; the most prevalent was and is the separation of uses (i.e. residential, industrial, commercial). These policies, she claimed, destroy communities and innovative economies by creating isolated, unnatural urban spaces. In their place Jacobs advocated for "four generators of diversity", writing on page 151, "The necessity for these four conditions is the most important point this book has to make. In combination, these conditions create effective economic pools of use." Mixed uses. Short blocks. Buildings of various ages & states of repair. Density. Her aesthetic can be considered opposite to that of the modernists, upholding redundancy and vibrancy, against order and efficiency. She frequently cites New York City's Greenwich Village as an example of a vibrant urban community. The Village, like many similar communities, may well have been preserved, at least in part, by her writing and activism. The book also played a major role in the urban development of Toronto, Ontario, Canada, where Jacobs was involved in the campaign to stop the Spadina Expressway.[1] The book continues to be Jacobs' most influential, and is still widely read by both planning professionals and the general public. Urban theorist Lewis Mumford, while f
  • Charles van der Haegen on 08 May 11
     
    The first time ever I understood how to share a diigo bookmank to a Group Hi Ha!!!
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

The dreams of readers | ROUGH TYPE - 1 views

www.roughtype.com/?p=4120

reading neuroscience mirror regions meditation

shared by David McGavock on 21 Jan 14 - No Cached
  • Psychologists and neurobiologists have begun studying what goes on in our minds as we read literature, and what they’re discovering lends scientific weight to Emerson’s observation.
  • “aesthetic emotions” that we feel when we view art from a distance, as a spectator:
  • We create our own version of the piece of fiction, our own dream, our own enactment.” Making sense of what transpires in a book’s imagined reality appears to depend on “making a version of the action ourselves, inwardly.”
  • ...21 more annotations...
  • The scholars used brain scans to examine the cellular activity that occurs inside people’s heads as they read stories. They found that “readers mentally simulate each new situation encountered in a narrative.”
  • When, for example, a character in a story puts a pencil down on a desk, the neurons that control muscle movements fire in a reader’s brain. When a character goes through a door to enter a room, electrical charges begin to flow through the areas in a reader’s brain that are involved in spatial representation and navigation.
  • More than mere replication is going on.
  • we really do enter, so far as our brains are concerned, a new world — one conjured not just out of the author’s words but out of our own memories and desires — and it is our cognitive immersion in that world that gives reading its emotional force.
  • ” A work of literature, particularly narrative literature, takes hold of the brain in curious and powerful ways.
  • there are the “narrative emotions” we experience when, through the sympathetic actions of our nervous system, we become part of a story, when the distance between the attendee and the attended evaporates
  • A 2009 experiment conducted by Oatley and three colleagues suggests that the emotions stirred by literature can even alter, in subtle but real ways, people’s personalities.
  • Norman Holland, a scholar at the McKnight Brain Institute at the University of Florida, has been studying literature’s psychological effects for many years, and he offers a provocative answer to that question.
  • when we open a book, our expectations and attitudes change. Because we understand that “we cannot or will not change the work of art by our actions,” we are relieved of our desire to exert an influence over objects and people and hence can “disengage our [cognitive] systems for initiating actions.”
    • David McGavock
      David McGavock on 21 Jan 14
       
      Theory of mind 
  • The central subject of literature is society, and when we lose ourselves in a book we often receive an education in the subtleties and vagaries of human relations.
  • reading tends to make us at least a little more empathetic, a little more alert to the inner lives of others.
  • can strengthen a person’s “theory of mind,” which is what psychologists call the ability to understand what other people are thinking and feeling.
  • That frees us to become absorbed in the imaginary world of the literary work.
  • Jeff Jarvis, a media consultant who teaches journalism at the City University of New York, gave voice to this way of thinking in a post on his blog. Claiming that printed pages “create, at best, a one-way relationship with a reader,” he concluded that, in the internet era, “the book is an outdated means of communicating information.” He declared that “print is where words go to die.”
  • Society is growing ever more skeptical of the value of solitude. The status quo treats with suspicion  even the briefest of withdrawals into inactivity and apparent purposelessness. We see it in the redefinition of receptive states of mind as passive states of mind.
  • the arts of production and consumption, of getting stuff done, to which most of us devote most of our waking hours.
  • In a 2003 lecture, Andrew Louth, a theology professor at the University of Durham in England, drew a distinction between “the free arts” and “the servile arts.” The servile arts, he said, are those “to which a man is bound if he has in mind a limited task.”
  • free arts, among which Louth included reading as well as meditation, contemplation, and prayer, are those characterized, in one way or another, by “the search for knowledge for its own sake.”
  • We open ourselves to aesthetic and spiritual possibilities.
  • It may be that readers have to enter a state of languid pleasure, a dream, before they can experience the full spermatic vitality of a book. Far from being a sign of passivity, the reader’s outward repose signals the most profound kind of inner activity, the kind that goes unregistered by society’s sensors.
  • David McGavock on 21 Jan 14
     
    "The free arts, among which Louth included reading as well as meditation, contemplation, and prayer, are those characterized, in one way or another, by "the search for knowledge for its own sake." "
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.
  • ...31 more annotations...
  • 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?"
David McGavock

You Media :: About Us - 0 views

youmediachicago.org/...2-about-us

education socialmedia Cooperation digital media

shared by David McGavock on 28 Apr 12 - Cached
  • David McGavock on 28 Apr 12
     
    YOUmedia is an innovative, 21st century teen learning space housed at the Chicago Public Library's downtown Harold Washington Library Center. YOUmedia was created to connect young adults, books, media, mentors, and institutions throughout the city of Chicago in one dynamic space designed to inspire collaboration and creativity. High school age teens engaging with YOUmedia can access thousands of books, over 100 laptop and desktop computers, and a variety of media creation tools and software, all of which allow them to stretch their imaginations and their digital media skills. By working both in teams and individually, teens have an opportunity to engage in projects that promote critical thinking, creativity, and skill-building.
Charles van der Haegen

SMUPreprint.pdf (Objet application/pdf) - 1 views

mercury.smu.edu.sg/...SMUPreprint.pdf

Wicked problems governance solutions Theory of Socio-Cultural Viability Thompson clumsy solutions plural democracy closed hegemonies

shared by Charles van der Haegen on 10 May 11 - No Cached
  • Charles van der Haegen on 10 May 11
     
    The first chapter of what is for me a fundamental book that complements our learning here, and hints at how Social Media might contribute to creating a better World. The article elaborates on how new Social Theory brings new perspectives to finding and implementing solutions to the intractable problems of our time. These ideas originally developped by Mary Douglas, an antropologist, and have been further refined and developped into a fully integrated Social Theory, called Theory of Socio-Cultural Viability, anso sometimes called "Cultural Theory". The lead researcher in this field is Michael Thompson, co-author of this book and chapter. Here are some highlights I have jotted down: Why do well-intended attempts to alleviate pressing social ills too often derail? How can effective and efficient and broadly acceptable solutions to social problems be found? By making sure no voices are excluded. Contrary to the ideas on which current social thinking is based, new research has lead to new theory explaining social systems, showing how deliberative quality is key to sustainable policy-making and implementation. It shows that endlessly changing and complex social worlds consist of ceaseless interactions between four mutually opposed organizing, justifying and perceiving social relations. Each time one of these perspectives is excluded from collective decision-making, governance failure inevitably results. Successful solutions are therefore creative combinations of four opposing ways of organizing and thinking. They always seem clumsy compared to any of the 4 voices' elegant solutions. Yet being broadly acceptable to all they are sustainable and implementable A new way to look at pluralism in organizations, institutions, policy-making, democracy, technology, geo-politics and many other social fields is offered to us by multidisciplinary research and practice by leading political scientists, anthropologists, economists, lawyers, sociologists, geographers, engineer
  • Charles van der Haegen on 10 May 11
     
    Hi guys, this might be stuff that is of interest to you...
Charles van der Haegen

Event: Fiscal Crises and Imperial Collapses: Historical Perspective on Current Predicam... - 1 views

www.iie.com/...event_detail.cfm

money history financial crisis debt geopolitics niall ferguson geoeconomic

shared by Charles van der Haegen on 14 Jun 11 - Cached
  • Charles van der Haegen on 14 Jun 11
     
    Stavros S. Niarchos Lecture Fiscal Crises and Imperial Collapses: Historical Perspective on Current Predicaments Ninth Annual Niarchos Lecture Niall Ferguson, Harvard University Peterson Institute for International Economics, Washington, DC May 13, 2010 « Previous | Index | Next » Summary 1 of 3 Niall Ferguson, Harvard University, delivered the Peterson Institute's ninth annual Niarchos Lecture on May 13, 2010, on the topic "Fiscal Crises and Imperial Collapses: Historical Perspectives on Current Predicaments." Niall Ferguson is one of the world's leading thinkers and writers on geoeconomic, global systemic, and other key international strategic issues. Time has named him one of the world's 100 most influential people, and two of his books, Empire: The Rise and Demise of the British World Order and the Lessons for Global Power (2003) and The War of the World: Twentieth Century Conflict and the Descent of the West (2008) have been converted into television series. His most recent book is the best-selling Ascent of Money: A Financial History of the World (2008), from which he has drawn numerous lessons for analyzing and responding to the current global crisis. His earlier The World's Banker: The History of the House of Rothschild won the Wadsworth Prize for Business History.
David McGavock

Confessions of an Aca/Fan: Archives: A New Culture of Learning: An Interview with John ... - 1 views

henryjenkins.org/..._culture_of_learning_an_i.html

education learning culture interview learning culture Personal learning network

shared by David McGavock on 14 May 11 - No Cached
  • Today, I want to call attention to a significant new book, A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, written by two of my new colleagues at the University of Southern California -- Douglas Thomas and John Seely Brown.
  • John Seely Brown and Douglas Thomas lay out a step by step argument for why learning is changing in the 21st century and what schools need to do to accommodate these new practices.
  • My hope is that our schools will soon embrace the book's emphasis on knowing, making, and playing.
  • ...9 more annotations...
  • The fear is easy to understand. What we are essentially doing when we move to student-directed learning is undermining our own relatively stable (though I would argue obsolete) notions of expertise and replacing them something new and different.
  • One of the key arguments we are making is that the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments.
  • how do we identify the narrowing range of content which probably does fall into this category and which provides a common baseline for other kinds of learning?
  • users are not so much creating content as they are constantly reshaping context.
  • The very idea of remix is about the productions of new meanings by reframing or shifting the context in which something means.
  • You challenge here what James Paul Gee has called the "content fetish," stressing that how we learn is more important than what we learn. How far are you willing to push this? Doesn't it matter whether children are learning the periodic table or the forms of alchemy practiced in the Harry Potter books? Or that they know Obama is Christian rather than Muslim?
  • throughout the book, we stress that knowledge, now more than ever, is becoming a where rather than a what or how.
  • The explicit is only one kind of content, which tells you what something means.
  • The tacit has its own layer of meaning. It tells why something is important to you, how it relates to your life and social practices.
B.L. Ochman

Bibliography - The Mobile Learning Edge - 4 views

www.mobilelearningedge.com/...bibliography

mobile learning bibliography learning culture Personal learning network

shared by B.L. Ochman on 06 Sep 11 - No Cached
  • B.L. Ochman on 06 Sep 11
     
    books & articles written on mobile learning in the past decade.
David McGavock

From Brain to Mind: Using Neuroscience to Guide Change in Education « Learnin... - 0 views

learningwithscience.wordpress.com/...e-to-guide-change-in-education

augmentation Personal learning network thinking tools neuroscience brain education

shared by David McGavock on 20 Dec 11 - No Cached
  • Zull begins his journey with sensory-motor learning, and how that leads to discovery, and discovery to emotion. He then describes how deeper learning develops, how symbolic systems such as language and numbers emerge as tools for thought, how memory builds a knowledge base, and how memory is then used to create ideas and solve problems. Along the way he prompts us to think of new ways to shape educational experiences from early in life through adulthood, informed by the insight that metacognition lies at the root of all learning.
  • he argues that self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals; and that the transformation of education,
  • David McGavock on 20 Dec 11
     
    "This book offers the reader an engrossing and coherent introduction to what neuroscience can tell us about cognitive development through experience, and its implications for education."
David McGavock

Steve Rosenbaum | Future of Content - 0 views

itc.conversationsnetwork.org/...detail4847.html

Cooperation Infotention augmentation thinking tools learning culture curation

shared by David McGavock on 14 May 11 - No Cached
  • David McGavock on 14 May 11
     
    "Dr. Moira Gunn talks with Steve Rosenbaum about how the data aggregator's new role on the Internet from the pages of his new book, Curation Nation: Why the Future of Content is Context. " Rosenbaum predicts a new stage in web interactions where the overwhelming data that is being created is balanced through the efforts of curators: people organizing knowledge.
Charles van der Haegen

The Story of Stuff - 1 views

www.storyofstuff.org/about.php

amplifying public discourse environment social economic community sustainability

shared by Charles van der Haegen on 16 May 11 - No Cached
  • Charles van der Haegen on 16 May 11
     
    social justice "About The Project The Story of Stuff Project was created by Annie Leonard to leverage and extend the film's impact. We amplify public discourse on a series of environmental, social and economic concerns and facilitate the growing Story of Stuff community's involvement in strategic efforts to build a more sustainable and just world. Our on-line community includes over 150,000 activists and we partner with hundreds of environmental and social justice organizations worldwide to create and distribute our films, curricula and other content. The Story of Stuff Project is fiscally sponsored by the Tides Center. We are supported by grants from both private and public foundations, contributions from viewers, and earned revenue from speaking appearances and DVD and book sales."
Charles van der Haegen

Quest to Learn School website - 0 views

q2l.org/purpose

Education school alternative model learning games digital padagogy 21rst Century

shared by Charles van der Haegen on 13 Jun 11 - No Cached
  • Charles van der Haegen on 13 Jun 11
     
    "Reason and Purpose Learning by Doing Designed to support the digital lives of young people and their capacity for learning, Quest to Learn is a school committed to graduating strong, engaged, literate citizens of a globally networked world. Through an innovative pedagogy that immerses students in differentiated, challenge-based contexts, the school acknowledges design, collaboration, and systems thinking as key literacies of the 21st century. Within an integrated, rigorous Regents-based curriculum students work with teachers to gain the skills necessary to meet these requirements, and even surpass them. On-going evaluation and feedback create opportunities for students to plan, revise, and reflect on their own learning. The overall curriculum is rooted in mathematical practices and the use of smart tools, with an explicit intent to innovate at the level of how students are assessed in context. Most importantly, teachers work with students to build individual and academic competencies and enrich youth identity development within contexts that are relevant and meaningful. The school has been designed to help students to bridge old and new literacies through learning about the world as a set of interconnected systems. Design and complex problem-solving are two big ideas of the school, as is a commitment to deep content learning with a strong focus on learning in rigorous, engaging, and relevant ways. It is a place where digital media meets books and students learn to think like designers, inventors, mathematicians, writers, and more. Q2L brings together teachers with a passion for content, a vision for helping kids to learn best, and a commitment to changing the way students will grow in the world. Quest to Learn has purposely responded not only to the growing evidence that digital media and games offer powerful models for reconsidering how and where young people learn, but also to the belief that access for all students to these opportunities is critical. We beli
  • Charles van der Haegen on 13 Jun 11
     
    Following the links ifrom ted's post in the gamification forum item... I bounced on this school. Always interesting to discover new ways of looking at traditional things...
Charles van der Haegen

Collusion - 0 views

collusion.toolness.org

tracking personal behavior web internet cookies freedom privacy independence

shared by Charles van der Haegen on 27 Jul 11 - No Cached
  • Charles van der Haegen on 27 Jul 11
     
    I followwed Georges Siemens' advice on twitter Have a look at Collusion: http://bit.ly/pwcMSc Follow the directions to see how you are tracked across sites. Connections amplify insight I found the site "Collusion" ttp://collusion.toolness.org/ The fundamental problem of the web, and why the battle for web freedom will be so harch to win The site provides you indication which tools you might use to limit companies (and other services) tracking you See also Eli Parisels Ted Talk for his warning of not transparant behavior on the web, or read Jonathan Zittrain's book The Future of Internet
  • Charles van der Haegen on 27 Jul 11
     
    This is a great demo, I recomment you to follow and view, and learn and decide from it
Charles van der Haegen

Ribbonfarm and Venkatesh Rao - 1 views

www.ribbonfarm.com/about

unusual perspectives refactored perception philosophy sociology business innovation technology

shared by Charles van der Haegen on 29 Jul 11 - No Cached
  • Charles van der Haegen on 29 Jul 11
     
    "My name is Venkatesh Rao (I go by 'Venkat') and I started writing the ribbonfarm blog in 2007. Since March, 2011, it has been my base for full-time writing, independent research, consulting and other random activities. I am also the author of a book on the interplay of timing and decision-making, Tempo and write an email newsletter called Be Slightly Evil. Between 1997 and 2011, I pursued a traditional research/entrepreneurial career (a PhD, a postdoc, a startup, and an industrial R&D lab where among other things, I founded trailmeme.com as Entrenrepeur-in-Residence). Ribbonfarm is a blog about looking at things from unusual perspectives (that's the "refactored perception" bit). The topics range from philosophy, art and sociology to business, innovation and technology. Unlike blogs that serve as content marketing channels for other products and services, Ribbonfarm is the main act here, and I try to organize the rest of my life and work around it.
  • Charles van der Haegen on 29 Jul 11
     
    I am looking for more people like this , looking at things from unusual perspectives (that's the "refactored perception" bit). The topics range from philosophy, art and sociology to business, innovation and technology. If you can indicate them to me, please do...
Charles van der Haegen

Hartmut Rosa on Social Acceleration and Time - YouTube - 0 views

www.youtube.com/watch

acceleration time social theory modernity religion immortality health commercialization

shared by Charles van der Haegen on 19 Sep 11 - No Cached
  • Charles van der Haegen on 19 Sep 11
     
    indicated by François le Palec see book "Renowned social theorist Hartmut Rosa talks about social acceleration in modernity, and its consequences for religion, immortality, health, and the commercialization of time" See also Hartmut Rosa's essay "Alienation and Acceleration: Towards a Critical Theory of Late-Modern Temporality" published at Summertalk Vol3 by NSU PressSummerlalk Another input, in my view, on MindAmp, Infotension, Mindfulness and Wisdom
  • Charles van der Haegen on 19 Sep 11
     
    Hi Friends co-learners, I believe this to be of interest. I was juggling with deep and quick thinking and studying... This, and many other things I am digging into, hopefully brings me some framework. What about you? Course over, Life takes over? Who wants to dig further? Cheers, Charlie the Grandfather
Charles van der Haegen

Manuel Castells on Vimeo communication Power - 3 views

vimeo.com/7484903

social media communication power information journalism democracy

shared by Charles van der Haegen on 16 Jul 11 - No Cached
  • Charles van der Haegen on 16 Jul 11
     
    1h14 lecture in Oxford to introduce the ideas of the book "communication power"
  • Charles van der Haegen on 16 Jul 11
     
    I believe this again to be a fundamental perspective that can inform our study of Cooperation Theory especially its aspect in relation to the spontaneous upcoming (and possible threaths to the flourishong) of social media
Charles van der Haegen

TVO.ORG | Video | The Agenda - Tim Wu: Information Empires - 0 views

www.tvo.org/...TVO.woa

social media information empires concentration big business monopolies concentration power competition anti-trust

shared by Charles van der Haegen on 16 Jul 11 - No Cached
  • Charles van der Haegen on 16 Jul 11
     
    transcript of my blog Tim Wu author of Master Swtch, interviewed http://ow.ly/5G0ry . No doubt a must read book, and if you doubt, view this video. The one thing that bothers me in Tim Wu's speech is his deep belief that the two things that will NOT change are economics and human nature … Food for thought, questions for deep dialogue and inquiry. I belief we can come up with solutions to these two "invariables", who seem more "metaphores" or "myths" than inescapable fatalities. Should these deep beliefs remain however , inconsciously hidden in our minds, they might prevent us to look at things from other, more hopefull underlying beliefs systems. New ways of looking at things bring with them other possibilities for the future of the World. Let's hope we can achieve a stage of mental capacity so that we allow a World to emerge without Wars all-over, without undignified living conditions for the majority of Humans, without unequality all-over even in so called advanced economies, without destruction of nature. Let's aim instead on Freedom and Self-Determination for all, a belief in Homan endowment and possibility, a change in mental capacity, a return to conditions for our Systems Intelligenge to express itself. This might allow us all to raise our consciousness and to cooperate collectively to solving the intractable problems our ongoing mental models have created.
  • Charles van der Haegen on 16 Jul 11
     
    I believe this interview says a lot about what might happen if the proponents of open and free social media and internet loose their battle. It also shows that this battle is broader, is it inescapable that human nature and economic paradigms are invariable? Are we doomed to see unchanged economic pursuits (meaning money and concentration of wealth) combine with unchanged human nature (incessant and exclusive pursuit of more wealth and power). I believe not, this is the whole point of new paradigms for cooperation combined with the effects of Mind Amplification and social media
Charles van der Haegen

Robert Thurman | Professor of Buddhist Studies, Columbia University; President, Tibet H... - 0 views

bigthink.com/robertthurman

East west thinking holistic vison Robert Thureau

shared by Charles van der Haegen on 16 Jul 11 - No Cached
  • Charles van der Haegen on 16 Jul 11
     
    "Robert Thurman is Professor of Indo-Tibetan Buddhist Studies in the Department of Religion at Columbia University, President of Tibet House US, a non-profit organization dedicated to the preservation and promotion of Tibetan civilization, and President of the American Institute of Buddhist Studies. The New York Times recently hailed him as "the leading American expert on Tibetan Buddhism." The first American to have been ordained a Tibetan Buddhist monk and a personal friend of the Dalai Lama for over 40 years, Professor Thurman is a passionate advocate and spokesperson for the truth regarding the current Tibet-China situation and the human rights violations suffered by the Tibetan people under Chinese rule. His commitment to finding a peaceful, win-win solution for Tibet and China inspired him to write his latest book, Why the Dalai Lama Matters: His Act of Truth as the Solution for China, Tibet and the World, published in June of 2008. Professor Thurman also translates important Tibetan and Sanskrit philosophical writings and lectures and writes on Buddhism, particularly Tibetan Buddhism; on Asian history, particularly the history of the monastic institution in the Asian civilization; and on critical philosophy, with a focus on the dialogue between the material and inner sciences of the world's religious traditions."
  • Charles van der Haegen on 16 Jul 11
     
    I believe this is a great interview... and video set
David McGavock

How Technology Evolves | Digital Tonto - 0 views

www.digitaltonto.com/...how-technology-evolves

christensen heidegger kelly memes paradignms dawkins technology relationship

shared by David McGavock on 25 Jun 11 - No Cached
  • Perhaps what we fear most about technology is ourselves.  For better or worse, technology’s evolution and our own are inseparable.
    • David McGavock
      David McGavock on 25 Jun 11
       
      I think this is spot on. Technology tempts us, pulls us to go one way or the other. We are concerned about it taking control of us, isolating us from other things and relationships we value, corrupting us. To eat the apple or not, that is the questions.
  • the work of Diamond, Jacobs and Florida all have in common is that they describe technology very much like Heidegger – as an uncovering.   However, they all argue, quite rightly, that the work of uncovering technological principles requires an environment conducive to creativity; including prosperity, leisure time and opportunities for a diversity of ideas to mix.
  • What Does Technology Want? So is technology more worthy of our admiration or our fear?  Kevin Kelly, in his book What Technology Wants, argues for both.  He describes a neverending chain of solutions to problems that create still newer problems.
  • ...3 more annotations...
  • Technology, therefore, is somewhat dependent on precursors. What you start out with will help to determine what you end up with.
  • Sometimes it’s hard to tell if technology is something to love or to fear. Are computers making us smarter or dumbing us down? Are genetically modified foods a miracle or a menace? What’s really scary is how little control we have over it.
  • Whatever we might think or feel, technology will progress and we need to decide for ourselves how we will interact with it. Yet before we can do that, we need to understand how it evolves into being.
    • David McGavock
      David McGavock on 25 Jun 11
       
      This is an important purpose for the Mindamp group. While the name sounds like a call for amplifying our minds, much of our talk is about managing our minds; understanding (and using) tools to understand the evolution of the tools.
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