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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

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:"
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...
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.
David McGavock

HOW CULTURE DROVE HUMAN EVOLUTION | Edge.org - 0 views

edge.org/...-culture-drove-human-evolution

anthropology evolution culture tools cooperation religion neuroscience

shared by David McGavock on 07 May 14 - No Cached
  • how culture drove human evolution
  • cultural brain hypothesis—this is the idea that the real driver in the expansion of human brains was this growing cumulative body of cultural information, so that what our brains increasingly got good at was the ability to acquire information, store, process and retransmit this non genetic body of information.
  • but tools and artifacts (the kinds of things that one finds useful to throw or finds useful to manipulate) are themselves products of cultural evolution.
  • ...116 more annotations...
  • or a long time was that status in humans was just a kind of human version of this dominant status
  • Chimps, other primates, have dominant status.
  • social status
  • second kind of status. We call this status prestige.
  • from being particularly knowledgeable or skilled in an area,
  • From this we've argued that humans have two separate kinds of status, dominance and prestige
  • give them deference in exchange for knowledge that you get back
  • you want to isolate the members of your group who are most likely to have a lot of this resources, meaning a lot of the knowledge or information that could be useful to you in the future
  • some of the big questions are, exactly when did this body of cumulative cultural evolution get started?
  • may have started early
  • another possibility is that it emerged about 800,000 years ago.
  • here's theoretical models that show that culture, our ability to learn from others, is an adaptation to fluctuating environments.
  • Another signature of cultural learning is regional differentiation and material culture, and you see that by about 400,000 years ago
  • 400,000 years ago
  • there's another possibility that it was a different kind of ape that we don't have in the modern world: a communal breeding ape that lives in family units rather than the kind of fission fusion you might see in chimpanzees
  • In the Pliocene, we see lots of different kinds of apes in terms of different species of Australopithecus.
  • we now have evidence to suggest that humans were communal breeders, so that we lived in family groups maybe somewhat similar to the way gorillas live in family groups, and that this is a much better environment for the evolution of capacities for culture than typical in the chimpanzee model
  • for cultural learning to really take off, you need more than one model.
  • trying out different technique
  • take advantage of the variation
  • the question is, how did we become such long distance runners?
  • only humans have it
  • humans who don't know how to track animals, can't run them down
  • idea being that the religions of modern societies are quite different than the religions we see in hunter gatherers and small scale societies
  • Most recently I've been also thinking about the evolution of societal complexity.
  • when societies begin to get big and complex
  • large-scale cooperation
  • What are the causal processes that bring these things about?
  • There's an interaction between genes and culture. First you have to get the culturally transmitted knowledge about animal behavior and tracking and spore knowledge and the ability to identify individuals, which is something you need to practice, and only after that can you begin to take advantage of long distance running techniques
  • I've worked in a couple of different areas on this, and one is religion.
  • there was an intense period that continues today of intergroup competition, which favors groups who have social norms and institutions that can more effectively expand the group while maintaining internal harmony
  • they've been shaped in ways that galvanize cooperation in larger groups
  • In small-scale hunter-gatherer religions, the gods are typically whimsical. They're amoral.
  • but as we begin to move to the religions in more complex societies, we find that the gods are increasingly moralizing.
  • if you remind believers of their god, believers cheat less, and they're more pro social or fair in exchange tasks,
  • more pro social in are the ones with anonymous others, or strangers. These are the kinds of things you need to make a market run to have a successful division of labor
  • ritual plays a role in this
  • rituals seem to be sets of practices engineered by cultural evolution to be effective at transmitting belief and transmitting faith
  • elevate the degree of belief in the high-moralizing gods
  • high-moralizing gods will often require rituals of this kind
  • Speaking in unison, large congregations saying the same thing, this all taps our capacity for conformist transmission;
  • People also engage in what we call credibility-enhancing displays [during rituals]. These are costly things. It might be an animal sacrifice or the giving of a large sum of money or some kind of painful initiation rite
  • We think religions are just one element, one way in which culture has figured out ways to expand the sphere of cooperation and allow markets to form and people to exchange and to maintain the substantial division of labor.
  • There's a lot of risk in developing specialization because you have to be confident that there's a market there that you can engage with. Whereas if you're a generalist and you do a little bit of farming, a little bit of manufacturing, then you're much less reliant on the market. Markets require a great deal of trust
  • In the intellectual tradition that I'm building on, culture is information stored in people's heads that gets there by some kind of social learning
  • We tend to think of cultural transmission, or at least many people think of cultural transmission as relying on language
  • , it's quite clear that there is a ton of cultural transmission that is just strictly by observational learning.
  • what we don't see amongst other animals is cumulative cultural evolution.
  • you can learn one thing from one generation, and that begins to accumulate in subsequent generations.
  • One possible exception to that is bird song.
  • One of the interesting lines of research that's come out of this recognition is the importance of population size and the interconnectedness for technology.
  • looking at a case study in Tasmania.
  • You start out with two genetically well-intermixed peoples. Tasmania's actually connected to mainland Australia so it's just a peninsula. Then about 10,000 years ago, the environment changes, it gets warmer and the Bass Strait floods, so this cuts off Tasmania from the rest of Australia, and it's at that point that they begin to have this technological downturn
  • You can show that this is the kind of thing you'd expect if societies are like brains in the sense that they store information as a group and that when someone learns, they're learning from the most successful member
  • study by Rob Boyd and Michelle Kline
  • larger islands had much bigger and more complex fishing technologies, and you can even show an effective contact. Some of the islands were in more or less contact with each other,
  • more in contact, you have fancier tools, and that seems to hold up.
  • rates of innovation should continue to increase, especially with the emergence of communication technologies
  • As an individual inventor or company, you're best off if everybody else shares their ideas but you don't share your ideas because then you get to keep your good ideas, and nobody else gets exposed to them, and you get to use their good ideas, so you get to do more recombination.
  • An important thing to remember is that there's always an incentive to hide your information.
  • Embedded in this whole information-sharing thing is a constant cooperative dilemma in which individuals have to be willing to share for the good of the group.
  • a norm of information sharing is a really good norm to have
  • I've done a lot of work on marriage systems with the evolution of monogamy.
  • Eighty-five percent of human societies have allowed men to have more than one wife
  • pushes us towards polygyny
  • But in the modern world, of course, monogamy is normative, and people who have too many wives are thought poorly of by the larger society. The question is, how did this ever get in place?
  • European Marriage Pattern,
  • Athens legislates the first rules about monogamous marriage
  • people are ready to moralize it,
  • it does seem to have societal level benefits. It reduces male-male competition. We think there's evidence to say it reduces crime, reduces substance abuse, and it also engages males in ways that cause them to discount the future less and engage in productive activities rather than taking a lot of risks
  • If I talk about normative monogamy as being successful, I mean that it spread,
  • especially if you have a society with widely varying amounts of wealth, especially among males. Then you're going to have a situation that would normally promote high levels of polygyny
  • to get into the mating and marriage market you would have to have a high level of wealth if we were to let nature take it's course
  • Part of my program of research is to convince people that they should stop distinguishing cultural and biological evolution as separate in that way. We want to think of it all as biological evolution. 
  • Culture is part of our biology.
  • We now have the neuroscience to say that culture's in our brain, so if you compare people from different societies, they have different brains.
  • Cognition and our ability to think are all interwoven,
  • A good example of this is the placebos. Placebos are something that depend on your cultural beliefs. If you believe that something will work, then when you take it, like you take an aspirin or you take a placebo for an aspirin, it initiates the same pathways as the chemically active substance. Placebos are chemically inert but biologically active, and it's completely dependent on your cultural beliefs.
  • One of the large research projects that I run in an effort to understand human sociality is called The Root of Human Sociality Project.
  • at the time to something called the Ultimatum Game, and the Ultimatum Game seemed to provide evidence that humans were innately inclined to punish unfairness.
  • behavioral economists find that students give about half, sometimes a little bit less than half, and people are inclined to reject offers below about 30 percent
  • The older you get, even if you have more wealth and more income, you're especially inclined to only offer half, and you'll reject offers below 40 percent.
  • I was thinking that the Machiguenga would be a good test of this
  • I did it in 1995 and 1996 there, and what I found amongst the Machiguenga was that they were completely unwilling to reject, and they thought it was silly. Why would anyone ever reject?
  • they made low offers, the modal offer was 15 percent instead of 50, and the mean comes out to be about 25 percent.
  • over the next two summers these field anthropologists went to the field and conducted the ultimatum game as well as a few other games
  • we found is that societies vary dramatically, from societies that would never reject, to societies that would even reject offers above 50 percent, and we found that mean offers ranged across societies from about 25 percent to even over 50 percent. We had some of what we called hyper fair societies. The highest was 57 percent in Lamalera, Indonesia.
  • able to explain a lot of the variation in these offers with two variables. One was the degree of market integration.
  • there seemed to be other institutions, institutions of cooperative hunting seemed to influence offers.
  • measured market integration much more carefully
  • subsequent project
  • large number of other variables, including wealth, income, education, community size, and also religion.
  • did the Ultimatum Game along with two other experiments. The two other experiments were the Dictator Game (the Dictator Game is like the Ultimatum Game except the second player doesn't have the option to reject) and the Third Party Punishment Game.
  • Third Party Punishment Game, there are three players and the first two players play a Dictator Game.
  • This gives us two different measures of willingness to punish strangers
  • one is rejection in the Ultimatum Game
  • three measures of fairness
  • size of the community predicts willingness to punish
  • suggesting that if you have small communities, you don't need punishment.
  • It could be some kind of reputational mechanism
  • There's a number of different ways to create norm systems that operate like that.
  • In a big society punishment can be most effective because reputational mechanisms can be weak. If you're in a big society and you encounter somebody, you probably don't have friends in common through which you could pass reputational information for which punishment could be generated. You might want to punish them right on the spot or someone who observes the interaction might want to punish them right on the spot or call the authorities or whatever, which is also costly.
  • This creates a puzzle because typically people think of small-scale kinds of societies, where you study hunter-gatherers and horticultural scattered across the globe (ranging from New Guinea to Siberia to Africa) as being very pro social and cooperative.
  • but the thing is those are based on local norms for cooperation with kin and local interactions in certain kinds of circumstances
  • these norms don't extend beyond food sharing. They certainly don't extend to ephemeral or strangers
  • large-scale society run you have to shift from investing in your local kin groups and your enduring relationships to being willing to pay to be fair to a stranger.
  • if you're going to be fair to a stranger, then you're taking money away from your family.
  • A commitment to something like anti-nepotism norms is something that runs against our evolutionary inclinations and our inclinations to help kin
  • In this sense, the norms of modern societies that make modern societies run now are at odds with at least some of our evolved instincts.
  • Lately we've been focused on the effects of religion
  • adherence to a world religion matters
  • People from world religions were willing to give more to the other person in the experiment, the anonymous stranger
  • Part of this is your willingness to acquire a norm of impartial roles; that we have a set of rules that governs this system.
  • political scientists call it the rule of law
  • those rules apply independently of the identities
  • If you want the rule of law to spread or to be maintained, you need conditions in which you're managing risk.
  • David McGavock on 07 May 14
     
    [JOSEPH HENRICH:] The main questions I've been asking myself over the last couple years are broadly about how culture drove human evolution. Think back to when humans first got the capacity for cumulative cultural evolution-and by this I mean the ability for ideas to accumulate over generations, to get an increasingly complex tool starting from something simple. One generation adds a few things to it, the next generation adds a few more things, and the next generation, until it's so complex that no one in the first generation could have invented it.
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

5 Steps to Becoming a Twitter Champion | Social Media Explorer - 0 views

www.socialmediaexplorer.com/...to-becoming-a-twitter-champion

Cooperation twitter literacy learning culture Angela Maiers habitude

shared by David McGavock on 29 Jun 11 - No Cached
  • In the Twitterverse; faith is greater than fear; positivity greater than negativity; and inspiration will get you farther than intelligence. Passion is a must!
  • 2.  Be Ready to Engage. Twitter is a full contact sport. If you are not willing to reach out, listen, share and learn…stay home. Engagement is nonnegotiable.
  • On Twitter, that means you have to share killer content – be it a resource, relevant link, amazing photo, great blog post, or inspiring quote. Don’t save the “good stuff” for a select few.  Share something which will make a difference for all.
  • ...1 more annotation...
  • Once your goals are in place and your engagement formula is in full swing, you might consider the following tools to help you get and stay on track. Take your time, chose wisely, and remember…just becuase it can be measure; doesn’t make it matter.
  • David McGavock on 29 Jun 11
     
    "Champion Tweeters think differently. They approach Twitter and their time in the Twitter community with a different behavior set, mindset and belief system. Their Twitter Habitudes separate them from the pack. If you seek to be more successful on Twitter, reach out to more people, get noticed, and make a bigger impact; you must be willing and ready to think and act like a Twitter Champion! Here are 5 ways to get your Twitter Game on:"
David McGavock

Berkeley Center for New Media - 3 views

bcnm.berkeley.edu/?p=1869

Rheingold peeragogy berkeley Infotention education

shared by David McGavock on 29 Jan 12 - No Cached
  • David McGavock on 29 Jan 12
     
    "Howard Rheingold offers an abstract on what will be addressed in his UC Berkeley Regents Lecture: "My career-long compulsion has been to take new media to their limits. In the field of learning, this means developing a method of teaching and learning that amplifies the affordances of online media to depart from the millennia-old model of professor-lecture-texts-tests. The first stage of this evolution was the application of online media to classroom teaching. The second stage was the transformation of my teaching because of the affordances and biases of social media. The third stage was to move from blended learning that combines face to face classes and online engagement. The fourth stage was to deliver mini-courses that took place entirely online, with an emphasis on cultivating a community of co-learners. The next and most radical stage, which I hope to initiate with the Regent's lecture and accompanying master-class and seminar, is to use the same media for a purely peer-organized pedagogy.""
Charles van der Haegen

Shareable: About Us - 0 views

shareable.net/about

sharing shareable world story of sharing cohousing potlucks clothing swaps car sharing green

shared by Charles van der Haegen on 30 May 11 - No Cached
  • Charles van der Haegen on 30 May 11
     
    About Us Shareable is a nonprofit online magazine that tells the story of sharing. We cover the people, places, and projects bringing a shareable world to life. And we share how-tos so you can make a shareable world real in your life. In a shareable world, things like car sharing, clothing swaps, childcare coops, potlucks, and cohousing make life more fun, green, and affordable. When we share, not only is a better life possible, but so is a better world. The remarkable successes of Zipcar, Wikipedia, Kiva, open source software, Freecycle, and Creative Commons show this. They tell a hopeful story about human nature and our future, one we don't hear enough in the mainstream media. They show what's possible when we share. They show that we don't act merely for our own good, but go out of our way to contribute to the common good. They show that we can solve the social and environmental crises we face, and thrive as never before. They show that a new world is emerging where the more you share the more respect you get, and where life works because everyone is motivated to help each other. We tell this story because a shareable world might be just what's needed to enjoy life to the fullest today while creating a better tomorrow. And it's being built by people from all walks of life right now. Shareable is your invitation to join these innovators today. Want to start sharing? Check out our top 20 how-to share posts and our complete index of how-to share posts. Want to get involved in Shareable? You can contribute stories, feedback, and money. You can follow us on Twitter Facebook, and Identi.ca and share our stories with friends. You can register and join discussions about your favorite posts. You can subscribe to our e-mail list. We have more ideas for getting involved here. Want to know more about sharing? For the big picture on sharing, check out the following features: "Four Degrees of Sharing," by Janelle Orsi; "Ten Ways our World is Becoming More Share
Charles van der Haegen

Personal Democracy Forum 2011 | June 6-7 | Personal Democracy Forum - 3 views

personaldemocracy.com/pdf-2011

personal democracy politics technology impact participative people empowerment public

shared by Charles van der Haegen on 30 Jul 11 - No Cached
  • Charles van der Haegen on 30 Jul 11
     
    Technology is changing politics "PdF 2011 was a complete sell-out! We'd like to thank our energized and active community of attendees, sponsors, speakers, and volunteers - together, we pulled off one of the most engaging and informative conferences we've had in our eight years of PdF. The feedback we've received so far suggests that everyone in attendance took something away from our conference, whether a new lesson, a new idea, or a new friend. If you couldn't make it to PdF this year, be sure to check out Micah Sifry's conference wrap-up post on techPresident. We also encourage you to check out our video archives, where you'll find videos of our keynote speakers. Thanks again for your continued support, and stay tuned for more on PdF 2012!"
  • Charles van der Haegen on 30 Jul 11
     
    An amazing disciovery for me, Thanks Carla Cassidy
Charles van der Haegen

Skeptic » About Us » A Brief Introduction - 1 views

www.skeptic.com/about_us

science education critical thinking controversial ideas unconmfortable knowledge claims investigating fringe

shared by Charles van der Haegen on 27 Jul 11 - Cached
  • Charles van der Haegen on 27 Jul 11
     
    "A Brief Introduction All our science, measured against reality, is primitive and childlike - and yet it is the most precious thing we have. -Albert Einstein The Skeptics Society is a scientific and educational organization of scholars, scientists, historians, magicians, professors and teachers, and anyone curious about controversial ideas, extraordinary claims, revolutionary ideas, and the promotion of science. Our mission is to serve as an educational tool for those seeking clarification and viewpoints on those controversial ideas and claims. Under the direction of Dr. Michael Shermer, the Society engages in discussions with leading experts and investigates fringe science and paranormal claims. It is our hope that our efforts go a long way in promoting critical thinking and lifelong inquisitiveness in all individuals. I have made a ceaseless effort not to ridicule, not to bewail, not to scorn human actions, but to understand them. -Baruch Spinoza Some people believe that skepticism is the rejection of new ideas, or worse, they confuse "skeptic" with "cynic" and think that skeptics are a bunch of grumpy curmudgeons unwilling to accept any claim that challenges the status quo. This is wrong. Skepticism is a provisional approach to claims. It is the application of reason to any and all ideas - no sacred cows allowed. In other words, skepticism is a method, not a position. Ideally, skeptics do not go into an investigation closed to the possibility that a phenomenon might be real or that a claim might be true. When we say we are "skeptical," we mean that we must see compelling evidence before we believe. Skepticism has a long historical tradition dating back to ancient Greece, when Socrates observed: "All I know is that I know nothing." But this pure position is sterile and unproductive and held by virtually no one. If you were skeptical about everything, you would have to be skeptical of your own skepticism. Like the dec
  • Charles van der Haegen on 27 Jul 11
     
    a nice source of curated uncomfortable knowledge
Charles van der Haegen

PICNIC : // Help U.S.: Lawrence Lessig - 2 views

www.picnicnetwork.org/lawrence-lessig-on-help-us

shared by Charles van der Haegen on 24 Sep 11 - No Cached
  • Charles van der Haegen on 24 Sep 11
     
    "How are governments responding to the entitlement, engagement and sharing brought about by the Internet? How can policy "mistakes" be fixed in "high functioning democracies"? Harvard law professor and Creative Commons founder Lawrence Lessig describes how policy errors in the United States are having unintended negative consequences and he implores "outsiders" to help US to correct its mistakes with balanced, sensible policy alternatives"
  • Charles van der Haegen on 24 Sep 11
     
    May interest you, Laurence Lessig forcefull speach at Picbnic in Amsterdam in September 2011
  • Bryan Alexander on 26 Sep 11
     
    Very fine talk, as usual with Lessig. I wonder where this anti-corruption drive will go.
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.
  • ...7 more annotations...
  • Cathy Davidson's bold experiments in peer-to-peer learning, including "crowd-sourcing grading," gave me a working model to emulate and appropriate.
  • 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.
  • 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.
  • 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

YouTube - A Portal to Media Literacy Michael Welsch - 0 views

www.youtube.com/watch

media litteracy michael welsch pedagogy literacy culture significance college

shared by Charles van der Haegen on 22 Jun 11 - Cached
  • Charles van der Haegen on 22 Jun 11
     
    "Presented at the University of Manitoba June 17th 2008. (for those of you waiting for the Library of Congress presentation, it will be posted Jul16 videos of the work of Michaerl Welsch in Cultural Antropology classes on media litteracy..; a fantastic and incredibly powerfiull showpiece on how education can become with at the same time hints on what to-morrow could look like..; 19th-ish.) From Stephen's Lighthouse: http://stephenslighthouse.sirsidynix.com/archives/2008/07/michael_wesch_l.html" "Many of you have probably seen Kansas State University prof Michael Wesch's thought-provoking video, "A Vision of Students Today". http://www.youtube.com/watch?v=dGCJ46vyR9o. Recently Dr. Wesch spoke at the University of Manitoba where he explained the the basis of this video in a talk entitled, "Michael Wesch and the Future of Education." I found it fascinating! He describes how he so naturally incorporates emerging technologies into his courses from the smallest seminar type class to the largest lecture theatre filled class. More importantly he not only talks about the technologies but how he encourages extraordinary participation and collaboration from his students by engaging them in meaningful learning activities. Although the video is 66 minutes long...pour a coffee, iced tea or glass of wine and enjoy this dynamic presentation from a master teacher." http://umanitoba.ca/ist/production/streaming/podcast_wesch.html Dubbed "the explainer" by popular geek publication Wired because of his viral YouTube video that summarizes Web 2.0 in under five minutes, cultural anthropologist Michael Wesch brought his Web 2.0 wisdom to the University of Manitoba on June 17. During his presentation, the Kansas State University professor breaks down his attempts to integrate Facebook, Netvibes, Diigo, Google Apps, Jott, Twitter, and other emerging technologies to create an education portal of the future. "It's basically an ongoing experiment to create a portal for me and my stud
  • Charles van der Haegen on 22 Jun 11
     
    This is a most powerful ressource, a showcase of what a single professor has been able to realize in his cultural antropology class
Charles van der Haegen

Easa Saarinen Raimo Hamalainen Systems Intelligence Research Group - 0 views

www.systemsintelligence.tkk.fi

system intelligence saarinen hamalainen competence orgaization management learning education relationships

shared by Charles van der Haegen on 25 Jun 11 - No Cached
  • Charles van der Haegen on 25 Jun 11
     
    Systems Intelligence (SI) is a new concept introduced in 2002 by the principal investigators. The research group develops the conceptual basis of this competence and studies its different forms and manifestations in personal and organizational contexts. We seek to distribute knowledge and stimulate interest in Systems Intelligence in different fields including management practices, learning organizations, education, human relationships, etc. By Systems Intelligence we mean intelligent behaviour in the context of complex systems involving interaction and feedback. A subject acting with systems intelligence engages successfully and productively with the holistic feedback mechanisms of her environment. She perceives herself as part of the whole, the influence of the whole upon herself as well as her own influence upon the whole. Observing her own interdependency with the feedback-intensive environment, she is able to act intelligently.
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.
  • ...16 more annotations...
  • 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

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

Create more than you consume  - Medium - 1 views

medium.com/...-than-you-consume-9c1bc89dc71d

Infotention thinking tools learning culture creation consumption Learning pyramid tinker

shared by David McGavock on 24 Jun 14 - No Cached
  • When I was in University, I worked at a psychology research center under the direction of one of Time Magazine’s Top 100 most influential people, Dr. Richie Davidson.
  • One of the studies reviewed by our lab was on meditation and how being in the moment decreases the noise in your brain, leading to improved scores on working memory and intelligence tests.
  • When you tie an emotion to an experience, a hormone is released that greases the wheels at certain chemical locations in the brain where nerves rewire to form new memory circuits:
  • ...6 more annotations...
  • When you consume in a passive way, by skimming and moving to the next thing, you’re at a learning disadvantage.
  • The Learning Pyramid states that people retain:90% of what they learn when they teach someone else/use immediately.75% of what they learn when they practice what they learned.50% of what they learn when engaged in a group discussion.30% of what they learn when they see a demonstration.20% of what they learn from audio-visual.10% of what they learn when they’ve learned from reading.5% of what they learn when they’ve learned from lecture.
  • Self-taught individuals, also called autodidacts, are masters of retaining information largely because of their ability to reflect and put into action most of what they consume.
  • Instead of just trying to get to the end of your Twitter feed or articles that you saved for later, read each article as if you would need to tell a friend about it after.
  • 1-page summary immediately after every chapter he reads.
  • Nothing will help you absorb more of what you consume than trying to do. It’s through the mistakes made where the real learning happens.
  • David McGavock on 24 Jun 14
     
    Great article on creation, consumption, learning, memory
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

Users for Sale: Has Digital Illiteracy Turned Us Into Social Commodities? - 1 views

mashable.com/...users-products-rushkoff

shared by David McGavock on 08 Jul 11 - No Cached
  • In answer to your question, engaging with people costs us privacy. It always has. I think the only way to behave is as if nothing is private. And then fight to make what you care about legal and acceptable.
    • David McGavock
      David McGavock on 08 Jul 11
       
      key point
  • You warn against the dangers of “selling our friends” by connecting our social graphs to various networks and apps. How does this damage our relationships, even if we’re doing it unwittingly?
  • Unwittingly, well, it’s more like when your friends keep inviting you to FarmVille or LinkedIn. When they unwittingly turn over their address book to one of these companies that’s really just in the business of swelling their subscriptions so that they can go have an IPO.
  • ...8 more annotations...
  • You advocate “programming literacy” in the online platforms we use every day. How much can the average web user be expected to understand?
  • I don’t think the average web users of this century will achieve basic programming literacy.
  • If they don’t know how to make the programs, then I’d at least want them to know what the programs they are using are for. It makes it so much more purposeful. You get much more predictable results using the right technologies for the right jobs.
  • I want people to be able to ask themselves, “What does this website want me to do? Who owns it? What is it for?”
  • You note how our traditional social contracts (e.g. I can steal anything I want, but I won’t do it out of shame, fear, etc.) break down due to the anonymity and distance of the web. How can we change this and still maintain an open online culture?
  • We have an economic operating system based in scarcity — that’s how we create markets — so we don’t have a great way yet of sharing abundant resources.
  • It’s a problem of imagination, not reality. We have imaginary boundaries.
  • rather than getting people to use the web responsibly and intelligently, it may be easier to build networks that treat the humans more responsibly and intelligently. Those of us who do build stuff, those of us who are responsible for how these technologies are deployed, we have the opportunity and obligation to build technologies that are intrinsically liberating — programs that reveal their intentions, and that submit to the intentions of their users.
    • David McGavock
      David McGavock on 09 Jul 11
       
      On one hand Rushkoff is saying all people need to become more literate of "programming". On the other hand he says that programmers need to focus on doing the job well (treat humans more responsibly - reveal their intentions more fully).
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