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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

The Technium: Amish Hackers - 1 views

www.kk.org/...amish_hackers_a.php

technology Amish Hacking diy sustainability Cooperation Infotention thinking tools augmentation commons

shared by David McGavock on 26 Apr 12 - Cached
  • comes up with a justification of how it fits into the Amish orientation. So he goes to his bishop with this proposal: "I like to try this out." Bishop says to Ivan, "Okay Ivan, do whatever you want with this. But you have to be ready to give it up, if we decide it is not helping you or hurting others." So Ivan acquires the tech and ramps it up, while his neighbors, family, and bishops watch intently. They weigh the benefits and drawbacks. What is it doing to the community?
  • 1) They are selective. They know how to say "no" and are not afraid to refuse new things. They ban more than they adopt. 2) They evaluate new things by experience instead of by theory. They let the early adopters get their jollies by pioneering new stuff under watchful eyes. 3) They have criteria by which to select choices: technologies must enhance family and community and distance themselves from the outside world. 4) The choices are not individual, but communal. The community shapes and enforces technological direction.
  • David McGavock on 26 Apr 12
     
    The Amish have the undeserved reputation of being luddites, of people who refuse to employ new technology. It's well known the strictest of them don't use electricity, or automobiles, but rather farm with manual tools and ride in a horse and buggy. In any debate about the merits of embracing new technology, the Amish stand out as offering an honorable alternative of refusal. Yet Amish lives are anything but anti-technological. In fact on my several visits with them, I have found them to be ingenious hackers and tinkers, the ultimate makers and do-it-yourselfers and surprisingly pro technology.
  • David McGavock on 26 Apr 12
     
    Kevin Kelly describes Amish Hackers and the way the Amish community sifts and selects appropriate technology. Talk about infotention! These people have focus on what a technology can do for them and how it will benefit the greater community.
Alex Grech

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

www.theatlantic.com/...244483

PhD Disruption Academia rheingold

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

How to hack RSS to Reduce Information Overload - 0 views

gigaom.com/...to-reduce-information-overload

RSS pipes hack collaboration Dawn Foster evaluate resources information_literacy

shared by David McGavock on 30 Apr 11 - No Cached
  • There is more information available in the world than any one person could hope to consume
  • There is more information available in the world than any one person could hope to consume
  • but most of that information is uninteresting, out of date, inaccurate, or not relevant for you.
  • ...14 more annotations...
  • There is more information available in the world than any one person could hope to consume
  • There is more information available in the world than any one person could hope to consume
  • The key to reducing information overload is to more efficiently find the data you want among the information that you don’t care about.
  • at about the blogs where one in five or one in 10 posts are relevant for you?
  • the real magic is in filtering.
  • My favorite filtering tool is Yahoo Pipes
  • which lets me filter an RSS feed using various criteria: URL, author, date, content and more. 
  • and my some blogs filtered for just the best posts using PostRank.
  • The best thing about PostRank is that you can get an RSS feed of just the best posts from a particular publisher, and that feed then includes the PostRank score,
  • you can do even more hacking on the PostRank RSS feed using Yahoo Pipes.
  • Another technique that helps me to consume information more efficiently is to modify the format of many of my RSS feeds
  • By bringing more details into the title, I can avoid spending time clicking to get more information.
  • The final trick is to use Web APIs to gather additional data
  • isten to the audio from my session
  • David McGavock on 30 Apr 11
     
    There is more information available in the world than any one person could hope to consume (hundreds of exabytes of data), but most of that information is uninteresting, out of date, inaccurate, or not relevant for you. The key to reducing information overload is to more efficiently find the data you want among the information that you don't care about.
David McGavock

Making Science by Serendipity. A review of Robert K. Merton and Elinor Barber's The Tra... - 1 views

jetpress.org/campa.htm

Barber information_literacy critical skills evaluate serendipity

shared by David McGavock on 09 Jul 11 - No Cached
  •  It is worth now turning our attention to the theoretical aspects of serendipity and examining the sociological and philosophical implications of this idea.
    • David McGavock
      David McGavock on 09 Jul 11
       
      New theme
  • As Mario Bunge (1998: 232) remarks, “Merton, a sociologist and historian of ideas by training, is the real founding father of the sociology of knowledge as a science and a profession; his predecessors had been isolated scholars or amateurs.”
  •  It is true that the American sociologist studies mainly institutions of science, not laboratory life and the products of science (e.g., theories). But he never said that sociologists cannot or should not study other aspects of science.
  • ...10 more annotations...
  • His attention to the concept of serendipity is the best evidence
  • Some scientists seem to have been aware of the fact that the elegance and parsimony prescribed for the presentation of the results of scientific work tend to falsify retrospectively the actual process by which the results were obtained” (Merton and Barber 2004: 159)
  • Indeed if you are clever enough to take advantage of the opportunity, you may capture a fox thanks to accidental circumstances while searching for hares.
  • Colombus’ discovery of America, Fleming’s discovery of penicillin, Nobel’s discovery of dynamite, and other similar cases, prove that serendipity has always been present in research. Merton (1973: 164)
  • “Intuition, scriptures, chance experiences, dreams, or whatever may be the psychological source of an idea.
  • This descriptive model has many important implications for the politics of science, considering that the administration and organization of scientific research have to deal with the balance between investments and performance. To recognize that a good number of scientific discoveries are made by accident and sagacity may be satisfactory for the historian of science, but it raises further problems for research administrators.
  • If this is true, it is necessary to create the environment, the social conditions for serendipity. These aspects are explored in Chapter 10 of The Travels and Adventures of Serendipity.
    • David McGavock
      David McGavock on 09 Jul 11
       
      Key to the Mindamp group is finding ways to create this environment
  • The solution appears to be a Golden Mean between total anarchy and authoritarianism. Too much planning in science is harmful.
    • David McGavock
      David McGavock on 09 Jul 11
       
      balance - a good idea
  • Whitney supervised the evolution of the inquiry everyday but limited himself to asking: “Are you having fun today?” It was a clever way to make his presence felt, without exaggerating with pressure. The moral of the story is that you cannot plan discoveries, but you can plan work that will probably lead to discoveries:
    • David McGavock
      David McGavock on 09 Jul 11
       
      Applied Serendipity at GE - "having fun?"
  • If scientists are determined by social factors (language, conceptual frames, interests, etc.) to find certain and not other “answers,” why are they often surprised by their own observations? A rational and parsimonious explanation of this phenomenon is that the facts that we observe are not necessarily contained in the theories we already know. Our faculty of observation is partly independent from our conceptual apparatus. In this independence lies the secret of serendipity.
    • David McGavock
      David McGavock on 09 Jul 11
       
      Perhaps an example of embodied cognition. Our senses know something our brains don't.
David McGavock

Our mission - Gapminder.org - 0 views

www.gapminder.org/...our-mission

evaluate resources statistics visualisation data gapminder

shared by David McGavock on 03 Jul 11 - Cached
  • David McGavock on 03 Jul 11
     
    "About Gapminder Fighting the most devastating myths by building a fact-based world view that everyone understands. Gapminder is a non-profit venture - a modern "museum" on the Internet - promoting sustainable global development and achievement of the United Nations Millennium Development Goals."
David McGavock

Shame and honour drive cooperation - 0 views

rsbl.royalsocietypublishing.org/...rsbl.2011.0367.full

cooperation Jennifer Jacquet shame honor game theory

shared by David McGavock on 25 May 14 - No Cached
  • Shame is a traditional deterrent from asocial behaviour and is employed when offenders are singled out for public scorn.
  • Modern democratic societies have moved away from including the public in the punishment, although in some cases (e.g. drunk driving licence plates) the state still sanctions shame [1].
  • shame as well as honour could become more prevalent as digital technology
  • ...15 more annotations...
  • We designed this public goods experiment to isolate the effects of being shamed or honoured, with no monetary consequences to either experience, and test whether the expectation of negative or positive reputational information enforces social behaviour.
    • David McGavock
      David McGavock on 25 May 14
       
      Point of the study
  • If players know that only the least or most cooperative individuals are to stand in front of their peers, will they cooperate more as a group?
  • In games that offer players anonymity, uncooperative behaviour is more prevalent [7] while the opposite is true of games in which players know that each of their decisions will be linked to their real identities [8–10]
  • confirming that, even when only the least or most cooperative individuals are to stand in front of their peers, players cooperate more as a group
  • expected that shame might be more effective than honour
  • n contrast to our expectations, we found no significant differences in group contributions over the first 10 rounds between the shame and honour treatments.
  • We hypothesized that the threat of shame or the prospect of honour would lead to increased public contributions.
  • Our results show that a promise to single out free-riding individuals for public scrutiny can lead to greater cooperation from the whole group, as can singling out the most generous individuals.
  • Group cooperation in the shame treatment significantly declined following round 10 (paired t-test between 10th and 12th round, t = 3.67, p = 0.005), corroborating our finding that the threat of being singled out as a free rider had been driving cooperation.
  • Cues of being watched enhance cooperation [11] and when humans lived in small groups, it was easy to observe individual behaviour.
  • language, replaced direct observation
  • the absence of shaming by the state does not preclude the absence of shame altogether in society, especially as social media increases the frequency, speed and inclusiveness of communication.
  • The Internet increasingly creates a global town square where controls are harder to implement and enforce, gossip travels fast, and where shame as well as honour therefore might experience resurgence.
  • Transparency also enhances cooperation [8–10] but can be costly to provide and its use can be limited. Transparency requires time evaluating and determining a satisfactory performance.
  • difficult in our current era, where human attention, not information, is a scarce resource [15].
    • David McGavock
      David McGavock on 25 May 14
       
      Interesting distinction; that attention is in shorter supply than information.
  • David McGavock on 25 May 14
     
    Full description of study by Jennifer Jacquet
David McGavock

Connectivism: A learning theory for - 0 views

www.itdl.org/...article01.htm

Connectivism learning theory siemens Personal learning network learning culture

shared by David McGavock on 03 Jul 14 - Cached
    • David McGavock
      David McGavock on 03 Jul 14
       
      Learning is more active? It appears that communities networks and the like require engagement - meaning active
  • learning
  • Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11).
  • ...12 more annotations...
  • How people work and function is altered when new tools are utilized.
    • David McGavock
      David McGavock on 03 Jul 14
       
      Central to mindamplier idea
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
    • David McGavock
      David McGavock on 03 Jul 14
       
      Our ability to learn - Process more than product.
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy survival. Speed of “idea to implementation” is also improved in a systems view of learning.
  • Design of learning environments
    • David McGavock
      David McGavock on 03 Jul 14
       
      This is of special interest to me. Where the rubber meets the road.
  • The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.
  • These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology).
    • David McGavock
      David McGavock on 03 Jul 14
       
      While I accept that knowledge is organized and stored outside the "person". Learning is a distinctly internal process methinks. IOW - I don't get his point
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual.
    • David McGavock
      David McGavock on 03 Jul 14
       
      In the way that consciousness is an emergent property of the flow of energy within system of cells, neurons - Siemens idea of "learning" is the process through which individuals, ideas, and networks emerge (manifest). I don't know if this is what he's getting at but perhaps?
  • Capacity to know more is more critical than what is currently known
    • David McGavock
      David McGavock on 03 Jul 14
       
      Seems to me that what currently is known is equally important in that it guides us, grounds us, and forms the basis for our capacity. Wisdom or knowledge. Dichotomous.
  • Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology.
  • Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments
  • The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete.
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
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