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Charles van der Haegen

BoardGameGeek | Gaming Unplugged Since 2000 - 0 views

boardgamegeek.com

boardgames gaming game boardgamegeek learning boardgame review unplugged Entertainment

shared by Charles van der Haegen on 30 May 11 - Cached
  • Charles van der Haegen on 30 May 11
     
    Co-learner Gregor McNish poqsted on the MindAmp 3 discussion board about Cooperation theory and social dilemmas the following comment: Board games As mentioned in the live session, I find some interesting examples of exploring these tensions in modern boardgames. A strong element of the fun for me in playing these games is exploring the system presented by each game. In the context of our enquiry, I think that games can be a good (and safe) way of practically exploring the decision spaces of different cooperative structures. There are pure cooperative games, where the gamers are working together against the game. "Pandemic" is an example; gamers are trying to save the world from disease. Each person has a special power, the fun comes from working out as a group how to use everyone's powers to group advantage on each turn. Probably more interesting for our purposes are games whose principal mechanic is "negotiation". Negotiating deals, or forming temporary alliances is an important part of play. It's important in these games to have a sense of the relative benefit people are gaining from deals; it's fine to be gaining less than your trading partner, if you end up gaining more across all your trades, etc. There's lots of scope for metagaming -- you help me this time because I helped you last time, or will next time, etc. Whether or not deals are binding depends on the game, which leads to interesting tensions. Some games even allow group wins. "Dune" is a good example of this. "Intrige" is a very pure example, but apparently has been the cause of friendship break ups. "Diplomacy" would be a classic example. One I've always wanted to try is "Republic of Rome"; players are Senators, who must cooperate to defend Rome from the barbarian hordes, but who are otherwise trying to improve their own position relative to each other. Another interesting example people may have come across is "Werewolf" (also called "Mafia"). In a group (usually 9-15 or so), a couple of p
  • Charles van der Haegen on 30 May 11
     
    A great contribution of Gregor McNish in MindAmp 3 as a comment to section Cooperation theory & social dilemmas
  • Bryan Alexander on 30 May 11
     
    Werewolf is a terrific game, especially because of the wild performance aspects. Coop games: I recommend Pandemic.
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?"
Charles van der Haegen

UCLI collective UC & Public Higher Education: A Teach In on Vimeo - 0 views

vimeo.com/9558331

cooperation policy governance democracy voting power vested interests social movements civil society influence

shared by Charles van der Haegen on 18 Jul 11 - No Cached
  • Charles van der Haegen on 18 Jul 11
     
    Very interesting video collection to understand the policy problems on the commons of education in California... I hear there very practical living testimonies which illustrate the dilemma of the commons, the opposint solidarities in Socio-Cultural viability Theory, the vested interest idssues, the democracy principles who are used as myths and metaphores that are influencing people's thinking... It is life policy making and activism in action
David McGavock

How the brain creates the 'buzz' that helps ideas spread - 1 views

medicalxpress.com/...2013-07-brain-ideas.html

mindamp buzz sharing curation learning culture

shared by David McGavock on 08 Jul 13 - No Cached
  • UCLA psychologists have taken a significant step toward answering these questions, identifying for the first time the brain regions associated with the successful spread of ideas, often called "buzz."
  • "Our study suggests that people are regularly attuned to how the things they're seeing will be useful and interesting, not just to themselves but to other people,"
  • We always seem to be on the lookout for who else will find this helpful, amusing or interesting, and our brain data are showing evidence of that.
  • ...6 more annotations...
  • The study findings are published in the online edition of the journal Psychological Science, with print publication to follow later this summer.
  • "Now we have mapped the brain regions associated with ideas that are likely to be contagious and are associated with being a good 'idea salesperson.' In the future, we would like to be able to use these brain maps to forecast what ideas are likely to be successful and who is likely to be effective at spreading them."
  • the interns who were especially good at persuading the producers showed significantly more activation in a brain region known as the temporoparietal junction, or TPJ, at the time they were first exposed to the pilot ideas they would later recommend.
  • We found that increased activity in the TPJ was associated with an increased ability to convince others to get on board with their favorite ideas.
  • Thinking about what appeals to others may be even more important."
  • The TPJ, located on the outer surface of the brain, is part of what is known as the brain's "mentalizing network," which is involved in thinking about what other people think and feel.
  • David McGavock on 08 Jul 13
     
    Interesting findings. The emphasis here is on identifying activity of the brain that indicates a person's effectiveness with passing on (sharing) information. While that is notable, it would be great to know what activity indicates that the information has merit in and of itself. We have plenty of buzz in our world. What we need are authoritative sources.
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

Mastering Google Plus Circles | Social Media Sun - 0 views

socialmediasun.com/google-plus-circles

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

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

…My heart's in Accra » CHI keynote: Desperately Seeking Serendipity - 1 views

www.ethanzuckerman.com/...esperately-seeking-serendipity

filter bubble diversity bias cosmopolitan global local

shared by David McGavock on 07 Jul 11 - No Cached
  • Cities embody political decisions make by their designers.
    • David McGavock
      David McGavock on 07 Jul 11
       
      Sounds like program or be programmed to me
  • It’s much harder to get the architects behind Facebook or Foursquare articulate the behaviors they’re trying to enable and the political assumptions that underly those decisions.
    • David McGavock
      David McGavock on 07 Jul 11
       
      Again - Programmers!
  • An urban planner who wants to make changes to a city’s structure is held in check by a matrix of forces: a desire to preserve history, the needs and interests of businesses and residents in existing communities, the costs associated with executing new projects. Progress is slow,
  • ...49 more annotations...
  • For those planning the future of Facebook, it’s hard to study what’s succeeded and failed for MySpace, in part because an exodus of users to Facebook is gradually turning MySpace into a ghost town.
  • If we learn from real-world cities instead of abandoned digital ones, what lessons might we take?
    • David McGavock
      David McGavock on 07 Jul 11
       
      Conclusions
  • The Jacobs/Moses debate suggests we need to be cautious of architectures that offer convenience and charge isolation as a price of admission. This is the concern Eli Pariser articulates in his (excellent) new book, “The Filter Bubble“.
  • He worries that between Google’s personalized search and the algorithmic decisions Facebook makes in displaying news from our friends, our online experience is an increasingly isolated one,
  • They’re cars, rather than public transit or busy sidewalks.
  • A map of Vancouver overlaid with my friends’ recommendations is one thing; one that recommends restaurants based on paid advertisements and doesn’t reveal this practice is another entirely.
  • The map I want is the one that lets me shuffle not just through my friends’ preferences but through annotations from different groups: first time visitors to the city; long-time Vancouverites; foodies; visitors from Japan, Korea or China.
    • David McGavock
      David McGavock on 07 Jul 11
       
      A diverse sampling of taste
  • People’s actions inscribe their intentions onto a city.
  • Online spaces are often so anxious to show me how my friends are using a space that they obscure how other audiences are using it.
  • It’s possible to find out what’s popular on Facebook to an audience broader than that of your friends.
    • David McGavock
      David McGavock on 07 Jul 11
       
      Something Google+ should consider
  • One of the reasons curation is such a helpful strategy for wandering is that it reveals community maxima. It can be helpful to know that Times Square is the most popular tourist destination in New York if only so we can avoid it.
  • knowing where Haitian taxi cab drivers go for goat soup is often useful data on where the best Haitian food is to be found.
  • If you want to explore beyond the places your friends think are the most enjoyable, or those the general public thinks are enjoyable, you need to seek out curators who are sufficiently far from you in cultural terms and who’ve annotated their cities in their own ways.
    • David McGavock
      David McGavock on 07 Jul 11
       
      key to breaking the filter bubbles
  • Geocaching is its own peculiar form of community annotation, where the immediate goal is leaving your signature on someone else’s logbook, but the deeper goal is encouraging you to explore in a way you otherwise wouldn’t.
  • SF0, founded by a trio of Chicagoans transplanted to San Francisco, was designed to encourage players to discover things they’d never seen or done in the city, in a way that encouraged independence and exploration.
  • Combining the insights we may find from studying the organization of cities with the ability to reshuffle and sort digitally may let us think about designing online spaces for serendipity in different and powerful ways.
    • David McGavock
      David McGavock on 07 Jul 11
       
      Conclusion?
  • - How do we design physical spaces to encourage serendipity? - What lessons about serendipity in physical spaces can we bring into the virtual realm? - How can we annotate the physical world, digitally, in ways that expand our encounters with the world, rather than limiting them?
    • David McGavock
      David McGavock on 07 Jul 11
       
      Questions over conclusion
  • We hope that cities are serendipity engines. By putting a diverse set of people and things together in a confined place, we increase the chances that we’re going to stumble onto the unexpected. It’s worth asking the question: do cities actually work this way?
  • Most of us are fairly predictable
  • We hope for random encounter with a diverse citizenry to build a web of weak ties that increases our sense of involvement in the community, as Bob Putnam suggested in Bowling Alone. And we worry that we may instead isolate and cocoon ourselves when faced with a situation where we feel like outsiders, as Putnam’s recent research suggests.
  • “Census data can describe the segregation of my block, but how about telling me how segregated my life is? Location data points in that direction.
  • Nathan Eagle, who has worked with Sandy Pentland at MIT’s Media Lab on the idea of “reality mining”, digesting huge sets of data like mobile phone records, estimates that he can predict the location of “low-entropy individuals” with 90-95% accuracy based on this type of data
  • We all filter the places we live into the places where we’re regulars and the ones we avoid, the parts of town where we feel familiar and where we feel foreign. We do this based on where we live, where we work, and who we like to spend time with.
  • I’m less concerned about left-right polarization in the US, and more concerned about us/them polarization around the world
  • through the design of the systems we use and our behavior with those systems, I see reasons to worry that our use of the internet may be less cosmopolitan and more isolated that we would hope.
  • There were – and are – reasons to distrust curators, but there’s a critical aspect of their work I believe we need to preserve as we move towards new models for organizing news.
    • David McGavock
      David McGavock on 07 Jul 11
       
      interesting view of curation
  • Countries that have more than 40 million or more internet users generally have a very strong bias towards local sources – the mean is roughly 95%/5%, which makes Americans look (slightly) cosmopolitan in comparison.
  • US broadcast media focuses much more on entertainment stories than on international news.)
  • What’s striking to me about this preference data is that there’s so little effort required to access international news sources like BBC, the Times of India or the Mail and Guardian – they’re one click away and don’t require crossing a language barrier – and how strong the “local” bias for national news sources appears to be.
  • on January 12th, I published “What if Tunisia had a revolution, but nobody watched?“… and I got a lot of phone calls when Ben Ali fled the country two days later.
  • The revolution in Tunisia caught intelligence and diplomatic services around the world flat-footed. It didn’t have to – there was a wealth of information being published on Tunisian Facebook pages
  • I’m forced to admit that there’s no way I would have known about the revolution brewing if I didn’t have close Tunisian friends.
  • I’m less interested in the ways in which we limit our paths through cities than in how we constrain what we do and don’t encounter online.
    • David McGavock
      David McGavock on 07 Jul 11
       
      key point
  • On the other hand, curators invariably have biases
  • We need mechanisms to ensure that search gets complemented with serendipity.
    • David McGavock
      David McGavock on 07 Jul 11
       
      Point we have been discussing. Filter bubbles
  • Facebook offers a different answer to the question, “What do I need to know?” – “You need to know what your friends and your friends of friends already know that you do not.”
    • David McGavock
      David McGavock on 07 Jul 11
       
      Facebook world = ummm....
  • there’s a decent chance that their collective intelligence has some blind spots
  • The problem, of course, is that if your friends don’t know about a revolution in Tunisia or a great new Vietnamese restaurant, you may not know either.
  • It’s worth asking whether that bubble is able to provide us with the serendipity we hope for from the web.
  • Serendipity, at first glance, looks like the positive side of unintended consequences, the happy accident. But that’s not what the term meant, at least originally.
  • The word was coined by Horace Walpole, an 18th century British aristocrat,
  • A Google search turns up 11 million pages with the term, including restaurants, movies and gift shops named “serendipity”, but very few on unexpected discovery through sagacity.
    • David McGavock
      David McGavock on 07 Jul 11
       
      Serendipity vs. Sagacity
  • he refers to a Persian fairy tale, The Three Princes of Serendip, in which the titular characters were “always making discoveries, by accidents and sagacity, of things they were not in quest of.”
  • Louis Pasteur observed, “In the fields of observation chance favors only the prepared mind.”
  • In “The Travels and Adventures of Serendipity”, he and Barber explore discovery in a General Electric laboratory under the leadership of Willis Whitney, who encouraged a work environment that focused as much on fun as it did on discovery.
    • David McGavock
      David McGavock on 07 Jul 11
       
      Sounds like Google. Tinkering, time to play, time to work.
  • If we want to create online spaces to encourage serendipity, we might start by learning from cities.
    • David McGavock
      David McGavock on 07 Jul 11
       
      Moving to the point of online learning
  • Our loss, I believe, is that we’ve lost sight of the idea that we could prepare ourselves for serendipity, both personally and structurally.
  • vibrancy comes from the ongoing chance encounter between people using a neighborhood for different purposes, encountering one another as their paths intersect and cross.
  • The neighborhoods Jacobs celebrates are certainly not the most efficient in terms of an individual’s ability to move quickly and independently. Vibrancy and efficiency may not be diametrically opposed, but it’s likely that the forces are in tension.
David McGavock

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

mindmappingsoftwareblog.com/personal-learning-network

PLN rheingold twitter learning Personal learning network learning culture

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

Seth Godin on the tribes we lead | Video on TED.com - 2 views

www.ted.com/...din_on_the_tribes_we_lead.html

ted tribes sethgodin learning culture commons socialmedia leadership

shared by David McGavock on 27 Apr 12 - Cached
  • David McGavock on 27 Apr 12
     
    "Seth Godin argues the Internet has ended mass marketing and revived a human social unit from the distant past: tribes. Founded on shared ideas and values, tribes give ordinary people the power to lead and make big change. He urges us to do so. Seth Godin is an entrepreneur and blogger who thinks about the marketing of ideas in the digital age. His newest interest: the tribes we lead. Full bio »"
  • David McGavock on 27 Apr 12
     
    Godin enjoins us to organize tribes for doing good.
David McGavock

Connected Learning Research Network - 0 views

clrn.dmlhub.net

connectedlearning socialmedia education research technology network Cooperation learning culture mimi ito

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

Adventures In Behavioral Neurology-or-what Neurology Can Tell Us About Human Nature | C... - 0 views

edge.org/...dventures_behavioral_neurology

neurology Brain Ramachandran

shared by David McGavock on 14 May 12 - No Cached
  • David McGavock on 14 May 12
     
    Adventures In Behavioral Neurology-Or-What Neurology Can Tell Us About Human Nature [V.S. RAMACHANDRAN:] I'm interested in all aspects of the human mind, including aspects of the mind that have been regarded as ineffable or mysterious. The way I approach these problems is to look at patients who have sustained injury to a small region in the brain, a discipline called Behavioral Neurology or Cognitive Neuroscience these days. Let me tell you about the problem confronting us. The brain is a 1.5 kilogram mass of jelly, the consistency of tofu, you can hold it in the palm of your hand, yet it can contemplate the vastness of space and time, the meaning of infinity and the meaning of existence. It can ask questions about who am I, where do I come from, questions about love and beauty, aesthetics, and art, and all these questions arising from this lump of jelly. It is truly the greatest of mysteries. The question is how does it come about?
Antonio Lopez

Practically Nonideological: A Chat with Ethan Zuckerman | Motherboard - 2 views

motherboard.vice.com/...al-a-chat-with-ethan-zuckerman

shared by Antonio Lopez on 02 Jun 12 - No Cached
  • One of the things that I thought was very interesting with Occupy early on was not just the desire to occupy physical spaces, but the desire to occupy media.
  • Now, instead of it being difficult to get footage, what’s really difficult is to edit it down into a narrative in one fashion or another.
  • One thing I’m fairly well known for in my work is trying to be critical about whether we’re adopting technologies because they’re practical, or because they’re ideological.
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  • The reason I push back against this and say, ‘There’s some pretty good tech in Wimax, which probably is an easier way to put a pretty big cloud over an Occupy encampment, and then connect it into the Internet,’ is that I think it’s the Utopian technological politics that have people pursuing a very ground-up, very ad-hoc solution that may or may be the right technological solution.
  • There are two groups right now that are fighting for influence over the Internet. One groups is the guys who’ve run the Internet for a very long time. And I do mean guys. It’s mostly engineers – some with major tech companies, some with major telecom companies – who dominate meetings of things like the IETF, who are representatives of organizations like ICANN.
  • There’s a second camp in all this that is represented by governments, particularly governments of China, Russia, some governments from the global South, that are essentially saying ‘Look, this needs to be run through something closer to the UN system. It needs to be multi-national. It needs to be more representative.’
  • It’s interesting to think about how popular movements might insert themselves in that space. The truth is that with SOPA/PIPA, the traditional tech guys were on one side fighting more or less against Hollywood. And they pulled in support from millions of Internet users who signed up and said ‘We’re with you on this. We’re going to participate.’
  • I don’t see that popular movement [OWS] as the main actor in this space. I see companies like Tumblr, and Twitter, and Google doing a pretty good job of motivating their users. But whether that group of motivated Internet users actually maps onto Occupy…
David McGavock

Is Google Making Us Stupid? - Nicholas Carr - The Atlantic - 1 views

www.theatlantic.com/...306868

Nicholas Carr Scientific Management Information distracted

shared by David McGavock on 13 Jun 14 - No Cached
  • I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book or a lengthy article used to be easy.
  • I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle.
  • The Web has been a godsend to me as a writer. Research that once required days in the stacks or periodical rooms of libraries can now be done in minutes
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  • I’m as likely as not to be foraging in the Web’s info-thickets’reading and writing e-mails, scanning headlines and blog posts, watching videos and listening to podcasts, or just tripping from link to link to link.
  • For me, as for others, the Net is becoming a universal medium, the conduit for most of the information that flows through my eyes and ears and into my mind.
  • As the media theorist Marshall McLuhan pointed out in the 1960s, media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought.
  • The more they use the Web, the more they have to fight to stay focused on long pieces of writing.
  • “I can’t read War and Peace  anymore,” he admitted. “I’ve lost the ability to do that.
    • David McGavock
      David McGavock on 13 Jun 14
       
      Unlikely. He hasn't lost the ability but the desire.
  • recently published study of online research habits , conducted by scholars from University College London, suggests that we may well be in the midst of a sea change in the way we read and think.
  • new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins.
  • we may well be reading more today than we did in the 1970s or 1980s
  • “We are how we read.” Wolf worries that the style of reading promoted by the Net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace.
  • the media or other technologies we use in learning and practicing the craft of reading play an important part in shaping the neural circuits inside our brains.
  • even the adult mind “is very plastic.” Nerve cells routinely break old connections and form new ones. “The brain,” according to Olds, “has the ability to reprogram itself on the fly, altering the way it functions.”
  • Lewis Mumford  described how the clock “disassociated time from human events and helped create the belief in an independent world of mathematically measurable sequences.”
  • In deciding when to eat, to work, to sleep, to rise, we stopped listening to our senses and started obeying the clock.
  • The Internet, an immeasurably powerful computing system, is subsuming most of our other intellectual technologies. It’s becoming our map and our clock, our printing press and our typewriter, our calculator and our telephone, and our radio and TV.
  • The Net’s influence doesn’t end at the edges of a computer screen, either. As people’s minds become attuned to the crazy quilt of Internet media, traditional media have to adapt to the audience’s new expectations.
  • The Net’s intellectual ethic remains obscure.
    • David McGavock
      David McGavock on 13 Jun 14
       
      So the net has ethics?? This anthropomorphism takes away our responsibility
  • The goal, as Taylor defined it in his celebrated 1911 treatise, The Principles of Scientific Management, was to identify and adopt, for every job, the “one best method” of work and thereby to effect “the gradual substitution of science for rule of thumb throughout the mechanic arts.”
  • In Google’s view, information is a kind of commodity, a utilitarian resource that can be mined and processed with industrial efficiency. The more pieces of information we can “access” and the faster we can extract their gist, the more productive we become as thinkers.
  • their easy assumption that we’d all “be better off” if our brains were supplemented, or even replaced, by an artificial intelligence is unsettling. It suggests a belief that intelligence is the output of a mechanical process, a series of discrete steps that can be isolated, measured, and optimized.
  • there’s little place for the fuzziness of contemplation. Ambiguity is not an opening for insight but a bug to be fixed. The human brain is just an outdated computer that needs a faster processor and a bigger hard drive.
  • The last thing these companies want is to encourage leisurely reading or slow, concentrated thought. It’s in their economic interest to drive us to distraction.
    • David McGavock
      David McGavock on 13 Jun 14
       
      I find this the most compelling argument. "Business" has an interest in selling things. Moving us faster, increasing our "seeking" instinct is one of the keys to this consumption frenzy. The individual needs to understand and manage these forces.
  • The kind of deep reading that a sequence of printed pages promotes is valuable not just for the knowledge we acquire from the author’s words but for the intellectual vibrations those words set off within our own minds.
  • we make our own associations, draw our own inferences and analogies, foster our own ideas.
  • As we are drained of our “inner repertory of dense cultural inheritance,” Foreman concluded, we risk turning into “‘pancake people’—spread wide and thin
    • David McGavock
      David McGavock on 13 Jun 14
       
      I like this metaphor. Pancake people
Donal O' Mahony

Five Forms of Filtering - 0 views

timkastelle.org/...five-forms-of-filtering

Filter

shared by Donal O' Mahony on 28 May 11 - Cached
  • Donal O' Mahony on 28 May 11
     
    creating ECONOMIC value from filters Interesting discussion of forms of filtering that could be applied to creating SOCIAL value
Charles van der Haegen

Internet Society (ISOC) All About The Internet: Legal Guide - 1 views

www.isoc.org/internet

internet resources links history law research statistics surveys markety infrastructure code of conduct

shared by Charles van der Haegen on 01 Jun 11 - Cached
  • Charles van der Haegen on 01 Jun 11
     
    "About the Internet Histories of the Internet ISOC has gathered links and resources on a range of important Internet topics. Please explore this collection of background material. Internet Scenario The Internet Society has developed four future Internet scenarios that reveal plausible courses of events that could impact the health of the Internet in the future. All about the History of the Internet. Articles from various organisations and personalities. Read more ... Guide to Internet Law The Internet Society provides this guide as a public service for all interested parties. The guide offers links to many useful legal research sites on the Internet, along with brief descriptions. Read more ... Market Research/Statistics Statistics, surveys, and Market research regarding the Internet. Read more ... About the Internet Learn more about the Internet Infrastructure Descriptions of the Internet's infrastructure. How is the Internet organised? What are the bodies involved at different levels? Read more ... Internet Code of Conduct Guidelines on conduct and use of the Internet. Read more "
Donal O' Mahony

21 Things That Will Be Obsolete by 2020 | MindShift - EdTech Leadership - 3 views

edtech.nathansandberg.me/will-be-obsolete-by-2020-minds

2020 learning culture

shared by Donal O' Mahony on 29 May 11 - No Cached
  • Donal O' Mahony on 29 May 11
     
    some interesting observations
  • Antonio Lopez on 30 May 11
     
    Great ink. I posted the following comment on the article's Website: On point 18, why not organic food in the cafeteria? Seems like if we are smart enough to adapt all the trends you are discussing, a farm-to-school lunch program would make sense as well. I like all the suggestions you are making, but I also find them to be too technologically oriented, and not necessarily grounded in the needs of the current reality we are facing: can we even educate for a world that no longer has the carrying capacity for civilization? I think the tools you mention are all useful and can be applied sustainably, but I would suggest a conscious push to incorporate sustainability as an educational value that is integrated into the technology. And I'm not just talking about information literacy about environmental issues, but actual sustainable cultural practice, which includes many of the things you have listed here. Additionally, it would be good to argue for Green IT. What good is a digital cloud if the ones outside the classroom are wrecking havoc on our surroundings? Again, I like your ideas, I just think they will be more feasible in a habitable world. We should put our minds together to make this so.
B.L. Ochman

2aJoseph Smarr from Google interviewed at OSCON 2011 2c 0f - YouTube - 1 views

www.youtube.com/watch

google+

shared by B.L. Ochman on 03 Aug 11 - No Cached
  • B.L. Ochman on 03 Aug 11
     
    interesting interview with Google engineer about Google+
Donal O' Mahony

2aAbove And Beyond 2c 0f - YouTube - 4 views

www.youtube.com/watch

Cooperation

shared by Donal O' Mahony on 10 Aug 11 - No Cached
  • Donal O' Mahony on 10 Aug 11
     
    An interesting take on communication, collaboration, critical thinking and creativity. more on the social less on the media;)
David McGavock

Transom » Radiolab: An Appreciation by Ira Glass - 0 views

transom.org/?p=20139

radiolab storytelling resources

shared by David McGavock on 24 Sep 11 - No Cached
  • Real journalism – and by that I mean fact-based reporting – is getting trounced by commentary and opinion in all its forms, from Fox News to the political blogs to Jon Stewart. Everyone knows newspapers are in horrible trouble. TV news continually loses ratings. And one way we broadcast journalists can fight back and hold our audience is to sound like human beings on the air. Not know-it-all stiffs. One way the opinion guys kick our ass and appeal to an audience is that they talk like normal people, not like news robots speaking their stentorian news-speak. So I wish more broadcast journalism had such human narrators at its center. I think that would help fact-based journalism survive.
  • particularly the places where the story turns, or where the hosts are to take different sides of an issue, those moments are always improvised.
  • Thus the utterly effortless chitchat that floats you so cheerfully from plot point to character moment to scientific explanation to the next plot point is actually worked over second by second and beat by beat, over the course of weeks.
  • ...13 more annotations...
  • Jad’s an Oberlin-trained composer so he’s always either writing the music to fit the stories on his show, the way a composer writes a film score, or he adapts other people’s music so well you can’t tell it wasn’t custom made.
  • And all that meticulous work is in the service of something that’s the opposite of careful and meticulous: this totally chatty, happy, loose, spontaneous-sounding conversation between Jad and Robert and their interviewees.
  • on Radiolab. They invented this insanely concise, entertaining way to tell that story, and they have no problem hurtling through it quickly.
  • For my part, I find it comforting that this level of excellence is so labor intensive that they only can make ten full shows a year (plus, sure, 16 “shorts” that they distribute on the Internet). If they could do an hour of this every week, I think I’d have to quit radio. What would be the point of continuing? How could anyone compete with that?
  • There was an entire hour recently that took up the provocative question: from an evolutionary perspective, why would it be useful for us, or for any creature, to ever help one another? To ever be good? That’s a really hard premise for stories with ideas and emotion and strong characters and interesting plot lines.
  • “In an almost comic attempt to make their job hard, the duo take only the most difficult subjects from science and philosophy: ‘Time,’ ‘Morality,’ ‘Memory and Forgetting,’ ‘Limits.’”
  • What’s striking is the ambition of all this. Jad and Robert seem to be inventing their effects and techniques as they go.
  • Sometimes it seems like the only people who understand how terrific the show is, are listeners.
  • Radiolab also does a beautiful job figuring out a mix of stories that’ll move us from one idea to the next over the course of an hour. Lots of their episodes have a coherent argument to them, an argument that takes an hour and several stories to lay out.
  • Radiolab: An Appreciation I marvel at Radiolab when I hear it. I feel jealous. Its co-creators Jad Abumrad and Robert Krulwich have digested all the storytelling and production tricks of everyone in public radio before them, invented some slick moves of their own, and ended up creating the rarest thing you can create in any medium: a new aesthetic.
  • A 2010 NPR/SmithGeiger survey of news consumers who rightly should be in the public radio audience, showed that one of the biggest reasons adults say they choose not to listen to public radio is that they’re put off by the tone. One survey respondent said: “This type of story could be interesting, but the reporter’s voice and intonation is soooo affected, upper class, wasp, Ph.D. student-like, it detracts from the story.
  • This information is presented quickly and cheerfully. There’s a bounce to the whole thing. Music plays behind. Jad looks at a map, as he’s talking to Laura, naming the cities the balloon passed on its flight across England. It’s visual. Do I need to explain here that part of making great radio is remembering that you always need to give the audience things to look at?
  • All this banter also helps them solve a storytelling problem
  • David McGavock on 24 Sep 11
     
    Radiolab: An Appreciation I marvel at Radiolab when I hear it. I feel jealous. Its co-creators Jad Abumrad and Robert Krulwich have digested all the storytelling and production tricks of everyone in public radio before them, invented some slick moves of their own, and ended up creating the rarest thing you can create in any medium: a new aesthetic.
  • David McGavock on 24 Sep 11
     
    Telling a story - capturing the attention and curiosity of people. Sparking our humanity.
David McGavock

Classroom 2.0 - 0 views

www.classroom20.com

education collaboration web2.0 classroom social_networking

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