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David McGavock

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

  • 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 are showing evidence of that.
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  • 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.
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    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.
Charles van der Haegen

The Google+ Project | Scoop.it - 0 views

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    "he Google+ Project
    "The strategy, concept, implementation and reactions to The Google+ project."
    Created and curated by Morten Myrstad
    Morten Myrstad curates this topic from blogs, tweets, videos and much more: find out how!"
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    Curation asks for more curation, where is the end of it...
    I must say I feel sometimes completely lost
David McGavock

Multitude Project - 1 views

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    "The scope of the Multitude Project is to drive the multitude social movement. In other words, we try to understand how the new technology is changing the power structure in modern societies, we build a new vision for a brighter future, and we propose a path towards this future, whereby the potential introduced by the new technology is actualized to the advantage of the multitude.

    Change is clearly on the way, in the natural direction of the emancipation of masses, a trend which can be clearly recognized throughout history. Major institutions will be greatly transformed in the near future due to immense pressure mainly induced by rapid technological advancements. Our goal is to predict some of these changes and to channel the change into a peaceful, incremental and constructive revolution.

    Along with the aforementioned exploratory and speculative activities, we also propose new methods and tools, to help individuals and groups all around the world in their daily struggle against injustice and economical inequality."
Charles van der Haegen

Mind Amplification | Scoop.it Zacq Mosher - 1 views

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    Mind Amplification
    "Tools we used to amplify our mind and congition."
    Created and curated by Zaq Mosher
    Zaq Mosher curates this topic from blogs, tweets, videos and much more: find out how!
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    Great Scoop-it piublication Zacq
David McGavock

Freedom - Windows and Mac Internet Blocking Software - 0 views

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    Freedom is a simple productivity application that locks you away from the internet on Mac or Windows computers for up to eight hours at a time."
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    Tools that helps one to focus. Turn off the distractions.
David McGavock

A New Culture of Learning | Social Media Classroom - 2 views

  • 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
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  • 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. eureka
    These 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:
  • 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
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    This is the first capture of the conversation from the thread "A New Culture of Learning". We'll see how this goes
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    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

Tag (metadata) - Wikipedia, the free encyclopedia - 1 views

  • Labeling and tagging are carried out to perform functions such as aiding in classification, marking ownership, noting boundaries, and indicating online identity.
  • computer based searching made the use of keywords a rapid way of exploring records.
  • In 2003, the social bookmarking website Delicious provided a way for its users to add "tags" to their bookmarks (as a way to help find them later);
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  • In a tagging system, there are an unlimited number of ways to classify an item, and there is no "wrong" choice. Instead of belonging to one category, an item may have several different tags.
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    In online computer systems terminology, a tag is a non-hierarchical keyword or term assigned to a piece of information (such as an Internet bookmark, digital image, or computer file).
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