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.
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Collusion - 0 views
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I followwed Georges Siemens' advice on twitter Have a look at Collusion: http://bit.ly/pwcMSc Follow the directions to see how you are tracked across sites. Connections amplify insight I found the site "Collusion" ttp://collusion.toolness.org/ The fundamental problem of the web, and why the battle for web freedom will be so harch to win The site provides you indication which tools you might use to limit companies (and other services) tracking you See also Eli Parisels Ted Talk for his warning of not transparant behavior on the web, or read Jonathan Zittrain's book The Future of Internet -
This is a great demo, I recomment you to follow and view, and learn and decide from it
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Transom » Radiolab: An Appreciation by Ira Glass - 0 views
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particularly the places where the story turns, or where the hosts are to take different sides of an issue, those moments are always improvised.
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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.
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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.
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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.
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on Radiolab. They invented this insanely concise, entertaining way to tell that story, and they have no problem hurtling through it quickly.
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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?
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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.
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“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.’”
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What’s striking is the ambition of all this. Jad and Robert seem to be inventing their effects and techniques as they go.
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Sometimes it seems like the only people who understand how terrific the show is, are listeners.
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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.
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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.
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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.
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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?
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All this banter also helps them solve a storytelling problem
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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. -
Telling a story - capturing the attention and curiosity of people. Sparking our humanity.
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Writing, Reading, and Social Media Literacy - Howard Rheingold - Now, New, Next - Harva... - 5 views
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When I first faced students in a classroom, I was surprised to discover that the mythology I had believed about "digital natives" was not entirely accurate. Just because they're on Facebook and chat online during class and can send text messages with one hand does not mean that young people are acquainted with the rhetoric of blogging, understand the way wikis can be used collaboratively, or know the techniques necessary for vetting the validity of information discovered online. Just as learning the alphabet requires further education before a literate person can compose a coherent argument, learning the skills of effective social media use requires an education that today's institutions and teachers are ill-prepared to provide.
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We don't have time for institutions to change, which is why I've worked to provide tools for those educators who are using social media to prepare students for the 21st century.
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Pop-Up University | DMLcentral - 0 views
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Networked social learning is most effective and truly magical when students who don't know one another one day start scouring the world for knowledge to bestow on each other the next day and spend their time contributing to each other's learning. It’s the unpredictable synergy that can happen when a group of strangers assembles online to learn together.
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But the knowledge-sharing gift economy is a human creation – one that can't be predicted, commanded, or summoned but has to be nurtured, cultivated, and facilitated.
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Michael Wesch's "A Portal to Media Literacy" made clear to me something I had been feeling my way toward -- a pedagogy that is more about collaboration than technology, in which the technology is central, but is a vehicle for co-discovery.
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Cathy Davidson's bold experiments in peer-to-peer learning, including "crowd-sourcing grading," gave me a working model to emulate and appropriate.
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I learned from Mizuko Ito that young people use digital skills and knowledge exchange as social currency in fan cultures – using social media to learn about things that really matter to them, such as multiplayer games, Pokemon, mashups and fan videos.
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Henry Jenkins taught me about participatory culture and the importance of teaching skills of credibility (what I call "crap detection") transmedia storytelling, collective intelligence, and network smarts.
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it only made sense to begin by mobilizing social media skills in parallel with introducing the subject matter. Teaching about social media doesn't make a lot of sense unless students can use social media in their learning
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The choice to participate in creating and not just consuming the culture in which we live is crucial, and presenting that choice in terms that can engage students is critical.
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The first acts on the first day of class are crucial – what chaos theorists call "sensitive dependence on initial conditions."
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As one of my mentors, Lisa Kimball, taught me, a good online facilitator pays heed to the containers, but also thinks in terms of tempo. I knew the importance of engaging as many of the co-learners as possible in the first live session and the first weekend of forum and blog discussion.
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If Rheingold U, my current experiment in cultivating wholly online, multimedia, unaccredited, for-not-much-pay learning communities, originally germinated out of fun and impulse, the next stage was more scary-serious. As soon as I took people's money and started telling the world about my intentions, I was obligated as well as motivated to make it work - not just to deliver a rich set of learning materials, but to conjure actual social learning magic
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Classroom 2.0 - 0 views
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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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unconference » unConferencing - how to prepare to attend an unconference - 0 views
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"unConferencing - how to prepare to attend an unconference Filed under: Uncategorized PDF version by Kaliya Hamlin from Unconference.net The unconference* format creates space for peer-to-peer learning, collaboration and creativity. At the start, the whole group will gather together and be guided through creating an agenda using open space technology. The exact process is not important to understand in advance - the process will become clear as it happens. The important part is that all those gathered will have the opportunity to put conference sessions on the agenda. No session will be voted off or 'won't happen' for some other reason. All sessions are welcome."
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Manuel Castells on Vimeo communication Power. Protecting the Commons of Communication S... - 0 views
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This is a fundamental lecture. Everyone interested in the future of the World should see this: Basic points (litterally transcribed from manuel Castells' conclusions * communication is the field of Power Making *Communication space has been transformed both by technology and by the restruction of Business and of the Madia *Because of that one of the things that has happened is that the space in the networked society, the space of communication, is more pervasive than ever in History: We all live in a hypertext of Communication * In that space, one of the things that has happenend is to increase the possibilities of the intervention, in autonomous terms, by people, by social actors, by grassroots movements, by social movements and by insurgent politics *It doesn't mean that there is freedom, it means that there are greater chances, greater possibilities *At the same time, because of that, business powers and political powers have understood the need to control also the horizontal networks of communication * Also to play the politics of the internet now has become too important and therefore we have all the attempts to senson the internet * We have all the attempts to use Internet users as potential hiders and cheaters *We have the debate of Internet neutrality because the owners of internet infrastructure are trying to appropriate the infrastructure for the servive of their clients and customers SO WE HAVE A MAJOR? MAJOR POLITICAL BATTLE? AND BUSINESS BATTLE for THE CONTROL OF INTERNET And so the most important practical conclusion of my analysis is that the autonomous construction of meaning can only proceed by preserving the commons of communication networks made possible by Internet, a free creation of freedom lovers This will not be an easy task, becuase the power holders in the network society must, to be in Power, must enclose free communication in commercial and public networks in order to close the public mind by programming the connection between communica
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I believe this video to be fundamental, and so close to our themes: Learning, mind Amplifying, collaboration... Let's all together protect the commons of our Communication Space!
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Free and Unlimited Web Conferencing | Free Video Conferencing | Online Web Meeting | Mu... - 0 views
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Share contents interactively Use internet desktop sharing, interactive whiteboards, instant messaging system, and live audio and video chat to conduct online web meeting that can be as collaborative and productive as in-person meetings
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Multipoint video conferencing
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Whiteboards
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Screen sharing
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Unique meeting room UR
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public or remain private
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"About BigMarker.com BigMarker provides fully-featured web conferencing solution for free to everyone. Here you can host web conferences with friends, family or colleagues, teach online training seminars to students, practice presentation skills, or broadcast events in real time - all free and unlimited! There are no trial period and no monthly fee. BigMarker is also an online virtual community and a hub for live information exchange, providing you a powerful platform to host video web conferences and present to the world. Use BigMarker to connect with others live online, share contents collaboratively, spread ideas, conduct live webinar, or promote business online. Expect instant feedback and responses! "
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shared by David McGavock on 29 Jun 14
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New Device Allows Brain to Bypass Spinal Cord, Move Paralyzed Limbs - ScienceNewsline - 0 views
www.sciencenewsline.com/...2014062610429000.html
device brain bypass spinal brain-body augmentation medicine neuroscience
shared by David McGavock on 29 Jun 14
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For the first time ever, a paralyzed man can move his fingers and hand with his own thoughts thanks to an innovative partnership between The Ohio State University Wexner Medical Center and Battelle.
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“It’s much like a heart bypass, but instead of bypassing blood, we’re actually bypassing electrical signals,” said Chad Bouton, research leader at Battelle. “We’re taking those signals from the brain, going around the injury, and actually going directly to the muscles.”
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During a three-hour surgery on April 22, Rezai implanted a chip smaller than a pea onto the motor cortex of Burkhart’s brain. The tiny chip interprets brain signals and sends them to a computer, which recodes and sends them to the high-definition electrode stimulation sleeve that stimulates the proper muscles to execute his desired movements. Within a tenth of a second, Burkhart’s thoughts are translated into action.
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Ian’s brain signals bypass his injured spinal cord and move his hand, hence the name Neurobridge.
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Battelle also developed a non-invasive neurostimulation technology in the form of a wearable sleeve that allows for precise activation of small muscle segments in the arm to enable individual finger movement, along with software that forms a ‘virtual spinal cord’ to allow for coordination of dynamic hand and wrist movements.
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As part of the study, Burkhart worked for months using the electrode sleeve to stimulate his forearm to rebuild his atrophied muscles so they would be more responsive to the electric stimulation.
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shared by David McGavock on 02 Jul 14
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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
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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.
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5. Feed the people you follow if you come across information that you suspect would interest them.
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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.
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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.
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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;
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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
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Being mindful of being useful to others helps to ensure that we build mutually productive and gratifying relationships in our social channels.
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8. Respond to inquiries made to you. Contribute to both diffuse reciprocity and quid pro quo
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1. Explore: It’s not just about knowing how to find experts, co-learners, but about exploration as invitation to serendipitous encounter.
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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:
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You need to be open: To new people, opportunities, possibilities, to knowledge.
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3. Follow candidates through RSS, Twitter. Ask yourself over days, weeks, whether each candidate merits continued attention
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2. Search – Use Diigo, delicious, listorious, to find pools of expertise in the fields that interest you.
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Your goal is to identify people and potential sources you can add to your personal knowledge network.
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Once you’ve identified people who are posting information that appears to be relevant to your areas of intererst, follow them.
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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?
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4. Always keep tuning your network, dropping people who don’t gain sufficiently high interest; adding new candidates
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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.
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shared by David McGavock on 01 Dec 14
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Astonishing - Sagarika Bhatta - 0 views
sagarika-bhatta.blogspot.com
CBA ITK Sagarika Bhatta peeragogy adaption to climate change Cooperation commons learning culture
shared by David McGavock on 01 Dec 14
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As Sagarika Bhatta said in the hangout, this is a response to the effects of climate change rather than a response to decrease CO2 emissions. The traditional practices have an important role to play in the protection of agriculture in Nepal. The traditional practices are a protective factor for sustainability.
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share urgency
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expose and publicize
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critical mass who understands the urgency
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exploration, discussion, documentation and promotion of the knowledge
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Find out what practices have sustained agriculture in the 3 climates within Nepal. Document it and disseminate it to the people and outside public.
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Global movement
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esearch and promotion of Knowledge that helps to combat climate change
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helps in adaptation to climate change
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indigenous Knowledge
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plight of citizen
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This is another story: how do impacts and inappropriate technologies impact the local people.
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documentation through research
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community-based adaptation (CBA) to climate change
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possibilities of rain water harvesting and other means of water storage
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watershed degradation, urbanization, growing population are the major factor for water crisis here
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making it part of national development policy
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Nepal is vulnerable to rising global temperatures and has already been dealing with the impact of erratic rainfall, frequent droughts and floods, which have been affecting food security
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experiment with a bottom-up approach using Local Adaptation Plans of Action, or LAPAs, in 10 districts across the country in 2010
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ultimately question the status of food security
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The bottom line problem is that these impacts - problems above will threaten the security of the people of Nepal - food/shelter/quality of life..
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promote the Indigenous Traditional knowledge (ITK) as Community Based Adaptation techniques that has been practiced by different indigenous community in Nepal in agriculture
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This is the goal. Promote traditional knowledge in support of the people of Nepal - their agriculture, livelihood and social welfare.
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This is a good summary of the goals of the work of Sagarika Bhatta in support of Nepali agriculture. It describe the idea of community based adaptation (CBA) to climate change and the Indigenous traditional knowledge (ITK).
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Dubai Sexy Call Girls Escort Service Dubai Sexy Call Girls Escort Agency Dubai Sexy Call Girls Escorts Hot and Sexy Girls Escorts In Dubai Indian Hot And Sexy Girls Escort Dubai Escorts
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shared by David McGavock on 27 Apr 12
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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
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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?
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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.
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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.
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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?
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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.”
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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.
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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.
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In contrast to friendship-driven practices, with interest-driven practices, specialized activities, interests, or niche and marginalized identities come first.
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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).
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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.
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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.
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The chapters that follow are organized based on what emerged from our material as the core practices that structure youth engagement with new media.
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Media Ecologies, frames the technological and social context in which young people are consuming, sharing, and producing new media.
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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.
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following two chapters focus on mainstream friendship-driven practices and networks.
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instant messaging, social network sites, and mobile phones
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making friendships, gossiping, bullying, and jockeying for status are reproduced online, but they are also reshaped
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chapter on Intimacy
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examines practices that are a long-standing and pervasive part of everyday youth sociality.
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flirting, dating, and breaking up.
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these norms largely mirror the existing practices of teen romance
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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
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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.
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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.
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Gaming examines different genres of gaming practice: killing time, hanging out, recreational gaming, mobilizing and organizing, and augmented game play
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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.
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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.
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"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?"
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Hybrid Pedagogy: A Digital Journal on Teaching & Technology | Concordance - 1 views
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On this page, we compile a growing list of useful tools for extending conversation or activities outside the boundaries of the traditional online or on-ground classroom.
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Valuable teaching always involves contact with students in a way that makes their learning meaningful. A variety of tools enhance contact between teachers and their students in digital environments. On this page, we compile a growing list of useful tools for extending conversation or activities outside the boundaries of the traditional online or on-ground classroom.
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The Problem of Consciousness - 1 views
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The Problem of Consciousness* John R. Searle (copyright John R. Searle) Abstract: This paper attempts to begin to answer four questions. 1. What is consciousness? 2. What is the relation of consciousness to the brain? 3. What are some of the features that an empirical theory of consciousness should try to explain? 4. What are some common mistakes to avoid? The most important scientific discovery of the present era will come when someone -- or some group -- discovers the answer to the following question: How exactly do neurobiological processes in the brain cause consciousness? This is the most important question facing us in the biological sciences, yet it is frequently evaded, and frequently misunderstood when not evaded. In order to clear the way for an understanding of this problem. I am going to begin to answer four questions: 1. What is consciousness? 2. What is the relation of consciousness to the brain? 3. What are some of the features that an empirical theory of consciousness should try to explain? 4. What are some common mistakes to avoid?
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If science is supposed to give an account of how the world works and if subjective states of consciousness are part of the world, then we should seek an (epistemically) objective account of an (ontologically) subjective reality, the reality of subjective states of consciousness. What I am arguing here is that we can have an epistemically objective science of a domain that is ontologically subjective.
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The Problem of Consciousness* John R. Searle (copyright John R. Searle) Abstract: This paper attempts to begin to answer four questions. 1. What is consciousness? 2. What is the relation of consciousness to the brain? 3. What are some of the features that an empirical theory of consciousness should try to explain? 4. What are some common mistakes to avoid? The most important scientific discovery of the present era will come when someone -- or some group -- discovers the answer to the following question: How exactly do neurobiological processes in the brain cause consciousness? This is the most important question facing us in the biological sciences, yet it is frequently evaded, and frequently misunderstood when not evaded. In order to clear the way for an understanding of this problem. I am going to begin to answer four questions: 1. What is consciousness? 2. What is the relation of consciousness to the brain? 3. What are some of the features that an empirical theory of consciousness should try to explain? 4. What are some common mistakes to avoid?
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shared by David McGavock on 20 Dec 11
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From Brain to Mind: Using Neuroscience to Guide Change in Education « Learnin... - 0 views
learningwithscience.wordpress.com/...e-to-guide-change-in-education
augmentation Personal learning network thinking tools neuroscience brain education
shared by David McGavock on 20 Dec 11
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Zull begins his journey with sensory-motor learning, and how that leads to discovery, and discovery to emotion. He then describes how deeper learning develops, how symbolic systems such as language and numbers emerge as tools for thought, how memory builds a knowledge base, and how memory is then used to create ideas and solve problems. Along the way he prompts us to think of new ways to shape educational experiences from early in life through adulthood, informed by the insight that metacognition lies at the root of all learning.
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he argues that self-knowledge, awareness of how and why we think as we do, and the ability to adapt and learn, are critical to our survival as individuals; and that the transformation of education,
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"This book offers the reader an engrossing and coherent introduction to what neuroscience can tell us about cognitive development through experience, and its implications for education."
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Berkeley Center for New Media - 3 views
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"Howard Rheingold offers an abstract on what will be addressed in his UC Berkeley Regents Lecture: "My career-long compulsion has been to take new media to their limits. In the field of learning, this means developing a method of teaching and learning that amplifies the affordances of online media to depart from the millennia-old model of professor-lecture-texts-tests. The first stage of this evolution was the application of online media to classroom teaching. The second stage was the transformation of my teaching because of the affordances and biases of social media. The third stage was to move from blended learning that combines face to face classes and online engagement. The fourth stage was to deliver mini-courses that took place entirely online, with an emphasis on cultivating a community of co-learners. The next and most radical stage, which I hope to initiate with the Regent's lecture and accompanying master-class and seminar, is to use the same media for a purely peer-organized pedagogy.""
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Practically Nonideological: A Chat with Ethan Zuckerman | Motherboard - 2 views
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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.
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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.
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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.
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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.
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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.’
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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.’
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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…
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Jason Silva's Captivating Videos Deliver a Dose of 'Techno-Optimism' | Underwire | WIRED - 0 views
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video maker and self-described “philosophical performer” Jason Silva has a much more optimistic (and logically sound) mode of thinking about the future and all the technologically awesome possibilities it has to offer.
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As technology has advanced, it acts as a buffer that shrinks the lag time between what we dream about and what we can create and substantiate in the world.”
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Techno-optimism is a belief in the power of technology to extend our sphere of possibilities, and ultimately a belief that technology helps us solve and transcend problems, limitations and obstacles.
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we should decide that we need to make better tools to solve the problems caused by the initial tools
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The world’s best IT is the alphabet
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it can be used to compose Shakespearean sonnets
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But you can also use the alphabet to compose hate speech
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I’m interested in inspiring people to see the ways in which it has extended our possibilities for the better
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we’re in need of a new narrative. I see my place as somebody who wants to help craft that narrative.
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I begin by deciding on a specific idea I want to ecstatically explore
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the videos are noncommercial, they are meant to be seen as mashups.
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we map out the vibe and the “feeling” we want. We discuss examples, certain placement and “moments” I want to create, and then she sits on it, gets inspired, interprets and plugs it in. Then we discuss and exchange until we’re happy with it.
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Interview in Wired magazine describing an optimistic view of technology, used for good not evil.
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Babies help unlock the origins of morality - CBS News - 0 views
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It's a question people have asked for as long as there have been people: are human beings inherently good? Are we born with a sense of morality or do we arrive blank slates, waiting for the world to teach us right from wrong? Or could it be worse: do we start out nasty, selfish devils, who need our parents, teachers, and religions to whip us into shape?
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The philosopher Rousseau considered babies "perfect idiots...Knowing nothing,"
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for most of its history, her field agreed.
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discovered seemingly simple ways to probe what's really going on in those adorable little heads.
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Babies, even at three months, looked towards the nice character and looked hardly at all, much, much, much shorter times, towards the unhelpful character.