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Confessions of an Aca/Fan: Archives: A New Culture of Learning: An Interview with John ... - 1 views

henryjenkins.org/..._culture_of_learning_an_i.html education learning culture interview learning culture Personal learning network
shared by David McGavock on 14 May 11 - No Cached
  • Today, I want to call attention to a significant new book, A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, written by two of my new colleagues at the University of Southern California -- Douglas Thomas and John Seely Brown.
  • John Seely Brown and Douglas Thomas lay out a step by step argument for why learning is changing in the 21st century and what schools need to do to accommodate these new practices.
  • My hope is that our schools will soon embrace the book's emphasis on knowing, making, and playing.
  • ...9 more annotations...
  • The fear is easy to understand. What we are essentially doing when we move to student-directed learning is undermining our own relatively stable (though I would argue obsolete) notions of expertise and replacing them something new and different.
  • One of the key arguments we are making is that the role of educators needs to shift away from being expert in a particular area of knowledge, to becoming expert in the ability to create and shape new learning environments.
  • how do we identify the narrowing range of content which probably does fall into this category and which provides a common baseline for other kinds of learning?
  • users are not so much creating content as they are constantly reshaping context.
  • The very idea of remix is about the productions of new meanings by reframing or shifting the context in which something means.
  • You challenge here what James Paul Gee has called the "content fetish," stressing that how we learn is more important than what we learn. How far are you willing to push this? Doesn't it matter whether children are learning the periodic table or the forms of alchemy practiced in the Harry Potter books? Or that they know Obama is Christian rather than Muslim?
  • throughout the book, we stress that knowledge, now more than ever, is becoming a where rather than a what or how.
  • The explicit is only one kind of content, which tells you what something means.
  • The tacit has its own layer of meaning. It tells why something is important to you, how it relates to your life and social practices.
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Lecture: The future of learning Sugata Mitra - 0 views

collegerama.tudelft.nl/...Default.aspx future learning sugata mitra
shared by Charles van der Haegen on 17 May 11 - No Cached
  • Charles van der Haegen on 17 May 11
     
    Sugata Mitra The Future of Learning At Delft University
  • Charles van der Haegen on 17 May 11
     
    Professor Sugata Mitra's lecture in World Renowned Delft University (Technology, Policy and Management ) in Holland. Sugata Mitra is well-known for his concept of "computer in the wall", demonsstrating how fast illitarate children can learn from each other
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Social Media's Slow Slog Into the Ivory Towers of Academia - Josh Sternberg - Technolog... - 0 views

www.theatlantic.com/...244483 PhD Disruption Academia rheingold
shared by Alex Grech on 11 Oct 11 - No Cached
  • If you took a soldier from a thousand years ago and put them on a battlefield, they'd be dead,"
  • "If you took a doctor from a thousand years ago and put them in a modern surgical theater, they would have no idea what to do. Take a professor from a thousand years ago and put them in a modern classroom, they would know where to stand and what to do."
  • So they went back to school to learn how to create Facebook campaigns, how to incorporate SEO best-practices, how to blog, and how to create social media strategies.
  • ...17 more annotations...
  • But as social interactions and technologies mature, there has been a swing in the pendulum. Professors are now approaching the teaching of social media from a pedagogical perspective, as much as a practical one.
  • the theories behind social media: why do things go viral, the social theories of how people act and how they communicate to a network, or one person at a time, and why do certain tools work they way they do for us
  • Instead of understanding social media as products, students are encouraged to treat status updates as part of a larger information ecosystem.
  • With social media being a pervasive, if not invasive, aspect of our lives, it makes perfect sense for the Ivory Tower to embrace social media from a theoretical perspective to help students understand the technology and its effect on their daily lives, as well as the epistemological question of "how do we know what we know?"
  • The medium is relatively new enough that there's no canon shaping social media, just conceptual frameworks for looking at the effects of social media on students' lives and communities and on society as a whole. The task of academics is to give students a vocabulary to understand these perspectives, tools to make sense of the theoretical discussions and think critically about social media.
  • "I don't think you have the credibility of doing research, of writing about, unless you get to really know that culture. And the best way of knowing the culture is to actually be immersed in it."
  • "no positive incentives for innovating in pedagogy."
  • Rheingold puts it,
  • Underpinning a disdain for social media in higher education is the assumption that incoming students already have an inherent aptitude for new technologies
  • Terms like "digital native" (those born during or after the introduction of digital technology -- computer, Internet, etc. -- and have an assumed greater understanding of how technology works because they've been using digital technology their entire lives) and "digital immigrant" (those born before this introduction and have had to adapt and adopt the technology at a later point in life) have been bandied around by experts and marketers as ways of classifying and differentiating between generations, and, more importantly, the expectations of those who fall into either category.
  • it has stopped educators from teaching what they need to teach. It has scared educators into thinking students know more than us. God forbid we learn something from our students. And, so, we assumed these kids already know, and we don't teach them. And we expect them to know things and we grade them; we evaluate them; we hire them based on what we think, we assume, they know. And they don't. How would you know this stuff if no one ever bothered to point it out to you that this is something you should be learning, because everyone assumes you already know?"
  • the lack of critical literacy.
  • ce students of the Digital Age have not had to acclimate to this sweeping change from analog to digi
  • al and are assumed to possess some innate technological knowledge based solely on the year they were born, they don't necessarily have to acclimate to the sheer velocity of recent innovations.
  • "We have on our hands the last generation of educators who do remember life before these tools, and so therefore, we have an opportunity to teach some critical literacy that these students may not get otherwise; this generation may not get otherwise
  • Rheingold puts the onus on the students to learn not just from him, but from each other. Instructors can serve as a facilitator, but the student has to want to be there, process that information, and use that information in a productive way.
  • "The issues around social media -- community, identity, presentation of self, social capital, public sphere, collective action; a lot of important topics from other disciplines -- aren't really being raised in academia," said Rheingold. "They ought to be because these topics, not only academically, in terms of the shifts in media and literacy that they're triggering in the world, are where the students live and work."
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Marco Verweij Trust and social capital in Cutural Theory ( and social media) - 0 views

ink.library.smu.edu.sg/...viewcontent.cgi Trust Capital social media learning PNL communities cooperation democracy
shared by Charles van der Haegen on 30 Apr 11 - No Cached
  • Charles van der Haegen on 30 Apr 11
     
    I have already introduced Cultural Theory in the SMC MindAmp. I called it Theory of Sodcio-Culural Viability. Here's an indication of its reach: Why do well-intended attempts to alleviate pressing social ills too often derail? How can effective and efficient and broadly acceptable solutions to social problems be found? By making sure no voices are excluded. Contrary to the ideas on which current social thinking is based, new research has lead to new theory explaining social systems, showing how deliberative quality is key to sustainable policy-making and implementation. It shows that endlessly changing and complex social worlds consist of ceaseless interactions between four mutually opposed organizing, justifying and perceiving social relations. Each time one of these perspectives is excluded from collective decision-making, governance failure inevitably results. Successful solutions are therefore creative combinations of four opposing ways of organizing and thinking. They always seem clumsy compared to any of the 4 voices' elegant solutions. Yet being broadly acceptable to all they are sustainable and implementable A new way to look at pluralism in organizations, institutions, policy-making, democracy, technology, geo-politics and many other social fields is offered to us by multidisciplinary research and practice by leading political scientists, anthropologists, economists, lawyers, sociologists, geographers, engineers, policy-makers, and other leaders in society. Trust and Social capital are key ingredients for learning and for social media to strive. Here's what the author says: In this article, I trace the contributions that the cultural theory developed by Mary Douglas, Michael Thompson, Aaron Wildavsky and others can make to the debate on social capital. First, I sketch the various revisions of Putnam's social capital-thesis that have been proposed since the publication of Making Democracy Work. I note that these revisions are illuminating in and of th
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In a cutthroat world, some Web giants thrive by cooperating - page 1 - 0 views

www.washingtonpost.com/...AR2011021902888.html cooperation corporate google twitter facebook washingtonpost
shared by David McGavock on 30 Apr 11 - No Cached
  • In a hard-knuckled, free-market economy built on competition, the most successful Internet companies put a high stake in another value: cooperation.
  • Friendly competition is the explanation often given for the unique success of Silicon Valley, the birthplace of Google, Twitter and Facebook.
  • Across the Internet industry, the most successful organizations compete by cooperating.
  • ...1 more annotation...
  • Search giant Google dedicates a team of engineers to help users "move their data in and out of Google products," as the company puts it, free of charge and in a format that can be easily uploaded to competitors' Web sites.
  • David McGavock on 30 Apr 11
     
    In a hard-knuckled, free-market economy built on competition, the most successful Internet companies put a high stake in another value: cooperation.
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Doug Rushkoff: Program or be Programmed | WEBLOGSKY: Jon Lebkowsky's Blog - 0 views

weblogsky.com/...hkoff-program-or-be-programmed WEBLOGSKY doug program or be programmed
shared by David McGavock on 04 Jul 11 - Cached
  • how quickly things become polarized in this era, the bad-trip bizarre extremes suggested by the Tea Party and the Palinites.
  • “running obsolete code” socially
  • How much of this is the bias of a binary medium, and how much of it is attributable to the biases of the people who program our technologies
  • ...22 more annotations...
  • Initially “anyone can program reality” via written text,
  • invention of the printing press assigns more control to those who control the means of production/replication
  • In the era of mass media, there’s a sense of mainstream knowledge that’s vetted carefully by editors and publishers who share similar biases and assumptions.
  • In the era of computers and the Internet, we’ve seen the evolution of a more decentralized, diverse “social” media
  • How free are we from a the centralized set of biases associated with mass publishing?
  • Rushkoff argues that there are biases in the way things are programmed – programmers have biases or they’re directed according to the biases of others.
  • bias followed by commandment
  • 1) Time: “Thou shalt not be always on.”
  • 2) Distance: “Thou shalt not do from a distance what can be done better in person.”
  • 8) Abstraction. “As above, so below.” Text abstracted words from speech. Invention of text led to an abstract god. Also led to treating economy as if it is nature – but it’s not, it’s a game. Don’t make equivalencies between the abstracted model and the real world.
    • David McGavock
      David McGavock on 04 Jul 11
       
      Reminds me of Alan Watts and his description of money in "Does it Matter"
  • 3) Scale – the net is biased to scale up. “Exalt the particular.” Not everything should scale. This makes me think of E.F. Schumacher’s “Small is Beautiful.”
  • 4) Discrete: “You may always choose none of the above.”
  • 5) Complexity. “Thou shalt never be completely right.”
  • Real scholarship acknowledges, embraces, and digs into that complexity.
  • 6) Anonymity. “Thou shalt not be anonymous.”
  • By default, we are incomplete in an environment that is mostly textual and binary communication. In this context, it is liberating to adopt a strong sense of identity.
  • 7) Contact. “Remember the humans.” Content is not king in a communications environment – CONTACT is king.
  • you have to be clear whether you’re using the technology where it’s most effective, or simply conceding to its inherent bias.
  • 9) Openness. “Thou shalt not steal.”
  • We’re seeing a transitional economy where value and compensation are being redefined, and where especially the value and exchange of social capital is increasingly more relevant.
  • 10) End users. Here the bias is toward making all or most of us end users rather than programmers. “Program or be programmed.”
  • The user and the coder are farther apart. He argues that we should all understand programming, be able to build our own tools or configure tools other have built so that we have more control over the digital environment.
  • David McGavock on 04 Jul 11
     
    10 biases of digital media, and ten commands that go with them.
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Mission for week two: Evolution of cooperation questions (ACTION REQUESTED) | Social Me... - 0 views

socialmediaclassroom.com/...ion-questions-action-requested HRU cooperation action social support
shared by David McGavock on 25 May 14 - No Cached
  • Pavel's
  • a lot of smart people across the region also begin to identify themselves with one of the sides, inevitably getting involved in arguments they don't want to be part of, raising hostility towards each other. 
  • ake control over our pre-wired responses.
  • ...69 more annotations...
  • awareness (such as meditation)
  • help people learn how to identify and de-identify with various groups, by allowing them to experience the variety of social contexts.
  • Roland's
  • not only be critical thinking but systems thinking
  • help people become more self-dependent.
  • experiences are organized for children from the early age
  • raise the level of critical thinking
  • Education is liberating.
  • The notion of indirect reciprocity could be important here: doing things for those groups without expecting to get a return, but setting an example
  • reject the notion of tribes or of people being permanently and essentially bad and extremist, and to be welcoming and kind
  • Bodil's
  • I can work with other communities which are open, tolerant and welcoming.
  • Better distribution of resources.
  • reputation and trust
  • know how to build trust and create cooperation, we should know something about breaking bad patterns
  • knowledge about social dilemmas
  • “growth mindset”
  • David's
  • separating fiction from fact,
  • interaction in order to reveal the "true" characteristics of inform
  • physical security, enough to eat, a place to sleep, freedom from threat.
  • John's
  • little can be done at the level of the individual, other than being aware that our appreciation of ideas, and our tendency to engage in counterproductive behavior may be due to forces other than the ideas themselves.
  • becoming aware of our own weaknesses with regard to absorbing new information
  • it is possible to gather individuals into a super organism that is less vulnerable to being victimized by false or misleading information,
  • we need access to information and skill in critical thinking
  • Hermano's
  • My political answer is internationalism: http://en.wikipedia.org/wiki/Internationalism_(politics).
  • High level of material, political, physical, psychological etc personal independance
  • My cultural answer is to displace the ubiquitous narrative of competition by this narrative of cooperative
  • traces of trustworthiness online,
  • tactical tool is the internet.
  • empowers the common man to act at multiple levels, assuming responsibility for all the nested groups to which he would belong.
  • Inger's
  •  Fighting discrimination
  • stereotypes
  • negative stereotypes
  • experience the feeling of discrimination in order to fight it.
  • Discrimination starts with stereotypes that turn into prejudice, and the individual becomes a member of a group that is dehmanised and stripped of human qualities.
  • Elena's
  • Meditation skills
  • life satisfaction
  • transferring an ultimate level of governance and common legislation to structures above nation states
  • Practices of integration of spirit-mind-body
  • value of own life and personal voe not to destroy self
  • Calisa's
  • only possible escape route is to get a glimpse of life on the outside, to see that there are different ways to live one's life, to understand that there are choices.
  • only through the glimpse can the child even begin to contemplate the notion of breaking the "pre-wiring"
  • glimpse does not guarantee escape
  •  shine your light brightly:
  • If there are children in your life, invest in them
  • Sahil's
  • Stay informed about the big, complex world-shaping issues
  • Use technology to express yourself beyond your home and workplace
  • same forces producing the 'dark' forms of social cooperation mentioned above - compliance, conformance, solidarity - are perhaps the same forces behind 'good' cooperation.
  • continually trying to re-imagine our 'imagined communities'
  • the more connected we are, the more we'll be forced to recognize others' interests as our own.
  • might include: cultural traits and norms based on morality (i.e. religion), integration of market economies, promoting greater free-flow of people/ideas, promoting denser urban centers, open access to information, monogamy??, anti-nepotism norms, cooperative higher institutions (with ability to manage laws/reputations/punishment).
  • Luis'
  •  We are “pre-wired” to cooperate within our tribe
  • impact of group identity
  • “manifold and profound”
  • make group identity salient
  • redefining the boundaries of the group to include more people is the best opportunity for change
  • Once you include everyone in the group, you find ways to encourage interactions among both sub-groups,
  • narcos manage to stay loyal and cooperate within their cartel when competing against other cartels with equally loyal members.
  • discourage cooperation inside the cartel groups
  • Assurance game, because one narco will only fight if the other fights, and will defect if the other defects
  • The key issue in the Assurance Game is whether we can trust each other.
  • David McGavock on 25 May 14
     
    Answers from all co-learners
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Connectivism: A learning theory for - 0 views

www.itdl.org/...article01.htm Connectivism learning theory siemens Personal learning network learning culture
shared by David McGavock on 03 Jul 14 - Cached
    • David McGavock
      David McGavock on 03 Jul 14
       
      Learning is more active? It appears that communities networks and the like require engagement - meaning active
  • learning
  • Driscoll (2000) defines learning as “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world” (p.11).
  • ...12 more annotations...
  • How people work and function is altered when new tools are utilized.
    • David McGavock
      David McGavock on 03 Jul 14
       
      Central to mindamplier idea
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
    • David McGavock
      David McGavock on 03 Jul 14
       
      Our ability to learn - Process more than product.
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy survival. Speed of “idea to implementation” is also improved in a systems view of learning.
  • Design of learning environments
    • David McGavock
      David McGavock on 03 Jul 14
       
      This is of special interest to me. Where the rubber meets the road.
  • The need to evaluate the worthiness of learning something is a meta-skill that is applied before learning itself begins.
  • These theories do not address learning that occurs outside of people (i.e. learning that is stored and manipulated by technology).
    • David McGavock
      David McGavock on 03 Jul 14
       
      While I accept that knowledge is organized and stored outside the "person". Learning is a distinctly internal process methinks. IOW - I don't get his point
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual.
    • David McGavock
      David McGavock on 03 Jul 14
       
      In the way that consciousness is an emergent property of the flow of energy within system of cells, neurons - Siemens idea of "learning" is the process through which individuals, ideas, and networks emerge (manifest). I don't know if this is what he's getting at but perhaps?
  • Capacity to know more is more critical than what is currently known
    • David McGavock
      David McGavock on 03 Jul 14
       
      Seems to me that what currently is known is equally important in that it guides us, grounds us, and forms the basis for our capacity. Wisdom or knowledge. Dichotomous.
  • Behaviorism, cognitivism, and constructivism are the three broad learning theories most often utilized in the creation of instructional environments. These theories, however, were developed in a time when learning was not impacted through technology.
  • Learning needs and theories that describe learning principles and processes, should be reflective of underlying social environments
  • The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete.
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
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I Was So Right About Distraction in Now You See it: Darn it all! | HASTAC - 1 views

www.hastac.org/...ion-now-you-see-it-darn-it-all distracted twitter literacy Infotention multitasking
shared by David McGavock on 06 Jul 14 - No Cached
  • I aruge that we are always multitasking and sometimes we do it more adeptly than others and it is incumbent on us to take our own internal inventory and decide what we are doing well and what we are not. And then to ask why.
  • The point is too many new technologies at once are distracting.   So is too much life.  So is too much anything that is new, cumbersome, non-routinized. 
  • But there's been so much punditry about "multitasking," as if Twitter is the only thing that makes our life's tasks multiple.   As I've said many times, heartache (emotional overload) and hearburn (physical ailments) are far more distracting than email . . . and they make it harder to learn new technologies too.
  • ...3 more annotations...
  • Multitasking is not a symptom of technology.   The problem is that I am having to learn everything from scratch, all the time, all at once.
  • The same, by the way, is also true when your worklife depends on technology and the technology changes.
    • David McGavock
      David McGavock on 06 Jul 14
       
      This is the most frustrating for my computer clients.
  • I say that unlearning, in fact, makes us pay attention to the world in a new way.  George Lakoff says it is useful to become "reflective about our reflexes."
  • David McGavock on 06 Jul 14
     
    "Blaming "the Internet" or "social media" for contemporary distraction falls into a typical pattern of one genereration blaming any new technology for supposed ills, including supposed shortcomings of the younger generation (who seem to adopt new technologies and adapt to them much more easily than do their parents).  "
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