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How Hashtagging the Web Could Improve Our Collective Intelligence - 0 views

mashable.com/...hashtag-web-data
shared by Alex Grech on 13 Nov 11 - No Cached
  • Why all the fuss over tweets? Twitter hosts valuable, communal conversation in real-time. And Twitter trends become more powerful the more users contribute to the dialogue. Finally, Twitter allows the chatter of millions to be parsed into channels (hashtags) of real-time conversation that covers widely varying topics. Jokes, rumors, political movements, pop culture fanaticisms, the collective screaming of teenagers — they all bubble to the surface and shift and change like an oil slick, much like a collective human consciousness.
  • One thing that makes Twitter so powerful is its use of a standard language: hashtags. Any hashtagged tweet is automatically linked to every other tweet that shares the same tag. This allows for consistent dialogue and measurement. However, the Internet as a whole is not a very consistent medium. Patterns emerge in specific areas of the web, but no uniform underlying structure exists to merge these patterns. Content may go viral or score a high page rank, but it doesn’t easily connect to related topics or encourage a larger conversation. It is a frustrating vestige of print culture that my web curation should be limited by my search ability.
  • Twitter can gather direct, mass conversation into subject categories like #watermelon, but the conversation is limited by the short form nature of the platform. If longer form methods of online communication could be aggregated into a similar form of direct conversation, it would serve both spectators and authors alike. For that to happen, citation must be standardized. Current citation methods like hashtags are rarely, if ever, exhaustive, and they often take on the subjective viewpoint of the author or sharer. Imagine the level of constructive debate and creativity that we might achieve when we organize and bucket all web content into Twitter-like categories. Imagine the kinds of things we might learn about our collective culture.
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Portland State Graduate School of Education: Continuing Education | Interpersonal Neuro... - 1 views

www.pdx.edu/...interpersonal-neurobiology internet psychology neuroscience interpersonal neurobiology thinking tools Personal learning network meditation learning culture
shared by David McGavock on 13 Nov 11 - No Cached
  • David McGavock on 13 Nov 11
     
    "Interpersonal Neurobiology (IPNB) is an exciting interdisciplinary perspective, drawing from the fields of neuroscience, psychology, complexity theory, and relationship studies. Other related fields of study include, affective neuroscience, social neuroscience and social cognitive neuroscience. The interpersonal neurobiology perspective extends from the intricacies of neurobiology to the level of the interpersonal world. Because interpersonal neurobiology involves so many disciplines and areas of practice, this program is designed with flexible components to promote a central core of knowledge while facilitating each participant's professional and personal application of the information."
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Will · "My Teacher is an App" - 5 views

willrichardson.com/...my-teacher-is-an-app Infotention
shared by Alex Grech on 12 Nov 11 - No Cached
Ted Newcomb liked it
  • The author would like us to believe that education is being “radically rethought” by the online and “blended” options that are available to students. But let’s be clear; the only things being rethought here are the delivery models of a traditional education and, most importantly, the financial models to sustain it and make lots of money for outside businesses who see technology and access as a way to not only line their pockets with taxpayer money but also bust the unions that stand in their way. 
  • To be honest, I think we’ve all got to stop cranking out blog posts and Tweets that tout new tools and the “10 Best Ways…” and instead begin to make the case in our blogs and in person that technology or not, this is about what is best for our kids. That in this moment, 20th Century rules will not work for 21st Century schools. That direct instruction and standardization will make us less competitive, not more. That those strategies will make our kids less able to create a living for themselves in the worlds they will live in. That as difficult as it may be for some to come to terms with, this moment requires a whole scale “radical rethink” in much different terms from the one J
  • “My Teacher is an App.” Really? If that’s fine with you, stay silent. If not, I don’t think it’s ever been clearer where the lines are being drawn. You are the lead learner in your community. Not Jeb Bush. Not Rupert Murdoch. Not Pearson. You.  Lead.
  • Ted Newcomb on 12 Nov 11
     
    Think you are absolutely right Alex. Teachers should be modeling how all these tools work in a classroom setting, so that other teachers can learn, rather than be threatened by them. David Preston is doing a phenomenal job with this for his school district.
  • Alex Grech on 12 Nov 11
     
    I did a TEDx talk yesterday and referred to the Infotention Network, and David's work, as it happens - I included a screen grab from the Blackboard session from last week. Will eventually make its way online on TED.com
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Plug in - but tune in, too - 1 views

www.timeshighereducation.co.uk/story.asp Mind Amplifiers PhD Disruption
shared by Alex Grech on 16 Oct 11 - No Cached
  • We can't just drop some new electronic device into education and think our job is done. Quite the contrary, new technology is merely a catalyst for a serious rethinking of higher education for the Information Age.
  • Alex Grech on 16 Oct 11
     
    An iPad or Kindle does not magically improve education, says Cathy Davidson
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UC Davis: Center for Mind and Brain : Exploring the Mind Speaker Series - Dr. Paul Ekma... - 0 views

mindbrain.ucdavis.edu/...dr-paul-ekman-uc-san-francisco exploring neuroscience compassion FACS lie to me
shared by David McGavock on 06 Nov 11 - No Cached
  • David McGavock on 06 Nov 11
     
    "Exploring the Mind Speaker Series - Dr. Paul Ekman, UC San Francisco Compassion and Deceit: Paul Ekman is a world-renowned behavioral neuroscientist and the inventor of the Facial Action Coding System (FACS). His work is the basis for the FOX television series "Lie to Me," starring Tim Roth. In this lecture, Ekman talks with Center for Mind and Brain researcher Clifford Saron in a wide-ranging discussion focusing on Ekman's research into compassion and deceit. For more information on Ekman, visit http://www.paulekman.com/ What Exploring the Mind When January 29, 2010 The video of this talk is now available online: YouTube: http://www.youtube.com/watch?v=eWyWArOGO0E iTunesU: http://deimos3.apple.com/WebObjects/Core.woa/Browse/ucdavis-public.3393831201.03393831214
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About Ekman « Paul Ekman - 1 views

www.paulekman.com/about-ekman augmentation neuroscience thinking tools meditation Ekman
shared by David McGavock on 01 Nov 11 - No Cached
  • David McGavock on 01 Nov 11
     
    "Dr. Paul Ekman (1934 -) Paul Ekman was an undergraduate at the University of Chicago and New York University. He received his Ph.D. in clinical psychology at Adelphi University (1958), after a one year internship at the Langley Porter Neuropsychiatric Institute. After two years as a Clinical Psychology Officer in the U.S. Army, he returned to Langley Porter where he worked from 1960 to 2004. His research on facial expression and body movement began in 1954, as the subject of his Master's thesis in 1955 and his first publication in 1957. In his early work, his approach to nonverbal behavior showed his training in personality. Over the next decade, a social psychological and cross-cultural emphasis characterized his work, with a growing interest in an evolutionary and semiotic frame of reference. In addition to his basic research on emotion and its expression, he has, for the last thirty years, also been studying deceit."
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Writing, Reading, and Social Media Literacy - Howard Rheingold - Now, New, Next - Harva... - 5 views

blogs.hbr.org/...mportance-of-social-media.html rheingold Mind Amplifiers
shared by Alex Grech on 11 Sep 11 - Cached
  • 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.
  • 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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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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Educational Psychology Interactive: Videos in Educational Psychology - 0 views

www.edpsycinteractive.org/...videos.html resources psychology education interactive video
shared by David McGavock on 09 Oct 11 - No Cached
  • David McGavock on 09 Oct 11
     
    "EDUCATIONAL PSYCHOLOGY INTERACTIVE Audio-Video Materials Related to Educational Psychology"
  • David McGavock on 09 Oct 11
     
    A wealth of videos. Many are relevant to critical thinking and the scientific method.
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Conference News and Events | dml2012.dmlcentral.net - 1 views

dml2012.dmlcentral.net/news video DML
shared by David McGavock on 08 Oct 11 - No Cached
  • David McGavock on 08 Oct 11
     
    "Mark Surman introduces "Democratizing Learning Innovation"" Mark is interviewed here by Howard Rheingold, a cyberculture pioneer, social media innovator, and author of Smart Mobs. In this video, he says we've reached a historical moment where learning can be liberated from its industrial, factory-model roots.
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Classroom Collaboration Using Social Bookmarking Service Diigo (EDUCAUSE Quarterly) | E... - 1 views

www.educause.edu/...236685 Cooperation thinking tools
shared by Donal O' Mahony on 04 Oct 11 - No Cached
  • Donal O' Mahony on 04 Oct 11
     
    Useful discusion of Diigo in education. In my recent and limited experience students need a strong context in which to use it in.
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Virtual Reality Technologies for Research and Education in Obesity and Diabetes - Spons... - 3 views

www.ncbi.nlm.nih.gov/...PMC3125913 learning science research education
shared by B.L. Ochman on 29 Sep 11 - No Cached
  • B.L. Ochman on 29 Sep 11
     
    don't know if you've seen this research, supporting social learning.

Remote Online PC Support I Can Rely On - 1 views

started by Rem Comp on 29 Sep 11 no follow-up yet
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