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Beatriz Lupiano

Living with ASD | The Librain - 0 views

librain.edublogs.org/...living-with-asd

Asperger disability explaining ASD

shared by Beatriz Lupiano on 16 Jan 10 - Cached
  • Beatriz Lupiano on 16 Jan 10
     
    The Human Boy and the Martians - living on the Autistic Spectrum, by a Martian Mummy and Knowledge Guardian Jamie, a human baby boy, is born into a Martian
Vanessa Vaile

Marginal Revolution: *You are Not a Gadget* - 0 views

www.marginalrevolution.com/...you-are-not-a-gadget.html

evomlit technology internet culture

shared by Vanessa Vaile on 18 Jan 10 - Cached
  • humanist critic of how the internet is shaping our lives and cultures
  • Of all the books with messages in this direction, it is the one I would describe as insightful.
  • I disgree too. I was there for the good old digital days, and I don't miss them a bit. Web 2.0 is far more inclusive than anything that has come before.
  • ...3 more annotations...
  • I disgree too. I was there for the good old digital days, and I don't miss them a bit. Web 2.0 is far more inclusive than anything that has come before. The unwashed masses are welcome, I say.
  • having to manage one's reputation via a website seems very preferable to having to do so via fist fight, church and family proxies.
  • Countless hives permeate the net.
  • Vanessa Vaile on 18 Jan 10
     
    new book by Jaron Lanier, a humanist critic of how the internet is shaping our lives and cultures and providing a new totalizing ideology. Plus reviews & comments
  • Vanessa Vaile on 18 Jan 10
     
    Graff wrote of teaching and the culture wars, "teach the differences"
Vanessa Vaile

MOOC newbie Voice - Week 2 Big Data… must be important… it's big! » Dave's Ed... - 0 views

davecormier.com/...data-must-be-important-its-big

mooc lak11 week2 #evomlit11 #evomlit

shared by Vanessa Vaile on 20 Jan 11 - No Cached
  • we are increasingly at the mercy of the data that is out there
  • Week 1 skimming
  • The Telegraph article on the 10 ways data is changing how we live
  • ...7 more annotations...
  • Notes on some of the other resources
  • This one... a gonzo style interview with a dude who’s been in the industry
  • “more is different” it’s a classic. it says that… uh… more is different. Is short and approachable.
  • http://www.dataists.com/2010/09/the-data-science-venn-diagram/ A beginners guide to figuring out what the charts might mean
  • This week’s presentation – Ryan S.J.d Baker
  • a sense of what they actually do with the testing
  • This week’s activity SNAPP is uh… kind of a snap.
Vanessa Vaile

P3 Conference 2010: Or, How Attending a Digital Humanities Conference Helped Me to Valu... - 1 views

www.hastac.org/...nities-conference-helped-me-va

evomlit multiliteracies pp107 Digital Humanities conference technology time disconnectedness education digital culture resources links

shared by Vanessa Vaile on 13 Sep 10 - No Cached
  • P3 stands for Peer-to-Peer Pedagogy
  • ethics of using digital tools.  "Its not about homogenizing difference," she said; "its about making space for difference." 
  • P3 reminded me that it's not about the technology--it's about the people who create it, collaborate on it, and question it. 
  • ...8 more annotations...
  • Even at a digital conference, it's ultimately the people that make that time worthwhile. 
  • The Future of Thinking: Learning Institutions in a Digital Age, by Cathy Davidson and David Theo Goldberg,
  • lateral rather than hierarchical modes of learning, individualized educational strategies, global vision, lifelong learning, and collaboration by difference. 
  • "technology is not just software and hardware.  It is also all of the social and human arrangements supported, facilitated, destabilized, or fostered by technology." 
  • On my way home, I read William Powers' Hamlet's Blackberry: A Practical Philosophy for Building a Good Life in the Digital Age.  Powers argues that by living in a world where "everyone is connected to everyone else all the time," we become disconnected from our own self-awareness and inner depth. 
  • Today's digital technology explosion is no different from the advent of language, writing, mass-produced print or the telegraph
  • Seven Philosophers of Screens: Plato, Seneca, Gutenberg, Shakespeare, Franklin, Thoreau and McLuhan, who lived through other technological explosions
  • By following the lessons of these seven philosphers in "a tour of the technological past," Powers shows how we can combat "the conundrum of the connected life" with techniques he calls the "Walden Zone" and the "Internet Sabbath," sacred times and places to disconnect with the Internet and reconnect with ourselves and our loved ones.  Both of these books, like the P3 UnConference, celebrates technology not as an end to itself, but as a means to enhance the human experience.  And like the P3 UnConference, both value time away from technology as a way to enhance that experience even more. 
Vanessa Vaile

Digital Office Hours - 0 views

www.profhacker.com/...digital-office-hours

evomlit office hours chat IM aggregator blog-post google

shared by Vanessa Vaile on 25 Jan 10 - Cached
  • Instant messaging (IM) services like AIM, Yahoo! Messenger, or Windows Live Messenger make it possible for you to chat in real-time with friends, colleagues, and students.
  • But do you really want to have all of these different tools open at once? Probably not. In order to cut down on applications or screens that you have open on your desktop, you can use an IM aggregrator.
  • Digsby allows you not only to manage all of your IM streams, but also works as an email manager for web-based mail and as an interface for social networking sites such as Twitter and Facebook
  • ...1 more annotation...
  • Google Talk chatback badges. The badge is a short snippet of HTML that I can plug into any of my course-related websites, and the result is that anyone who visits the website can click on the chatbox to start a conversation with me–(1) whether they have a Google Talk account or not or (2) whether or not they know my IM account name.
Valentina Dodge

the online magazine of our lives: share your stories - 3 views

youtellyou.com/zine.php

lives multiliteracies magazine online evomlit web2.0 evo2009mlit tools education resources e-portfolios

shared by Valentina Dodge on 18 Jan 10 - Cached
  • Valentina Dodge on 18 Jan 10
     
    The YouTellYou magazine is a tool you can use to create on online magazine about your life. It is organized in pages and can be shared.
  • Valentina Dodge on 18 Jan 10
     
    Interesting tool, perhaps a project we could work on ?
  • Beatriz Lupiano on 18 Jan 10
     
    I agree. It would make a really nice project. Do you have any specific ideas?
Beatriz Lupiano

click! Photography Changes Everything - 2 views

click.si.edu

ccelt culture photography smithsonian changing shaping life

shared by Beatriz Lupiano on 06 May 10 - Cached
  • Beatriz Lupiano on 06 May 10
     
    Part of the Smithsonian Photography Initiative: a collection of essays and stories about how photography helps to shape our culture and our lives
Vanessa Vaile

4 principles of using digital tools in humanities research | nicomachus.net - 1 views

nicomachus.net/...-to-assist-humanities-research

technology humanities evomlit multiliteracies tools PLENK2010 resources web2.0 chaos management pln research organize

shared by Vanessa Vaile on 01 Dec 10 - No Cached
  • what is needed is something more closely approximating fluency in another language: the language of digital environments.
  • ess useful to know one program very well and more useful to achieve a level of comfort navigating digital tools for oneself.
  • 1. Think of your computer less as the place where all your data lives and more as the thing that gives you access to your data.
  • ...18 more annotations...
  • one program: Evernote
  • Off-site storage is more secure in the long run,
  • you need a backup routine
  • online access to your backed-up files means you have nearly universal access to your work.
  • 2. Let your computer (do some of the) work for you; metadata is your friend.
  • Tag everything.
  • hink of tags less as categories or folders and more as the code words in your own personal index.
  • Documents, images, pdfs, articles, notes can all have as many tags as you want. And items in separate folders can be tagged with the same word or phrase.
  • Use tags to describe an article in a way the author might not.
  • Clip articles to read later using Evernote;
  • install the Evernote clip tools {Chrome and Firefox extensions}
  • Use EndNote or Zotero to quickly grab citation information
  • 3. Learn to search, not just organize.
  • Evernote and Google Docs perform OCR by default
  • , which yields searchable text from what was just an image file. 
  • at some point, you forget what you have written or what notes you have taken
  • Evernote is essentially an easy-to-use personal database,
  • 4. Let these techniques and habits help you find patterns that you would not otherwise see.
Vanessa Vaile

Education and the social Web: Connective learning and the commercial imperative - 0 views

firstmonday.org/...2718

technology PLENK2010 multiliteracies evomlit resources tools

shared by Vanessa Vaile on 08 Dec 10 - No Cached
  • I argue that commercial social networks are much less about circulating knowledge than they are about connecting users (“eyeballs”) with advertisers
  • not the autonomous individual learner, but collective corporate interests that occupy the centre of these network
  • business model restricts their information design in ways that detract from learner control and educational use
  • ...54 more annotations...
  • Just as commercialism has rendered television beyond the reach of education, commercial pressures threaten to seriously limit the potential of the social Web for education and learning.
  • Web 2.0 and online social networking have been the subject of sustained and lively interest among practitioners and promoters of educational technology
  • what is seen as the radical potential of these services
  • Social networking is so central to these new versions of education that a new “connectivist” theory of learning has come to be closely associated with them
  • a theory in which “knowing” itself is seen to be “defined by connections” making “learning primarily a network forming process”
  • described in terms of the liberation of learners from traditional constraints, as allowing them go beyond the classroom, to network “with peers worldwide,” and ultimately, to “take control of their own learning”
  • These visions are above all associated with the “personal learning environment
  • The personal learning environment is envisioned as a set of applications and services — to a large extent, logos and brands — organized around a single user, according to his or her learning and informational preferences and needs.
  • Through these services, the user is to be connected with teachers, mentors and other learners
  • some advocates of these approaches to learning have been raising concerns about the commercial nature of many of these services.
  • “You are not Facebook’s customer. You are the product that they sell to their real customers — advertisers. Forget this at your peril”
  • “This simple reality underlies almost all considerations having to do with these tools,
  • To use these tools is to reinforce, however indirectly, the ‘advertised life,’
  • The question is whether there is a role for higher education to promote ‘safe spaces’ free of this influence.”
  • the business model of commercial social networks is based on advertising, assisted by the data collection, as well as powerful tracking and analysis capabilities.
  • powerful surveillance functions
  • theories of media ideology and hegemony developed some time ago by Raymond Williams and Todd Gitlin
  • constraints presented by commercialized forms and contents rendered educational television a failure decades ago
  • similar structural issues threaten to sharply limit the potential of much newer social media for education and learning
  • Facebook, Google and other Web 2.0 and social networking services are making enormous sums right now from the users and advertisers they attract, and they are in aggressive competition to do this more efficiently
  • The absence of references to advertising (and also to tracking and analysis) in many discussions of the personal learning environments is surprising given the proliferation of logos and brands of commercial services
  • Because advertising is the raison d’être of services like Google and Facebook, it also provides the basis for the design, organization and maintenance of all of these other services and functions.
  • This way of understanding advertising and Web 2.0 draws on critiques of television (and the role of advertising in it) that were articulated decades ago.
  • the goal of these media organizations, he says, is to sell a product, and the product that “the networks sell is the attention of audiences; their primary market is the advertisers themselves”
  • One thing that is different today is that there is no one monolithic audience that forms a generic product to sell to advertisers.
  • An obvious objection to be raised at this point is that Facebook or Google, unlike television, do not have significant control over the content that is used to assemble audiences for advertisers
  • users have a clear choice regarding the kinds of content that they wish to view and disseminate
  • complex and subtle but very effective ways in which advertisers’ interests shape online social contexts.
  • Raymond Williams’ 1974 critique, Television: Technology and cultural form.
  • Williams’ text requires only minor revision to speak to the situation of commercial Web services today:
  • whether there is a role for higher education to promote ‘safe spaces’ free of this influence.”
  • Williams is making the point that the relationship between content and advertising is subtle and insidious, and that it is slightly different in the case of content “made for TV” than for its non–commercial counterpart.
  • “a dominant cultural form;”
  • what is important for the similarly non–commercial content of the social Web is informational design, architecture, and algorithm.
  • operation in otherwise non–commercial programming is registered in terms of sequence, rhythm and flow
  • Users of Facebook are sure to have been struck by the numerous and varied ways in which it cultivates gregarity and interaction, the way in which it relentlessly structures and supports sociality and connection
  • It is common to observe that the term “friend” itself is emptied of meaning by this incessant use and quantification;
  • Facebook exemplifies a way of generating and circulating information that encourages the expansion of interconnections between users
  • The controversy arises from the possible addition of a corresponding “Dislike” button.
  • lowers the psychological barrier to connecting with commercial entities
  • Gregarious behaviour is rewarded on Facebook
  • approval of a resource will draw ever more attention to it.
  • To provide the option of expressing dislike for a brand like Coca–Cola or to disapprove of a newspaper report or an article like this one is contrary to Facebook’s business interests
  • The dynamics here are rather reminiscent of what television of a bygone era had to offer: In both cases, you can either watch (i.e., “Like”) the products and lifestyles being showcased, or simply walk away.
  • “Like buttons” similar to many other connective features of social networks, “are about connection; Dislike buttons are about division.”
  • Similarly, other services will also systematically exclude possibilities for the expression of dissent and difference.
  • Despite the current prominence of social–psychological and connectivist theories, it is easy to make the case that learning is just as much about division as it is about connection.
  • In fact, the consistent pattern of suppressing division, negativity and interpersonal dissent that is central to the business model of social networking services runs counter to some of the most common models and recommendations for online student interaction and engagement.
  • Opportunities for social selectivity, discretion, privacy and detachment are an important precondition for the acts of disclosure and mutual critique, falsification and validation central to these models
  • selectivity and discretion — the “safe spaces” hoped for by Lamb and Groom — are rendered structurally impossible in convivial, commercially–contoured environments
  • Knowledge is not exclusively embodied in ever growing networks of connection and affiliation, and it does not just occur through building and traversing these proliferating nodes and links
  • Education is clearly a social process, but it is probably much closer to an ongoing discussion or debate than an extended feast or celebration with an ever-expanding network of friends.
  • advertising, tracking and analysis functions of commercial social media present, as Raymond Williams says, “a formula of communication, an intrinsic setting of priorities”
  • It only remains to be seen whether this dynamic renders commercial social networking services as fully unsupportive of educational ends as commercial television has long been.
  • Vanessa Vaile on 08 Dec 10
     
    In recent years, new socially‏oriented Web technologies have been portrayed as placing the learner at the centre of networks of knowledge and expertise, potentially leading to new forms of learning and education. In this paper, I argue that commercial social networks are much less about circulating knowledge than they are about connecting users ("eyeballs") with advertisers; it is not the autonomous individual learner, but collective corporate interests that occupy the centre of these networks. Looking first at Facebook, Twitter, Digg and similar services, I argue their business model restricts their information design in ways that detract from learner control and educational use. I also argue more generally that the predominant "culture" and corresponding types of content on services like those provided Google similarly privileges advertising interests at the expense of users. Just as commercialism has rendered television beyond the reach of education, commercial pressures threaten to seriously limit the potential of the social Web for education and learning.
Vanessa Vaile

the lives of teachers » Blog Archive » personal learning networks - the wh... - 0 views

www.livesofteachers.com/...-networks-the-what-why-and-how

PLN evomlit multiliteracies vimeo diig web2.0 webheads

shared by Vanessa Vaile on 24 Feb 10 - Cached
  • Personal Learning Networks – the what, why and how from darren elliott on Vimeo. A presentation at the 4th International Wireless Ready Symposium,
  • list of ELT professionals and educational technologists worth following
  • The reading and research for this presentation can be found on my diigo social bookmarking page
  • ...1 more annotation...
  • onestopblogs
Vanessa Vaile

"Digital Nation": What has the Internet done to us? - 0 views

www.salon.com/...frontline_digital_nation

evomlit opinion salon.com Digital Nation PBS culture

shared by Vanessa Vaile on 31 Jan 10 - Cached
  • My bosses at Suck.com, meanwhile, accurately predicted that the Web would soon become something between a gigantic mall catering to the lowest common denominator and an infinite tabloid echo chamber. Their mantra: Sell out early and often. Why? Because those of us musing about murderous robot showdowns (or scratching out angry cartoons under a pseudonym, for that matter) would all go back to grabbing ankle for The Man sooner than we thought. What they didn't know, and never could've predicted, was that the Web would also transform itself into an enormous, never-ending high school reunion (See also: hell).
  • My bosses at Suck.com, meanwhile, accurately predicted that the Web would soon become something between a gigantic mall catering to the lowest common denominator and an infinite tabloid echo chamber. Their mantra: Sell out early and often.
  • What they didn't know, and never could've predicted, was that the Web would also transform itself into an enormous, never-ending high school reunion (See also: hell)
  • ...8 more annotations...
  • finally safe to proclaim, together, that the information age has officially arrived.
  • futuristic "Blade Runner"-esque digital dystopia
  • Douglas Rushkoff is currently reconsidering his unconditional love for new media in Frontline's "Digital Nation" (premieres 9 p.m. Tuesday, Feb. 2, on PBS, check local listings), an in-depth investigation into the possibilities and side effects of our digital immersion.
  • how are we changing what it means to be a human being by using all this stuff?"
  • Dilbert-meets-Derrida perspective
  • "Most multitaskers think that they're brilliant at multitasking," says Stanford professor Clifford Nass. But "it turns out that multitaskers are terrible at nearly every aspect of multitasking."
  • IBM uses "Second Life" to hold virtual meetings between people who live thousands of miles from each other. Each person at the meeting is embodied by a different avatar, and the participants end up feeling like they've met in person,
  • Can we hold our Salon meetings this way, and can my avatar be an enormous roach that occasionally hits other people over the head with a crowbar?)
  • Vanessa Vaile on 31 Jan 10
     
    from I Like to Watch - Salon.com: internet criticism + review of PBS series on internet use
  • Vanessa Vaile on 31 Jan 10
     
    sharing this Luddite moment w/ Webheads... can you smell the irony in the air
Maria Rosario Di Mónaco

Education Week Teacher: How Teachers Can Build Emotional Resilience - 0 views

www.edweek.org/...tln_resilience.html

evomlit evomlit11 multiliteracies emotional-resilience resources

shared by Maria Rosario Di Mónaco on 20 Jan 11 - No Cached
  • "I’ve come to the frightening conclusion that I am the decisive element in the classroom. It's my daily mood that makes the weather."
  • in order to forge on I needed to learn more about managing my emotions. While our working conditions need to be improved, that will take time. In the interim, we can change how we experience the stress; we can increase our emotional resilience. I suspect that if I did, I’d be more effective and feel better.
  • Emotional resilience is defined as how you roll with the punches, how you handle and adapt to stressful situations. Emotionally resilient people understand what they’re feeling and why.
  • ...13 more annotations...
  • Our emotions are fundamental to our ability to be effective, and there’s unanimous consent that our jobs are stressful.
  • As I explored this concept, what seemed critical was the notion that emotional resilience can be developed
  • They persevere and believe that they are in control of their lives, and they are optimistic and believe in their own strength.
  • 1. Have personal values that guide their decision-making.
  • Resilient teachers:
  • If I was the education czar, I would mandate that everyone working in schools have one component of their professional development—and a certain number of hours per year and minutes per meeting—allocated to developing emotional resiliency. If we really are going to transform our system, we need to start by attending to people’s emotional experiences and well-being.
  • 2. Place a high value on professional development and actively seek it out.
  • 3. Mentor others.
  • 4. Take charge and solve problems.
  • 5. Stay focused on children and their learning.
  • 6. Do whatever it takes to help children be successful.
  • 7. Have friends and colleagues who support their work emotionally and intellectually. 8. Are not wedded to one best way of teaching and are interested in exploring new ideas. 9. Know when to get involved and when to let go.
  • These
Vanessa Vaile

For All Its Flaws, Wikipedia is the Way Information Works Now - 0 views

gigaom.com/...-the-way-information-works-now

#evomlit resources wiki Wikepedia information tools analytics #evomlit11 information management chaos chaos management crowdsourcing evomlit #LAK11

shared by Vanessa Vaile on 13 Jan 11 - No Cached
  • Wikipedia, which turns 10 years old this weekend, has taken a lot of heat over the years.
  • But as a Pew Research report released today confirms, Wikipedia has become a crucial aspect of our online lives, and in many ways it has shown us — for better or worse — what all information online is in the process of becoming: social, distributed, interactive and (at times) chaotic.
  • 53 percent of American Internet users said they regularly look for information on Wikipedia, up from 36 percent of the same group the first time the research center asked the question in February of 2007
  • ...5 more annotations...
  • more popular than sending instant messages
  • only a little less popular than using social networking services
  • powerhouse of “crowdsourcing,” before most people had even heard that word
  • With Twitter, we are starting to see how a Wikipedia-like approach to information scales even further.
  • Along the way, there are errors and all kinds of other noise — but over time, it produces a very real and human view of the news.
Vanessa Vaile

Complexity, self-organization, and #Change11: reactions to Siemen's presentation on onl... - 1 views

michaelgallagher.posterous.com/-organization-and-change11-rea

MOOC evomlit complexity change11 navigating chaos tools self-organization

shared by Vanessa Vaile on 02 Oct 11 - No Cached
  • presentation from George Siemens on Self-Organization in Online Courses (embedded below) that addressed some aspects of learning complexity (through the context of a MOOC)
  • we need to sift through the chaos to create signal, perhaps even a pattern language
  • I liken this process to language itself and the alphabet. The alphabet developed to take a series of meanings and weld it to one symbol (a process more pronounced in Chinese and ancient Egyptian perhaps) that everyone might recognize and accept.
  • ...8 more annotations...
  • It reduces the complexity, yes, but more importantly it provides a starting point for a common process. Without it, we would be lost in theory. 
  • The same holds for learning to some degree. We look for structure, but if none exists on sight, we combine things until some structure emerges. That structure can be represented in a single symbol, but its foundation might shift as new understanding emerges. Occasionally, there is need to ditch the symbols or invent a new one altogether as emerging learning dictates. That is a healthy and complicated process. The MOOC captures this process a bit and adheres to an open structure to allow pattern language to emerge, a shared vocabulary, a knowledge construct (however ephemeral).
  • Feedback as friction as forces interact. A spark, a collision, waste, and occasionally a nova. A big (learning) bang. This makes me think a learner's responsibility (among many others) is to be open to this collision of actors, agents, feedback, waste, noise, and then, ideally, pattern, understanding. The only way out is through.
  • Disturbing- an ontological disturbance, an unknown, an uncanny sense of veering through uncharted, potentially treacherous waters. It is a good place to be as a learner, but it requires a strength and confidence that only an empowered learner could put forth. But in that disturbance, that mess, there is the friction, that meat-grinder of understanding.
  • This is learning as curiosity and sometimes it can be quite scary. 
  • Often we seek knowledge for the sake of knowledge (anyone subjected to my endless banal history lessons will understand this), but I do believe that most learning is action oriented. To learn not only to get a job, to live in a world, to subsist, but rather for acting as best as we can. For improvement, for progress, for self-actualization.
  • disaggregated, emotive, functional machine of interaction. One that has to be tinkered with constantly. 
  • self-actualization (the development of self) can only be realized through sharing, group interaction
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