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paul_size

May « 2014 « Too Big to Know - 0 views

www.toobigtoknow.com/05

shared by paul_size on 07 Sep 14 - No Cached
  • And one thing I’ve learned is that everything is interesting if looked at at the appropriate level of detail. Now, it used to be that you’d have to seek out places to plunge in over your head. But now, in the age of the Internets, all we have to do is stand still and the flood waters rise over our heads. We usually call this “information overload,” and we’re told to fear it. But I think that’s based on an old idea we need to get rid of. Here’s what I mean. So, you know Flickr, the photo sharing site? If you go there and search for photos tagged “vista,” you’ll get two million photos, more vistas than you could look at if you made it your full time job. If you go to Google and search for apple pie recipes, you’ll get over 1.3 million of them. Want to try them all out to find the best one. Not gonna happen. If you go to Google Images and search for “cute cats,” you’ll get over seven million photos of the most adorable kittens ever, as well as some ads and porn, of course, because Internet. So that’s two million vista photos. 1.3 million apple pie recipes. 7.6 million cute cat photos. We’re constantly warned about information overload, yet we never hear one word single word about the dangers of Vista Overload, Apple Pie Overload, or Cute Kitten overload. How have the media missed these overloads! It’s a scandal!
    • paul_size
      paul_size on 07 Sep 14
       
      How's this for information overload.
  • For example, in the old days if you watched the daily half hour broadcast news or spent twenty minutes with a newspaper, you had done your civic duty: you had kept up with The News. Now we can see before our eyes what an illusion that sense of mastery was. There’s too much happening on our diverse and too-interesting planet to master it, and we can see it all happening within our browsers
  • t Wikipedia, the articles are often relatively short, but they typically have dozens or even hundreds of links. So rather than trying to get everything about, say, Shakespeare into a couple of thousand words, Wikipedia lets you click on links to other articles about what it mention — to Stratford-on-Avon, or iambic pentameter, or about the history of women in the theater.
  • ...2 more annotations...
  • And it’s not just the quantity of information that makes true mastery impossible in the Age of the I
  • And just one more thing about these messy webs. They’re full of disagreement, contradiction, argument, differences in perspective. Just a few minutes on the Web reveals a fundamental truth: We don’t agree about anything. And we never will. My proof of that broad statement is all of human history. How do you master a field, even if you could define its edges, when the field doesn’t agree with itself?
    • traceymcgrath
      traceymcgrath on 08 Sep 14
       
      Maybe this means we need to be teaching totally different things - critical thinking, flexibility, the ability to evaluate and tolerate different ideas and influencing skills.
djplaner

Wikipedia blocks US Capitol computers from editing online encyclopaedia after 'disrupti... - 1 views

www.abc.net.au/...5625750

news

shared by djplaner on 25 Jul 14 - No Cached
  • djplaner on 25 Jul 14
     
    News article from this morning which I think captures some of the common fears and implications around NGL practices. First there's the whole fear of Wikipedia - where everyone and anyone can edit - and how reputable is. Can a "network" reference resource be as "safe" as a formal/controlled/hierarchical one? Or is it really just a different type of safety? How intelligent use of technology can be used to address these concerns e.g. the @congressedits twitter account making visible what certain people are doing. etc.
algilbey

Matthew effect - Wikipedia, the free encyclopedia - 2 views

en.wikipedia.org/...Matthew_effect

netgl Wikipedia sociology

shared by algilbey on 05 Aug 15 - No Cached
  • algilbey on 05 Aug 15
     
    This relates to something interesting in the Dron and Anderson (2007) reading...
djplaner

Education in the information age: is technology making us stupid? - 2 views

theconversation.com/hnology-making-us-stupid-10844

issues dumbingeffect stupid

shared by djplaner on 30 Aug 14 - No Cached
  • A recent study suggests that our modern lifestyles are making us “less intelligent” than our ancestors, at least at a genetic level.
  • When it takes a mere few seconds to find information about almost any topic, the value of knowledge and expertise is being devalued as information becomes cheaper and more accessible.
  • Our relationship with and understanding of knowledge and expertise has struggled to keep pace with the rapid democratisation of information.
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  • Although there is little conclusive evidence to support some of the more outrageous claims being made, there is at least a distinct possibility that while information is everywhere, knowledge is declining and technology is to blame.
  • So perhaps what is more important is not whether technology is making us stupid but if educational systems need to shift from teaching us what to think, to showing us how to think
  • In terms of what this means for education, psychologist Robert Bjork and his team at UCLA have been investigating what they call “desirable difficulties”. A desirable difficulty is a feature of a learning situation that is deliberately made more challenging to enhance learning.
  • Kahneman’s research on dual process theory suggests we mostly rely on what he calls “system one” thinking. That is thinking that is fast, efficient, mostly automated, and very good at detecting patterns, relying on short cuts or heuristics wherever possible. “System two”, on the other hand, requires slow, deliberate thought and is much more taxing of cognitive resources. System two is where the heavy lifting is done.
    • paul_size
      paul_size on 30 Aug 14
       
      Dual process theory...interesting way of viewing thinking processes.
Brendon Willocks

iThink, iTeach, iTeens | Slide to unlock…learning… - 3 views

willocksb.wordpress.com

shared by Brendon Willocks on 09 Aug 14 - No Cached
  • previous Blog post
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Reference to previous thinking in relation to NGL. Not 100% sure here how to add the spta tage. #spta
  • r 8 Humanities class and also my Yr 12 ITS classes
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Turn to face-to-face network for information first. Perhaps this is just a comfort zone. I need to a more PCP approach. #spta
  • Flappy Golf
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Multiple links to external sites. I wonder if this link opens in a new browser window, or if it is the same. ??? Dont want it to be the same window becasue we always want to keep the user on the original blog. #spta
  • ...41 more annotations...
  • poll.
    • Brendon Willocks
      Brendon Willocks on 09 Aug 14
       
      Created a poll to see what game to learn to play. But given the size of my current network the number of votes is less that optimal. Still need to work on expanding my network and connections.
    • djplaner
      djplaner on 18 Aug 14
       
      I probably would have suggested "Clash of Clans", which wasn't an option. But then perhaps that's just because my boys enjoy it.
  • “Attempts at integrating technology within education, however, have often focused on enhancing the efficiency and effectiveness of the status quo, replacing traditional instructional approaches with ones that are technologically reinforced, yet qualitatively similar” “Research continues to show that access to technology alone has limited impact on learning outcomes and instructional methods and is often used to support passive, teacher-centered, and didactic instruction”
  • learning is often seen as a single and sporadic classroom activity as opposed to an endeavor that is ongoing, lifelong, and independent of educational institutions and age
  • it is important for learners to understand, and instructors to acknowledge, that knowledge is distributed and that the instructor is not the sole source of knowledge on a topic
  • We should aspire for learning that changes the ways a learner acts in the world. We want learners to talk, discuss and share their learning with family and friends, rather than compartmentalising
  • “transformative learning experiences cannot be”imposed” on learners.” invited, and encouraged, and facilitated.
  • Siemens (2005) describes the following characteristics of connectivism: Learning and knowledge rests in diversity of opinions
  • Learning is a process of connecting specialized nodes or information sources
  • The near infinite potential of dancing with anyone, anywhere, anytime coupled with the vast sound tracks and light shows (open educational resources) accessible on the Net, demand that learning be an experience of connecting and applying resources, rather than memorizing particular tunes or steps. The art of improvisation, of learning to dance, becomes the life learning skill – accumulating static data or memorizing scripts becomes obsolete.
  • When I reflect on other courses of formal study that I have undertaken at this university there are a diverse array of online teaching practices evident. Some model, facilitate and challenge learning just like this one; while others have an approach of ‘here is the assessment, good luck…see you at the end’. I need to make sure that all of my teaching is supportive and challenging to students learning – there is limited learning with the ‘here is the assessment…enjoy’ approach.
  • ‘As Student’
  • “It is through writing our ideas down that we make what we learn explicit, thus enabling us to “reflect upon it, and reanalyse it in light of new and sometimes conflicting information” (Goal et all., 2008).”
  • Riel and Polin reading is that we are a knowledge-based community given we “construct, use, reconstruct, and reuse knowledge in deliberate, continuous cycles” (p. 32).
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • I continue to do my work, I tell my little tales and share my point of view. Nothing spectacular, just my little thoughts.
  • ‘As student’ I was initially hesitant to share my thoughts opinions and ideas because I wasn’t sure if they were worthy of sharing. They are nothing different or innovative. But through engagement in Blogging and the non-threatening nature of the task – just blog, it doesn’t have to be perfect – has assisted a great deal. Overtime I have noticed that I am more comfortable sharing ideas.
  • feeding forward’, as identified by Downes (2011).
  • “We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • learning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • ntellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • ‘As Student’
  • ‘As Student’
  • sharing our ideas in PCP is not scary and threatening, but can help ourselves and others. Everybody’s ideas seem obvious to them. What is obvious to me is amazing for someone else.
  • feeding forward’, as id
  • We suggest three distinct but overlapping forms of learning within communities (task-based, practice-based; knowledge-based learning) and discuss practical design implications of these distinctions.”
  • earning theory has evolved from a cognitive theory of acquisition of knowledge to a social theory of increased participation in activity (Bruner, 1973; Cole, 1988; Lave, 1988; Mehan, 1983; Nonnan, 1980; Rogoff, 1994; Wertsch, 1997).
  • tellectual development becomes a process of negotiation of meaning in everyday practice with others (Dewey, 1916; Vygotsky, 1978).
  • Learning occurs through engagement in authentic experiences involving the active manipulation and experimentation with ideas and artefacts – rather than through an accumulation of static knowledge (Bruner, 1973; Cole, 1988; Dewey, 1916).
  • Wenger (2000) uses the metaphor of a garden to describe the nature of support that works for something as delicate as a community of practice. You cannot, he says, make the flowers grow by pulling on their leaves. You can, however, keep the flower beds free of weeds and pests, ensure there is water and sunlight, and you can even apply some plant food. But the flowers must do their own growing. What does that sort of support for the flowerbed look like in an isolated and troubled profession such as teaching?
  • d social bookmarking in t
  • “Learners need to find their own unique pathway to transformative understanding of networked learning. There’s no simple and straightforward way to mastery that can be taught.”
  • ‘The past always looks easy and the future always looks challenging’.
  • Our information overload is a filtering issue and we are having filter failure.
  • lexibility is the greatest strength.
  • online learning is that it is asynchronous and students can participate and engage with content anywhere, anytime. I believe the f
  • Siemens (2004) also notes that learning occurs in informal and non-formal learning contexts.
  • “Knowledge is contained in the links between interconnected nodes and learning is the creation of these connections and the ability to traverse these connections. “For an individual this is about growing the connections in the mind by growing the connections.”
  • Alec Couros pointed out in a keynote from FUSION 2013 that – “There is strength in weak ties. Our acquaintances, not our friends, are potentially our greatest source of new ideas and information” (paraphrased from Gladwell, 2010).
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