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Andrew Hales

Getting Started with Chrome extension - Diigo help - 0 views

  • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
  • Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
  • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
Charan Amrit

Getting Started with Chrome extension - Diigo help - 0 views

  • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
  • Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
  • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
Nigel Coutts

A pedagogy for Cultural Understanding & Human Empathy - The Learner's Way - 0 views

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    How we see ourselves, how we describe ourselves reveals a great deal about how we see 'others'. In May of this year, speaking to the audience of the International Conference on Thinking, Bruno Della Chiesa invited us to consider how we might approach the question of "who we are?". In responding to such a question, what list of affiliations do we invoke to define ourselves?
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enrique garcia

Rethinking Information Diversity in Networks - 0 views

    • enrique garcia
       
      See also Janis (1972) "Group Thought". Probably assessing close contacts vs distant ones could be a nice clue for assessing FB profiles' "Innovative Information Ratings" .
  • See also Janis (1972) "Group Thought". Probably assessing close contacts vs distant ones could be a nice clue for assessing FB profiles' "Innovative Information Ratings" . I Keep reading...
  • Social Networks as Information Pathways
  • ...47 more annotations...
  • Economic sociologist Mark Granovetter
  • The Strength of Weak Ties
  • 1973 paper
  • people are more likely to acquire jobs that they learned about through individuals they interact with infrequently rather than their close personal
  • We are connected to core groups of strong ties that we interact with frequently and weak ties that we interact with infrequently
    • enrique garcia
       
      See Moreno (1951), Lewin (1947), etc.
    • enrique garcia
       
      Moreno (1951:1931)
  • the "strength of weak ties" states that weak ties facilitate information flow from disparate clusters of people
    • enrique garcia
       
      Innovation related to distant people (weak connections)
  • tight-knit social circles tend to be small relative to people's entire social network, and when it comes to information about future job opportunities, it can be hard to find new leads.
  • Weak ties help spread novel information by bridging the gap between clusters of strong tie contacts
  • homophily [3], the tendency of individuals with similar characteristics to associate with one another.
    • enrique garcia
       
      Inbreeding (Endogamia)
  • Individuals are connected to each other through workplaces, professions, schools, clubs, hobbies, political beliefs and other affiliations.  The homophily principle holds true for any kind of social network you can think of:
  • even the people you ride the bus with.
  • these commonalities not only shape how often people interact and what they talk about, but also what kinds of information they as individuals seek on the Web.
  • Homophily suggests that people who interact frequently are similar and may consume more of the same information. 
  • Individuals that interact less often tend to be dissimilar and may consume more diverse information. 
  • We found that people are more likely to share the information they were exposed to by their strong ties than by their weak ties on Facebook (Figure 3).   
  • strength between two individuals is measured by the number of comments a person received from their friend on Facebook
  • Other measurements of tie strength, like the number of messages, co-appearances in photos, and discussion on posts are discussed in our paper [5].
  • There are many possible explanations for the increased flow of information across strong ties
  • information shared by a person's weak ties is unlikely to be shared at a later point in time independently of those friends.
  • seeing content from a weak tie leads to a nearly tenfold increase in the likelihood that a person will share a link
  • In contrast, seeing information shared by a strong tie in News Feed makes people just six times as likely to share.
  • weak ties have the greatest potential to expose their friends to information that they would not have otherwise discovered.
  • though a person is more likely to share a single piece of information from one of their close contacts,
  • weak ties are collectively responsible for the majority of information spread. 
  • example (illustrated in Figure 5). Let's say a person has 100 contacts that are weak tie friends, and 10 that are strong tie friends.  Suppose the chance that you'll share something is very high for strong tie friends, say 50%
  • but the weak tie
  • sharing is only 15%
  • Therefore the amount of information spread due to weak and strong ties would be 100*0.15 = 15, and 10*0.50 = 5 respectively
  • so in total, people would end up sharing more from their weak tie friends.
  • because of their abundance, weak ties are primarily responsible for the majority of information spread on Facebook.
  • majority of people’s contacts are weak tie friends
  • We are exposed to and spread more information from our distant contacts than our close friends.
  • Since these distant contacts tend to be different from us, the bulk of information we consume and share comes from people with different perspectives
  • Our work
  • shows that online social networks can serve as an important medium for sharing new perspectives, products and world events.
  • very often, information does not "cascade" very far along the network.  This phenomenon has been observed in earlier research on Twitter in Everyone's an Influencer: Quantifying Influence on Twitter
  • and has been studied across other networks
  • by Sharad Goel and Duncan Watts at Yahoo! Research, NY.
  • person who click 'like' is in the weak ties group, and then who write a reply is in the strong ties group ?
  • share opinion , please
    • enrique garcia
       
      Not necesarily but it's a good idea to assess FB behaviour.
    • enrique garcia
       
      Answer to Pudjo Radharjo
  • See also Janis (1972) "Group Thought". Probably assessing close contacts vs distant ones could be a nice clue for assessing FB profiles' "Innovative Information Ratings" . I Keep reading...
  • How do your friends shape the information you see online? See also Janis (1972) "Group Thought". Probably assessing close contacts vs distant ones could offer a nice clue for assessing FB profiles' "Innovative Information Ratings" . More comments inside, see also Diigo.
  • See also Janis (1972) "Group Thinking". Probably assessing close contacts vs distant ones could offer a nice clue for assessing FB profiles' "Innovative Information Ratings" . More comments inside, see also Diigo.
Choong Charles

Constructivism as a Paradigm for Teaching and Learning - 0 views

    • Choong Charles
       
      Theory/ Principle
  • it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.
  • Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN.
  • ...7 more annotations...
    • Choong Charles
       
      Example of how constructivism takes place in classroom
  • One of the teacher's main roles becomes to encourage this learning and reflection process.
    • Choong Charles
       
      Role #1
  • For example: Groups of students in a science class are discussing a problem in physics. Though the teacher knows the "answer" to the problem, she focuses on helping students restate their questions in useful ways. She prompts each student to reflect on and examine his or her current knowledge. When one of the students comes up with the relevant concept, the teacher seizes upon it, and indicates to the group that this might be a fruitful avenue for them to explore. They design and perform relevant experiments. Afterward, the students and teacher talk about what they have learned, and how their observations and experiments helped (or did not help) them to better understand the concept.
    • Choong Charles
       
      Example
  • teachers help students to construct knowledge rather than to reproduce a series of facts.
  • The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment.
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Ken Robinson: How to escape education's death valley | Video on TED.com - 0 views

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    "Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility. "
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