Young Leaders of Grass-Roots Movements Meet in Mexico City - 0 views
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Technology now facilitates civic involvement throughout the world, said the State Department’s Jared Cohen. In an essay for the Web site Huffington Post.com, Cohen reflected on the lessons of the AYM conference and concluded that “this new ability to connect [online] is leveling the playing field and breaking down previous age, gender, socioeconomic and circumstantial barriers to who can emerge as a leader, activist or grassroots agent for change.”
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Technology now facilitates civic involvement throughout the world, said the State Department's Jared Cohen. In an essay for the Web site Huffington Post.com, Cohen reflected on the lessons of the AYM conference and concluded that "this new ability to connect [online] is leveling the playing field and breaking down previous age, gender, socioeconomic and circumstantial barriers to who can emerge as a leader, activist or grassroots agent for change."
The Answer Sheet - How to give classrooms a mission - 0 views
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In my previous career, I was a community organizer for nineteen years. Before we did anything, we would ask ourselves these two questions: • Does our action help develop leadership among local residents? • Are we honoring the father of modern-day community organizing Saul Alinsky’s "Iron Rule"? Alinsky famously said, “Never do for someone what they can do for themselves. Never.”
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in the long term, staying true to our mission often resulted in the emergence of self-realized community groups that had confident leaders and committed members. These groups were more successful in gaining affordable housing, creating jobs that paid a living wage and benefits, and building safe neighborhoods than other organizations that never developed their own sense of identity and purpose.
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In the first part of each school year in most of my classes, I lead a discussion with students asking whether they want our class to be a “community of learners” or a “classroom of students.” On our overhead, I enter the choices in side-by-side columns and give examples of the difference between the two.
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The World A.T. Ways - 0 views
Global Voices Online » About - 0 views
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With tens of millions of people blogging all over the planet, how do you avoid being overwhelmed by the information overload? How do you figure out who are the most influential or respected and credible bloggers or podcasters in any given country, especially those outside your own?
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These amazing people are bloggers who live in various countries around the world. We have invited them as contributors or hired them as editors because they understand the context and relevance of information, views, and analysis being posted every day from their countries and regions on blogs, podcasts, photo sharing sites, videoblogs - and other kinds of online citizen media. They are helping us to make sense of it all, and to highlight things that bloggers are saying which mainstream media may not be reporting
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At a time when the international English-language media ignores many things that are important to large numbers of the world’s citizens, Global Voices aims to redress some of the inequities in media attention by leveraging the power of citizens’ media. We’re using a wide variety of technologies - weblogs, podcasts, photos, video, wikis, tags, aggregators and online chats - to call attention to conversations and points of view that we hope will help shed new light on the nature of our interconnected world. We aim to do the following:
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7 Things You Should Know About Next-Generation Presentation Tools | EDUCAUSE - 0 views
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New kinds of electronic tools are emerging that allow instructors to craft presentations that more closely reflect new approaches to teaching and learning. For instance, many of these tools allow collaboration between multiple authors, and some use nonlinear branching or sequencing so that class discussion can guide the presentation. Presentation tools based on new models of representing information also encourage instructors to rethink learning activities in ways that can improve learning. These tools might also bring about a more thorough merging of in-person and remote classroom audiences.
The iPad and Information's Third Age | Open Culture - 2 views
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Though the university initially fought its introduction, the printed textbook provided broad access to information that, for the first time, promised the possibility of universal education.
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A barrier of symbolic complexity emerged between people and information for one of the first times in history. And the superabundance of information created a world that by necessity had to be divided into smaller and smaller subsections for organizational reasons. As people began to feel increasingly disconnected from information and as its relational and contextual aspects began to fade, we saw a transformation in teaching and learning. Hands-on apprenticeships and small teacher/student cohorts began to disappear, replaced by teachers delivering carefully parsed and categorized information to “standardized” students, all while trapped in classrooms isolated from the world in order to limit “distraction.”
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It has become virtually impossible for a person to assess the quality, relevance, and usefulness of more information than she can process in a lifetime. And this is a problem that will only get worse as information continues to proliferate. But a quick look at popular technologies shows some of the ways people are working to address it. Social networking leverages selected communities to recommend books, restaurants, and movies. Context- and location-aware applications help focus search results and eliminate extraneous complexity. And customization and personalization allow people to create informational spaces that limit the intrusion of informational chaos.
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDU... - 0 views
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Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.9 But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
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In the fall of 2004, Wiley taught a graduate seminar, “Understanding Online Interaction.” He describes what happened when his students were required to share their coursework publicly:
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Digital Divide.org - 0 views
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It took digital-divide researchers a whole decade to figure out that the real issue is not so much about access to digital technology but about the benefits derived from access.
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80/20 factor” (in which eighty percent of profit is made by serving the most affluent 20%) causes technology designers to work hard at creating "solutions" specifically for the affluent. The poor are ignored because market forces assume that designing solutions for them will not be profitable*. The result is that even where the poor are provided access to digital technology, it is low-quality and merely “localized” versions of products and services intended for the rich.
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1) Closing the Digital Divide is a precondition for reducing poverty.
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Capture Special Events with Ignite AV Equipment - 2 views
I love to capture events, especially the said events are oh, so, very special. With this, I really need high quality video recording equipment to capture the moment. At Ignite AV, that is not only ...
CITE Journal Article: If We Didn't Have the Schools We Have Today, Would We Create the... - 0 views
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chools resist change, because they are designed to resist change. They are cultural organizations, and cultural organizations are not supposed to change. Cultures are designed to preserve existing solutions to problems—considerable social and economic capital goes into developing culturally valued solutions to problems and change is risky. Stability reduces risk—“change is bad”—and our schools have been designed to focus on the knowledge transmission mode of learning.
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This is just what many teachers and faculty members are saying, “We don’t have time for this. We are good teachers, and we can continue to serve our students well with the instructional strategies we have always used. Besides, with the time demands on us, we don’t have time to learn this new technology. As good teachers, we are doing well with our students and we don’t need to go through this transition.”
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The learning revolution is about constructivist learning, and these new communication and information technologies allow us to facilitate constructive learning in ways that we could never do before. They are becoming cognitive amplifiers that will accelerate learning and the development of new knowledge in the same ways that machines accelerated production during the industrial revolution.
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How Do I Find Twitter Value, not Tweet Exhaustion? « epT - emerging & pervasi... - 0 views
JWT: 100 Things to Watch in 2011 - 0 views
Capture Special Events with Ignite AV Equipment - 2 views
I love to capture events, especially the said events are oh, so, very special. With this, I really need high quality video recording equipment to capture the moment. At Ignite AV, that is not only ...
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