Teaching 'E-learning and Digital Cultures' | thoughts and reflections on the EDC MOOC. Edcmooc" Is Google Making Us Stupid? - Nicholas Carr. Illustration by Guy Billout "Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of Stanley Kubrick’s 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial “ brain. I can feel it, too. I think I know what’s going on. For me, as for others, the Net is becoming a universal medium, the conduit for most of the information that flows through my eyes and ears and into my mind.
I’m not the only one. Bruce Friedman, who blogs regularly about the use of computers in medicine, also has described how the Internet has altered his mental habits. Anecdotes alone don’t prove much. Reading, explains Wolf, is not an instinctive skill for human beings. But the machine had a subtler effect on his work. Also see: Where does it end? TELtaster.pdf. H-: Wrestling with Transhumanism. Transhumanism for me is like a relationship with an obsessive and very neurotic lover. Knowing it is deeply flawed, I have tried several times to break off my engagement, but each time it manages to creep in through the back door of my mind.
In How We Became Posthuman,1 I identified an undergirding assumption that makes possible such predictions as Hans Moravec’s transhumanist fantasy that we will soon be able to upload our consciousness into computers and leave our bodies behind. I argued that this scenario depends on a decontextualized and disembodied construction of information. There are, of course, many versions of transhumanism, and they do not all depend on the assumption I critiqued. But all of them, I will argue, perform decontextualizing moves that over-simplify the situation and carry into the new millennium some of the most questionable aspects of capitalist ideology. Why then is transhumanism appealing, despite its problems? Transhumanist Declaration. Humanity stands to be profoundly affected by science and technology in the future. We envision the possibility of broadening human potential by overcoming aging, cognitive shortcomings, involuntary suffering, and our confinement to planet Earth.We believe that humanity’s potential is still mostly unrealized.
There are possible scenarios that lead to wonderful and exceedingly worthwhile enhanced human conditions.We recognize that humanity faces serious risks, especially from the misuse of new technologies. There are possible realistic scenarios that lead to the loss of most, or even all, of what we hold valuable. Some of these scenarios are drastic, others are subtle. Transhumanist Values. 1. What is Transhumanism? Transhumanism is a loosely defined movement that has developed gradually over the past two decades. It promotes an interdisciplinary approach to understanding and evaluating the opportunities for enhancing the human condition and the human organism opened up by the advancement of technology. Attention is given to both present technologies, like genetic engineering and information technology, and anticipated future ones, such as molecular nanotechnology and artificial intelligence.The enhancement options being discussed include radical extension of human health-span, eradication of disease, elimination of unnecessary suffering, and augmentation of human intellectual, physical, and emotional capacities.
Other transhumanist themes include space colonization and the possibility of creating superintelligent machines, along with other potential developments that could profoundly alter the human condition. YouTube. TRUE SKIN. YouTube. Robbie - A Short Film By Neil Harvey. The Human Touch. In 1922 Thomas Edison proclaimed, “I believe the motion picture is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks.” Thus began a long string of spectacularly wrong predictions regarding the capacity of various technologies to revolutionize education. What betrayed Edison and his successors was an uncritical faith in technology itself. This faith has become a sort of ideology increasingly dominating K-12 education. In the past two decades, school systems, with generous financial and moral support from foundations and all levels of government, have made massive investments in computer technology and in creating “wired” schools.
The goal is twofold: to provide children with the computer skills necessary to flourish in a high-tech world and to give them access to tools and information that will enhance their learning in subjects like mathematics and history. The Need for Firsthand Experience. The Human Element. Douglas E. Hersh’s close crop of auburn hair and neatly trimmed goatee are clearly visible in an expandable window on my desktop. So are his light tweed blazer and matching tie. On a table behind his desk sits a purple orchid, lending color to his office -- 2,600 miles away from mine.
The technology that allows me to see Hersh’s face as he speaks to me is not new. But Hersh, dean of educational programs and technology at Santa Barbara City College, believes it may hold the key to solving an old problem that has plagued distance education since its beginnings: the retention gap. A growing body of research has all but obliterated the notion that distance education is inherently less effective than classroom education.
But Hersh believes there is another major factor driving the gap between retention rates in face-to-face programs and those in the rapidly growing world of distance education: the lack of a human touch. For Hersh, engagement goes hand-in-hand with audio-visual communication. 0333765389.Pdf. TEDx Warwick. YouTube. YouTube. YouTube. YouTube. YouTube. Little Brother » Download for Free. Official Downloads: Above you’ll find links to downloadable editions of the text of Little Brother. These downloads are licensed under a Creative Commons Attribution-Noncommercial-ShareAlike license, which lets you share it, remix it, and share your remixes, provided that you do so on a noncommercial basis. Some people don’t understand why I do this — so check out this post if you want my topline explanation for why I do this crazy thing.
It’s kind of a tradition around here that my readers convert my ebooks to their favorite formats and send them to me here, and it’s one that I love! If you’ve converted these files to another format, send them to me and I’ll host them, but before you do, make sure you read the following: Only one conversion per format, first come, first serve. That means that if someone’s already converted the file to a Femellhebber 3000 document, that’s the one you’re going to find here. Fan conversions: ePub: EPUB file (Thanks, Hadrien Gardeur!) YouTube. The Crisis in Higher Education. A hundred years ago, higher education seemed on the verge of a technological revolution.
The spread of a powerful new communication network—the modern postal system—had made it possible for universities to distribute their lessons beyond the bounds of their campuses. Anyone with a mailbox could enroll in a class. Frederick Jackson Turner, the famed University of Wisconsin historian, wrote that the “machinery” of distance learning would carry “irrigating streams of education into the arid regions” of the country. Sensing a historic opportunity to reach new students and garner new revenues, schools rushed to set up correspondence divisions. By the 1920s, postal courses had become a full-blown mania. Four times as many people were taking them as were enrolled in all the nation’s colleges and universities combined.
The hopes for this early form of distance learning went well beyond broader access. We’ve been hearing strikingly similar claims today. But not everyone is enthusiastic. Elite education for the masses. They included Patrycja Jablonska in Poland, Ephraim Baron in California, Mohammad Hijazi in Lebanon and many others far from Baltimore who ordinarily would not have a chance to study at the elite Johns Hopkins Bloomberg School of Public Health. They logged on to a Web site called Coursera and signed up. They paid nothing for it. These students, a sliver of the more than 1.7 million who have registered with Coursera since April, reflect a surge of interest this year in free online learning that could reshape higher education. The phenomenon puts big issues on the table: the growth of tuition, the role of a professor, the definition of a student, the value of a degree and even the mission of universities. “Massive open online courses,” or MOOCs, have caught fire in academia.
They offer, at no charge to anyone with Internet access, what was until now exclusive to those who earn college admission and pay tuition. “I can’t use another word than unbelievable,” Caffo said. But it is alluring. Openness, the double bind, and ecologies of yearning. » EdTech@VCCS. I’ve seen my share of conference keynotes, some tedious, some exhilarating, many forgettable. But I have never seen a keynote quite like the one delivered by Gardner Campbell on the morning of the first day of the OpenEd Conference. In fact, calling it a keynote is a disservice. It was more of a meditation. A performance. A confession. For me, Gardner’s remarks, titled Ecologies of Yearning and the Future of Open Education, articulated the sense of vague discomfort I currently feel regarding the mainstream adoption of open learning. What we are seeing are developments in the higher education landscape that appear to meet every single one of the criteria we have set forth for open education: increased access, decreased cost, things that will allow more people than ever, on a planetary scale–1 billion individual learners at a time customize their education, fit it into their busy lives, earn a paycheck, find a path to a glorious vocational future.
He answers quoting T.S. Like this: The Ecologies of Yearning #opened12 (with image, tweets) · audreywatters. Ecology of ideas -- Bateson Bateson's Hierarchy of Learning Zero learning: "receipt of signal. " No error possible Learning 1: "change in specificity of response by correction of errors of choice within a set of alternatives. " Pavlov etc Learning 2: learning to learn; premises are self-validating (trap at this moment because of this) Learning 3: meta-contextual perspective; puts self at risk; questions become explosive; this is not just adaptation, habitation -- strategies where you can choose to adapt or not; this is where we become most human, says Bateson.
Learning 4: "probably does not occur in any adult living organisms on this earth" The hierarchy is discontinuous communication can be magically modified by communication there's something about a double bind that is a prison and the way out "transcontextual syndrome" beyond access and cost not merely open education but opening the possibility for networked transcontextualism. Don't fake the double-take Apgar test at the beginning of each class. YouTube. Essay critiques the ideas of Clay Shirky and others advocating higher ed disruption. Clay Shirky is a big thinker, and I read him because he’s consistently worth reading. But he’s not always right – and his thinking (and the flaws in it) is typical of the unquestioning enthusiasm of many thinkers today about technology and higher education.
In his recent piece on "Napster, Udacity, and the Academy," for example, Shirky is not only guardedly optimistic about the ways that MOOCs and online education will transform higher education, but he takes for granted that they will, that there is no alternative. Just as inevitably as digital sharing turned the music industry on its head, he pronounces, so it is and will be with digital teaching. And as predictably as rain, he anticipates that "we" in academe will stick our heads in the sand, will deny the inevitable -- as the music industry did with Napster -- and will "screw this up as badly as the music people did. " "In the academy, we lecture other people every day about learning from history. But what do you mean "we," Mr. » Napster, Udacity, and the Academy Clay Shirky. Fifteen years ago, a research group called The Fraunhofer Institute announced a new digital format for compressing movie files.
This wasn’t a terribly momentous invention, but it did have one interesting side effect: Fraunhofer also had to figure out how to compress the soundtrack. The result was the Motion Picture Experts Group Format 1, Audio Layer III, a format you know and love, though only by its acronym, MP3. The recording industry concluded this new audio format would be no threat, because quality mattered most. Who would listen to an MP3 when they could buy a better-sounding CD at the record store?
Then Napster launched, and quickly became the fastest-growing piece of software in history. The industry sued Napster and won, and it collapsed even more suddenly than it had arisen. If Napster had only been about free access, control of legal distribution of music would then have returned the record labels. How did the recording industry win the battle but lose the war? Johnston. YouTube.
Sight. Productivity Future Vision. YouTube. Social Media Monitoring, Analytics and Alerts Dashboard. NEWMEDIA. YouTube. Technological Determinism. Announcements | E-learning and Digital Cultures. YouTube. Noble. In recent years changes in universities, especially in North America, show that we have entered a new era in higher education, one which is rapidly drawing the halls of academe into the age of automation. Automation — the distribution of digitized course material online, without the participation of professors who develop such material — is often justified as an inevitable part of the new “knowledge–based” society.
It is assumed to improve learning and increase wider access. In practice, however, such automation is often coercive in nature — being forced upon professors as well as students — with commercial interests in mind. This paper argues that the trend towards automation of higher education as implemented in North American universities today is a battle between students and professors on one side, and university administrations and companies with “educational products” to sell on the other. Technology is the Answer: What was the Question? -: UNESCO Education. Education is one of UNESCO’s principal fields of activities. Since its creation in 1945, the Organization has worked to improve education worldwide believing it to be key to social and economic development.
The Organization aims to help build a sustainable world with just societies that value knowledge, promote peace, celebrate diversity and defend human rights, achieved by providing Education for All (EFA). Its close links with education ministries and other partners in 193 countries place UNESCO in a key position to press for action and change. The Education Sector comprises some 400 staff members worldwide. They are based at UNESCO’s headquarters in Paris, in field offices and UNESCO’s Institutes and Centres specialized in education.
The sector is under the authority of the Assistant Director-General for Education. Headquarters in ParisSome 150 staff members work in the Education Sector in Paris. Internet Research Tracings: Towards Non-Reductionist Methodology. YouTube. YouTube. Technological Determinism: Introduction.