Shaping Serendipity for Learning: Conversations with John Seely Brown photo above: surfers in Maui "Conventional wisdom holds that different people learn in different ways. Something is missing from that idea, however, so we offer a corollary: Social computation and creativity Knowledge market is a distributed social mechanism that helps people to identify and satisfy their demand for knowledge. It can facilitate locating existing knowledge resources similarly to what search engines do (the name social search refers to this). It can also stimulate creation of new knowledge resources to satisfy the demand (something that search engines can’t do). The goal of this post is to compare several free knowledge markets created by 3form, Naver, Yahoo, Mail.ru, and Google to identify their common elements and differences.
Maker Education Initiative At Maker Ed, we believe that every child is a maker. We aim to celebrate the inclusivity of making, and this month in particular, we are highlighting our work with female makers, supported by a boost from Google for Entrepreneurs’ #40Forward campaign. Encouraging more women and girls to participate in the maker movement is part of the ongoing commitment that Maker Ed has made to increase equity in the field.
Meme Hacking At PivotCon 2010, Douglas Rushkoff made some extremely cogent arguments about why brands cannot go viral on social networks — even when there’s plenty of activity on companies’ websites and Facebook pages — and why it’s pointless to try to push brand concepts (such as mascots) around as memes in the expectation of driving actual product sales. This talk is exceptionally amusing both for its venue — he’s at a branding conference talking about social media — and for the fact that he opens the talk by saying, essentially, “you think you’re talking about what’s happening, but you’re not.” He managed to rankle more than a few career marketeers who oversimplified his message to mean “marketing is evil”; the mild antagonism to this particular audience inherent in his message did not go unnoticed by PivotCon organizer Chris Shipley who made no bones about the reason they decided to schedule his talk dead last.
John Naughton: Thanks, Gutenberg - but we're too pressed for time to read The First Law of Technology says we invariably overestimate the short-term impact of new technologies while underestimating their longer-term effects. The invention of printing in the 15th century had an extraordinary short-term impact: though scholars argue about the precise number, within 40 years of the first Gutenberg bible between eight and 24 million books, representing 30,000 titles, had been printed and published. To those around at the time, it seemed like a pretty big deal. 'In our time', wrote German humanist Sebastian Brandt in 1500, '...books have emerged in lavish numbers. A book that once would've belonged only to the rich - nay, to a king - can now be seen under a modest roof... There is nothing nowadays that our children... fail to know.'
Lateral Thinking Problems - Fact Lateral thinking problems that are based on fact. 1. A man walks into a bar and asks for a drink of water. The Massive Open Online Professor The challenges faced by higher education around the world are daunting and cannot be met by the traditional institution-based education system. For the current model to meet the needs of future generations, we would need to build and fund thousands of new universities. And yet the past ten years have demonstrated that there is another way. Scalable education on the web is increasingly possible, largely through the use of commodity software that is easy to use and available freely or at low cost to anyone.
Thoughts on Education, Technology and Development: What is Learning? There is a lot of research on how people learn, and it's a central objective of the course to investigate how technology can enhance learning. This assumes that we know what learning is. However, learning is not a scientific process or unit that you can define unambiguously. Therefore it seems a good idea to discuss in Week 3 what learning actually is. By lack of a clear definition, we use (without realizing) metaphors to describe what we mean by learning.Core of the discussion is a paper by Anna Sfard (1998), in which she describes two main metaphors that are used when talking about learning: the acquisition metaphor (AM) and the participatory metaphor (PM).
Internet and memetics Garry Marshall School of Computing Science, Middlesex University, Trent Park, Bramley Road, London N14 4XS, England. e-mail: Garry2@mdx.ac.uk Abstract The functioning and usage of the Internet are examined in terms of memes and memetics. Sharism: A Mind Revolution With the People of the World Wide Web communicating more fully and freely in Social Media while rallying a Web 2.0 content boom, the inner dynamics of such a creative explosion must be studied more closely. What motivates those who join this movement and what future will they create? A key fact is that a superabundance of community respect and social capital are being accumulated by those who share. The key motivator of Social Media and the core spirit of Web 2.0 is a mind switch called Sharism. Sharism suggests a re-orientation of personal values.
Wikileaks Lessons for Business: Authenticity before transparency December 2nd, 2010 · 1 Comment Wikileaks is offering real time transparency in policy making and statesmanship. Business may think this has nothing to do with them. You are next, I assure you. The future of technology? It’s in your hands If a year is a long time in politics (and it is), then it’s an eternity in communications technology. Fourteen years ago, about 400 million people were using the internet. Today, the number of net users is pushing the 3 billion mark.
That\u2019s impossible How good scientists reach bad conclusions by Ralph C. Merkle Principal Fellow, Zyvex www.zyvex.com April, 2001 This web page is also available at Ten Best Practices for Teaching Online J. V. Boettcher, Ph.D. Designing for Learning 2006 - 2013 Minor revisions May 2011