The Digital Polarization Initiative
The Digital Polarization Initiative is an attempt to build student web literacy by having students participating in a broad, cross-institutional projects around issues of digital polarization. Students obtain a deeper understanding of how web technologies shape their social and political environments, and learn that taking an active and critical stance toward these technologies can improve our society as a whole.
I can’t remember how I found this site which is infuriating because what attracted me to it was a comment about its being very deliberately a wiki site in order to promote a sharing and collaborative mien rather than a hierarchical, news streaming site (or something like that). It appealed to me because it foregrounds how much relentless internet ‘now time‘ is privileged over ‘slower’ and more thoughtful, inclusive deliberation and how that is achieved.
from Diigo http://ift.tt/2gI4g8D
Thinking about quantifying the learning student made me reflect on time on task and whether, if an accurate measurement can be taken, more time on task would correlate to greater success (with the usual caveat about defining success). I don’t think it is always a foregone conclusion although mastery of a subject or skill is often characterised by the amount of time spent engaged in it. Time, here, is the amassed amount of hours, days or years needed to become a pianist, a professor or a potter. Is it possible to make creativity correlations? Pinheiro and Cruz (2014) itemise a series of tests to measure creativity but suggest
that the phenomenon of creativity cannot be described by any of these tests alone, but only through a battery of joint measures
Mapping Creativity: Creativity Measurements Network Analysis
from Diigo http://ift.tt/TXCD9V
From University of Stirling code acts blog https://codeactsineducation.wordpress.com/
New technologies of psychological surveillance, affective computing, and big data-driven psycho-informatics are being developed to conduct new forms of mood-monitoring and psychological experimentation within the classroom, supported by policy agendas that emphasize the emotional aspects of schooling.
This blog post reminded me of a recent feature in the TES about an app which records and measures pupils’ resilience by providing them with a chipped card teachers can scan to record “the desired skill or character trait”. This hegemonic practice of imposing judgement on how a student should be or feel and measuring their progress towards achieving a prescribed optimum is at the very least unsettling, at the worst, Orwellian. The emotive computing and psycho-informatics described by Williamson are based on ‘the vision of a transparent human,’ and would allow ‘students’ emotions to be data-mined and assessed in real-time for the purposes of continuous, automated school performance measurement’. The very stuff of nightmares.
from Diigo http://ift.tt/1Rlug1X
Public domain image
Brave browser flips search engine model round – pay for anonymous ads and no tracking
from Diigo http://ift.tt/1TFSYis
I can’t now remember how I came across this website which is worrying in case I am claiming it as my own find when really it’s not. This is interesting and invites further exploration in itself! I bookmarked it because Brave offers a new browser model that purportedly addresses the growing public concern over the way websites track us and gather our personal data. It reminded me of reading Lister this week and underlines the tension of the uneasy relationship we maintain with online Web 2.0 affordances – we want to use them and we are aware that to do so will involve some cost to us. Brave appears to offer us more choice in what that cost comprises.
Brave points of view
from Diigo http://ift.tt/2jBsnmS
By the late twentieth century in US scientific culture, the boundary between human and animal is thoroughly breached.
Donna Haraway, Cyborg Manifesto