This post on GoodLifeZen.com focuses on effective learning, and uses a metaphor that will speak to almost all of us to help us remember its principles. It’s called “How to Learn (Almost) Anything and Feel Incredible Doing It.”
Author: Donn King
Internet scum never lets up
Friends know that I’m about as close to Web secure as you can get without being flat-out paranoid. I’ve hardly ever gotten a virus, despite doing a lot of exploration. I have effective email filters set up, and I’m adept at spotting those emails that appear to come from people are know, but really aren’t, i.e., spoofed.
Nevertheless, the only thing that never changes is that things change. I’m being tested right now via Facebook. I’m pointing to this post from there, in fact, as a fuller explanation for my FB friends, and also as a general warning to everyone else. Here’s the background, and the potential benefit to readers. Continue reading
The four stages of the average Twitter user | Between the Lines | ZDNet.com
Still confused about Twitter? I think I “get” it, but I still find myself not bothering to tweet. Guess I think I’m not that interesting. Jason Hiner explains The four stages of the average Twitter user effectively.
End of a term
This has been the weirdest term. I wind up saying that every term, but each time it is true. I had good classes this time, and accomplished a lot of stuff that we often don’t get to, and yet there was much I didn’t get to do with several classes. It’s also true, though, that I am so, so burned out. I’m teaching this summer, but I’ve already decided we’re going to do it “old school,” with a minimum of computer usage. Just do it the old-fashioned way. I think maintaining the tech support for the courses I’m teaching is just getting to be too much on top of the teaching.
Plenty of tech stuff to do, still, but it will be in support of what other people are doing. Perhaps this will be the positive version of the old saying concerning the cobbler’s children going barefoot. We’ll see.
In any case, congratulations to the graduates, and to a lesser degree to us all for making it through another one.
Current marketing take on SL
Aliza Sherman notes the cycle of Second Life hype, followed by SL bashing, followed by more hype, followed by declarations that SL is dead. Not so, she says, in “Second Life Is Social Media.” It’s not about education, but it is about the nature of the medium, and much of it has implications for education and other activities in SL, including the downsides. Take a look.
The darker side of social networking
End of a term. Not a lot of posts lately. Not much time today, in fact, since I’m grading like crazy. Still, I wanted to share a post by a friend and colleague with a unique set of talents: artist, actor, and accomplished geek. Not many people have the mental capacity to bring artistic skills and sensibilities into the same skull as technological skills, but Kathrine Bailey does.
The particular post points out some of the social dark side of social networking, along with a warning more techy in nature. It’s a good reminder that brings together elements in a creative way. As Yoda might say, “Exposed you may be!”
Syllabus for parody course too true
One of the great things about parody, of course, is that it is all at once funny and not-funny-because-it’s-too-true. Robert Lanham has produced a syllabus for a course called Internet-Age Writing, and it makes me laugh and cry, just like those people I heard about in a student’s speech who named their dog “Fungus.” What worries me is the number of people who will not get the cultural references on either side of this thing. Note: if you skim it instead of read it, you are already Too Far Gone.
Likeability and competence are related, but not the same
Liz Strauss has some good insights into the relationship of these two elements of credibility, as well as some good observations about the possible effect that social networking media have on perceptions we develop of people through those media. Check out her article “Hidden Assumptions and Business Likeability.”
Look behind the curtain
As someone who tries to teach students about evidence, support, reasoning, etc., stuff like this just makes me mad, and I”m not sure if it’s because the cartoonist is ignorant of basic background information and economics, or because he thinks his readers are that ignorant, or because he’s right. (I’m sure he’s right a lot, I’m just not sure how right).
The cartoon is correct as far as it goes, but it leaves out a key point, a point that would establish whatever blame there is in this more accurately.
Even if you didn’t know about the Community Reinvestment Act (which we’ll consider in a moment), a little bit of thinking based on what’s presented here should bring you to a different conclusion than the cartoonist implies, and it’s contained in this statement: “And taxpayers with no connection to the bank had to pay all the money to fix it.”
The eye-opening question should be: “Why?” To expand a little bit, “Why did the taxpayers have to fix it?” Because they told the banker ahead of time through their congresscritters that they would. Continue reading
US Patent Office: Blackboard didn’t invent what it claims
Barry Dahl sums it up and comments on it; D2L announces it succinctly. Bottom line: D2L’s pre-existing art shows Blackboard just didn’t invent what it says it invented, so there is no patent infringement.
Pardon me while I offer an editorial opinion, that is mine alone (i.e., it does not necessarily represent the opinion of anyone except me): duh! Now, Bb, can you leave them alone so they can focus on educating students instead of enriching lawyers?
Full US Patent Office report is available in PDF format.