Showing posts with label Howard Rheingold. Show all posts
Showing posts with label Howard Rheingold. Show all posts

Thursday, January 02, 2014

Social Networks and The Good Way to Do History

Biblioteque Nationale (1)
Biblioteque Nationale
There is a fascinating article by Harvard librarian Robert Darnton in this month's New York Review of Books called "The Good Way to Do History." It is a review of Arlette Farge's book The Allure of the Archives. This book was originally written in 1989 before the rise of the internet and ebooks, and yet, as Darnton  points out, Farge's work addresses issues that are quite relevant. Farge's work talks about how information travelled in earlier centuries. I think that what we will find is that the patterns of communication are strikingly familiar. Darnton addresses what he says are some of the myths about our time with Farge's work:

1. We live in the information age.
Darnton says that this is misleading and that every age was an age of information. I agree with this - the networks people created through letter writing and books were slow but just as significant and useful as the networks we have now. He points out that Farge once used the phrase "the logic of the crowd" to talk about how inflammatory information spreads revolt - much like Twitter in our age but through word of mouth. "The logic of the crowd" is like Howard Rheingold's concept "Smart Mobs." As Darnton puts it:
"Farge shows how information traveled through the media of eighteenth-century Paris. Primarily oral but intermixed with printed material such as chapbooks and popular engravings, the flow of talk and images (also, I would add, songs) shaped a collective consciousness that often erupted in violence."
I have a note here on the Republic of Letters that describes some of these early modern networks.

2. All information is available online.
Darnton says that this is false. He says that there are an estimated 129,864,880 books and Google has only digitized 20,000,000 of them. He discusses the miles of archives that exist: 252 miles of them in the Biblioteque Nationale alone. Although I get his point, the significance of Google is that I do not have to be a member of an elite academy to get access to the information. The internet can represent the democratization of information (and yes, there are problems to overcome with that idea). Farge documents in her book the arduous process she had to go through to get access to the archives.

3. The future is digital.
Darnton calls this myth true but trite and misleading. The death of the book is routinely predicted since the invention of just about every other media (movies, television, comic books, etc.). Darnton points out that "more books are produced each year than the year before - an increase of 6% in the United States in 2012." He goes on to say that new media actually expand and enrich the experience of the old.

I think it is important that I read outside of my discipline. We need to stop thinking so much about specific disciplines and make the connections between them to solve problems. Sometimes it feels like we spend a lot of time reinventing the wheel by addressing issues that may have been solved, in part, by other scholars elsewhere. I really appreciate publications like the New York Review of Books because it gives me a chance to read about what is happening in other fields and make connections that I would not readily be able to make.

I actually bought the Kindle version of this book. I like to read physical books as much as anyone else but this is a short one and I could not resist the price or the irony.
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Tuesday, July 31, 2012

Nine Essential MOOC Links

English: George Siemens at TEDxNYED.
George Siemens at TEDxNYED. (Wikipedia)
A few of us from today's NGLC presentation "MOOCs: open online courses as levers for change in higher education" by George Siemens on MOOCs were passing around a few URLs, and I thought it would be handy to have some of them in one place. This is not meant to be exhaustive but please drop us a note in the comments if you have a link to add.
  • Massive List of MOOC Resources, Lit, and Literati
    This is a great hub of research for MOOCs. Lets get this into a wiki! If you review these links, you still get the impression that MOOCs are completely undefined because it includes discussions of Khan Academy which I would argue does not belong on a page about MOOCs. This page is useful because it speaks to the fact that MOOCs are still in a defining process. 
  • Stephen Downe's MOOC.ca page.
    This has links to relevant articles, resources and a call for curators of MOOC lore.
  • David Cormier's Description of MOOCs 
    An enthusiastic vision of MOOCs. I like this simple "Common Craft" definition of MOOCs. 
  • The MoocGuide Wiki. Stephen Downes' also has a Google Docs version of this.
    This is a useful gude on how to roll your own MOOC. There are 42 members to this wiki so it has a good chance of being a living document.
  • Join a MOOC.
    This site has a listing for MOOCs - something I think we really need. 
  • Alt-Ed
    This site is "is devoted to documenting significant initiatives relating to Massive Open Online Courses (MOOCs), digital badges, and similar alternative educational projects."
  • Howard Rheingold's Interview with George Siemen's on MOOCs
    This is a good introduction to MOOCs
  • Inge DeWardes' 3 part article on setting up a MOOC
    I am interested in MOOCs from the instructional design perspective. I think that there are ways to set MOOCs up so that even the so-called "unmotivated" student or students with little experience with online learning can be successful. That will be part of another post!
The 9th resource is the talk that George gave today. Feel free to comment and add to this - if we get more responses, we will move the conversation to the wiki.

Okay here is a bonus 10th:


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Sunday, August 21, 2011

Digital Native Mythology

Howard RheingoldImage via WikipediaI was glad to see some research this week on the so-called "Digital Native" in the article "Open University Research Explodes Myth of 'Digital Native.'" The whole idea of a "net generation" is ridiculous - the idea that because you were born after a certain year, you have some latent super-powers as far as technology is concerned. What the research shows is that it depends more on money, class, and access then on when you were born. Much of what is written about digital natives and the net generation is true only for the upper-middle classes and above or in areas where there is consistent access to technology. There is a whole body of literature that has grown up around this so-called generational relationship to technology and it is just hogwash. I agree that there are skills that we need around technology, I will even call them 21st Century Skills if someone wants to engage in buzz words. I love that the Open University is actually researching this rather than engaging in the anecdotalism that passes for research in much of education. Some of the more astute observers in this area include folks like Howard Rheingold who sees that though youngsters have some skills in technology, they still need to learn the critical thinking and focused attention skills required to engage in technology in a meaningful way. We do have to teach the current generation differently than the previous - not because they have wicked mad tech skills but because without the focus and discipline required to make sense of the media, they become mere consumers of media - passively disengaged in the world.

More on this can be found at http://www.netgenskeptic.com/
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