PLAYBACK: Potential of Ebooks, Social Media and YouTube for Learning, Remixing and Play | Spotlight on Digital Media and Learning

Mobiles (cell phones) are
…effectively specialized computers for the palm of your hand, with a huge and growing collection of software tools that make use of their accelerometers, compasses, cameras, microphones, GPS, and other sensors. via PLAYBACK: Potential of Ebooks, Social Media and YouTube for Learning, Remixing and Play | Spotlight on Digital Media and Learning.

Cyberinfrastructure…

Cyberinfrastructure is the organized aggregate of technologies enabling access and coordination of information technology resources to facilitate science, engineering, and societal goals. Wow, I just discovered that NSF has been thinking about the big picture of how you would use some of the cool commercial apps and the way sites work in many fields. I had been imagining an Amazon-like front-end to organize educational resources like videos and TED lectures, and the like, that would include professional and teacher reviews of material. Now I find out NSF folks have been thinking about this as the way we will do science, education, and society in the 21st century. http://www.acls.org/programs/Default.aspx?id=644
Related articles

On the Threshold of Cyberscholarship (quod.lib.umich.edu)

A Parent’s Struggle With a Child’s iPad Addiction – NYTimes.com

My kids are now 20 somethings, but I recall the years we had no TV in the house, and how we agonized over whether Mario was going to rot our son’s brain (it seems that it did *not* harm him.) Pogue’s dilemma seems more difficult, as the electronic apps he describes are not passive, and the kid, even if he is 6, is creating, not just passively viewing. I remember kids who grew up in the projects when I taught in Uptown. They weren’t allowed to go outside much, and their parents worked long hours, so they spent time watching lots of TV, and they were living way up off the ground so what they looked at all day did not give their eyes/brains/percepetion systems much variety — lots of 2D, far away things. Many of these kids had trouble learning to read. But they also couldn’t dribble a ball (these were kids 9-10 years old.) Reading specialists discuss how not reading is often associated with not being able to ride a bike, bounce a ball — that hand to eye and perception issues come into the reading process.

This is what I have been saying for years, but he’s doing it big-time

“decouple credentialing from learning.” Instead of handing out degrees, standardized assessments would be the measure of employee competence. Anyone could learn at their own pace in their own way: in an internship, as an entrepreneur, or at home on the Internet. Then, everyone, no matter how they were educated, would be equal before the evaluation. Additionally, he thinks the assessment could be more meaningful than whatever abilities a college degree actual signals to employers. Second, lectures would become homework and teacher tutoring would occur during class time.

PLATO Got me interested in computers

PLATO – Program Logic for Automatic Teaching Operation was installed in the Basement of

the G Lecture Hall at UIC, then known as “Circle” when I was attending. I was taking a Microeconomics course, and

I was freakedout because I had never taken an econ test, and the teacher did not tell us whether it would be essay, multiple choice, figuring out equations, or what. PLATO had a huge test bank of econ questions. You could set it up to make a 10 question test for you, that it would grade and provide you with correct answers for the questions you missed. I happily sat in that stuffy basement lab, taking test after test until I had the confidence that I could take the actual test.