Edudemic’s post explains this well, but Diipo.com is a new social networking site made for classrooms. Based on Edudemic’s explanation and briefly visiting Diipo’s site, it looks like Edmodo and Ning had a child and called it Diipo. It the same capabilities I love about Edmodo, but adds onto it with blogging capabilities. It looks like (based on images from this post) Diipo also has capabilities of having different tabs for your classroom, which is something I would have liked to see on Edmodo (for example, if I posted an assignment, it could easily get drowned out by newer student posts and then be difficult to find).
The one thing I couldn’t find by quickly browsing is if students can only privately message the teacher or if they could also privately message one another. Edmodo did not allow students to interact with one another privately, which makes it easier for teachers to monitor what’s going on. I would be wary of Diipo if it allows student to student messages.
Otherwise, I definitely plan on giving this more thought in the future.
Perhaps the biggest collection of words ever assembled has just gone online: 500 billion of them, from 5 million books published over the past four centuries.
The words make up a searchable database that researchers at Harvard say is a new and powerful tool to study cultural change.
The words are a product of Google’s book-scanning project. The company has converted approximately 15 million books so far into electronic documents. That’s about 15 percent of all books ever published. It includes books published in English, Spanish, French, German, Chinese, Russian and Hebrew.
I decided to search for a compromise. The longer process of grading is essential, but game elements could reward participation and engagement without directly correlating with a grade—and, ideally, without requiring my continual input. I wanted to automate the “game” as much as possible so that the site itself could provide some of that instant feedback. And since designing a new class is already a big task, I wanted tools that were easily configured and worked well in existing systems.
Your options for this vary with your choice of content system: Drupal has a group devoted to adding game features, but most of these are in early beta. Moodle has the potential, and perhaps even developer interest, but nothing solid yet. WordPress, on the other hand, has a number of plug-ins that can be used to add game elements to your class site. Here are a few that I found most useful:
BuddyPress — The foundation of a social class site, BuddyPress builds on the WordPress system so that it acts more like Facebook or Ning. I’d previously avoided BuddyPress because it seemed like it could decentralize the course. For a class aimed at developing those same elements, however, BuddyPress is ideal for putting out multiple options and encouraging organic development.
CubePoints with CubePoints BuddyPress Integration — In many ways, CubePoints makes use of information that’s already available in the system: who is checking the site regularly? Replying to questions on the forum? Adding links to interesting new content? CubePoints rewards users with points for all these actions and can keep a leader board with ranks unlocked. It’s all highly customizable: you can set the number of points for each action and add names and images to ranks.
I’m a huge proponent of gaming, and think you should look into it.
Here are the first two sites from the article. Click through to read more.
Sharendipity makes it possible for students and teachers to quickly create and share simple video games. Sharendipity’s drag and drop creation tools can be used to create a game in as few as four steps. For new Sharendipity users the tutorials provide clear directions and helpful game ideas. Games created on Sharendipity can be embedded in your blog or website.
ClassTools.net is a free service teachers can use to create their own educational games. Games made on ClassTools.net can be shared via email or embedded into a blog or website. (Yet another reason for having a class website or blog). ClassTools.net provides fifteen easy to use templates with which teachers can make educational games for their students. There are also pre-made games on ClassTools.net which teachers will find useful.
Researchers from the National Institutes of Health have found that less than an hour of cellphone use can speed up brain activity in the area closest to the phone antenna, raising new questions about the health effects of low levels of radiation emitted from cellphones.
The researchers, led by Dr. Nora D. Volkow, director of the National Institute on Drug Abuse, urged caution in interpreting the findings because it is not known whether the changes, which were seen in brain scans, have any meaningful effect on a person’s overall health.
The Internet and American Life Project at the Pew Research Center found that from 2006 to 2009, blogging among children ages 12 to 17 fell by half; now 14 percent of children those ages who use the Internet have blogs. Among 18-to-33-year-olds, the project said ina report last year, blogging dropped two percentage points in 2010 from two years earlier.
Former bloggers said they were too busy to write lengthy posts and were uninspired by a lack of readers. Others said they had no interest in creating a blog because social networking did a good enough job keeping them in touch with friends and family.
Blogging started its rapid ascension about 10 years ago as services like Blogger and LiveJournal became popular. So many people began blogging — to share dieting stories, rant about politics and celebrate their love of cats — that Merriam-Webster declared “blog” the word of the year in 2004.
Defining a blog is difficult, but most people think it is a Web site on which people publish periodic entries in reverse chronological order and allow readers to leave comments.
Yet for many Internet users, blogging is defined more by a personal and opinionated writing style. A number of news and commentary sites started as blogs before growing into mini-media empires, like The Huffington Post or Silicon Alley Insider, that are virtually indistinguishable from more traditional news sources.
A few years ago, professors noticed that fewer students were taking notes. Instead, if they needed to recall information, they were looking it up online. “Students were basically saying, ‘There is nothing you’re telling me that I perceive to be of value,’” says George Saltsman, executive director of ACU’s Adams Center for Teaching and Learning. He says the conventional method of teaching — basically, professors telling the students the answers to the upcoming tests — is badly outmoded in the digital age. “In today’s world,” he said, “students can look that up any time they want” — including in the middle of a lecture.
"If a student can Facebook through your whole class and still make an A, whose problem is that?" Saltsman says. To meet the students in their digital space, ACU gave faculty and every student on campus an iPhone or an iPod Touch last fall. Students can choose either one, but if they want the cell phone functionality of the former, they pay for that themselves. Saltsman says the school spends about $1 million each year on the initiative, but that there are also some savings in that the school no longer maintains computer labs in residence halls, and is in the initial planning stages of phasing out its land-line telephone network.
Unlike other schools in the country that have handed out high tech devices, ACU has made a point of tracking usage and researching what, if any, benefits the devices have provided. One early lesson: Not all devices are created equal. When students are asked how often they use their device for academic purposes, there is a statistically significant higher level of satisfaction among iPhone users, which is about 68 percent of the campus. “Because it’s socially connected, students don’t go anywhere without it,” says Saltsman, noting that a device without cell phone capability will be more likely to be left at home.
Today, 83 percent of ACU professors say they incorporate the mobile device into their instruction on a regular basis, and most report an increase in student participation. Some professors have taken to flipping the traditional model by podcasting lectures and instructional information for students to consume on their own time and applying that knowledge in the classroom. For example, in theater professor Adam Hester’s class, students find YouTube clips of scenes they want to discuss and share them with the class. They look up information on the Internet Broadway Database in class. They rehearse anytime, anywhere by sending and receiving videos. In recent performances, actors have communicated with the audience via text messages and live blogs.
Google/Gaggle - Google Apps are some of the most popular services for document creation and collaboration. Gaggle (for a small fee) filters Google Apps (Zoho as well) to make it an ideal choice for education. Also, Gaggle allows for filtered blogging, chatting, messaging boards, and filtered videos in You Tube, etc.
Edmodo - A wonderful free site that creates an educational environment for students that focuses on skills such as blogging and collaboration.
Glogster - A great multi-media site for creating interactive posters that can be viewed online. Plus, student accounts can be created by an educator without the need of a student email.
Voice Thread - One of the most popular web 2.0 sites around. An ideal site for creating interactive presentations/slide shows.
Myths & Legends - A free site that is wonderful for digital storytelling. All a teacher has to do is get approval from a school administrator to sign a school up for this great service.
Animoto - Create dynamic slide shows with one of the most popular slide show creators on the web.
Mixbook - A great way to create a safe and secure environment for students to create online or real books (for order).
Prezi - The evolution of presentations has arrived with this zoomable presentation creator. Also, there is an educational portal in the works.
Aviary Education - A safe, secure way that offers many services for students, such as photo editor, audio editor, and movie creator.
Diigo - An ideal site for social bookmarking that allows teachers to create student account for sharing and annotating links.
“What you have to understand is that even average memories are remarkably powerful if used properly,” Cooke said. He explained to me that mnemonic competitors saw themselves as “participants in an amateur research program” whose aim is to rescue a long-lost tradition of memory training.
Today we have books, photographs, computers and an entire superstructure of external devices to help us store our memories outside our brains, but it wasn’t so long ago that culture depended on individual memories. A trained memory was not just a handy tool but also a fundamental facet of any worldly mind. It was considered a form of character-building, a way of developing the cardinal virtue of prudence and, by extension, ethics. Only through memorizing, the thinking went, could ideas be incorporated into your psyche and their values absorbed.
Different Learners: Rethinking "Intelligence" and "Learning Disability" for the 21st Century
Jane Healy is an entertaining speaker. She’s very funny and knows how to get peoples attention and hold it.
Moving from the idea of learning disability to learning difference.
We must focus on both intellectual and emotional qualities of the human brain
There’s a “mismatch” between culture, kids, and the schools
What potential is there in learning difference?
What are the changes we’re seeing in what constitutes intelligence?
Question to ask about technology: is it right for this age group? [I don’t agree with her here — In the future, tech is going pervade all aspects of life. I don’t think you’ll be able to live in society without it. Kids are going to be using it and as educators]
Do educators need to take a more noisy role in the culture?
Executive function disorder: difficulty in basically managing your own brain.
Pain and Potential of learning difference
“Cerebrodiversity”: no two brains are the same and no brain is perfect
· Already debunked: Notion that a teacher’s a smart person who knows content and transmits knowledge.
· Knowledge is built and organized into schema
· Most of what we learn doesn’t stick with us
How do we re-think teaching, curriculum, and assessment according to what the best nations are doing?
What we’ve know about kids should learn and how we should do it does not inform our educational policies whereas a lot of our leading research informs foreign nations’ curricula and how they approach educational design.
What is going on:
· Focus on recall and recognition of facts
· Very little are focused on how people can use knowledge in powerful ways
· Needs to focus on inquiry and ideas
What are we trying to accomplish today?
· Problem solving, critical thinking, entrepeneurship, and creativity.
· Less dependence on rote learning, more on engaged learning, discovery through experiences, tifferentiated teaching
· Schooling needs to change as a response to changes in society
· Today were educating to get more self-reliant workers
· To be metacognitive about their own work – what works and what doesn’t
New contexts/environments mean new expecations.
· Assessment as learning, evaluate learning, provide information so that people can continue to learn (assessment for learning) – attach lower stakes for the test (argument against grades?)
· Arming teachers with learning progressions: how knowledge unfolds over time
· Assessments are designed to continuously improve teaching and learning
· Embedding of assessment in teaching represents good teaching
How do you integrate assessment into teaching?
· Course syllabus with assessments built in, that have particular in classroom outcomes
· Organize learning to give kids a chance for deeper learning.
· Assessment of, for, and as learning
· Assessments should support learning of everyone in the system – from students to teachers to school organization
Kurt Fisher on differences and similarities in learning that should inform assessment
Diverse pathways for development and learning.
We learn in very different ways. Teachers v Students.
One pattern for teaching everybody does not work.
Our goal is educating everyone. Educating 25% of our students well is not good enough.
Students learn differently. They use similar processes to learn though.
Fisher looks at a new model for disabilities as people who aree developing in a different way.
In each context were learning in a way specific to that context.
We’re learning along many different strands in a web.
What visual systems are happening in dyslexic astrophysicists?
according to the evidence that Fisher presents, people who are dyslexic actually have a differently developed visual system with heightened sensitivity toward the periphery instead of the center.
Wagner talking about “School-based R&D”. I’m a big fan of this. I like to think of all of my classes as labs for trying new things. I wish there was more of a community within Lawrenceville to support that kind of work.
The global achievement gap is the gap between even what our best schools are teaching and testing vs. the skills all students will need for careers, college, and citizenship in the 21st century.
[Wagner is providing evidence that as a nation, we’ve fallen behind, and that our schools are not teaching the right skills]
We need open-ended constructed response assessments
Motivation for the Net Generation
Social networks change the meaning of friendship and allow students to be more social
interest-driven, self directed learning
self expression through digital media
being constantly connected
idealistic — wants to make a difference
less respect for hierarchy — less fear and respect for authority — accustomed to learning from peers [teachers as coaches]
How do you developed the sustained attention for deep intellectual/creative work?
How do we re-invent academic rigor?
College readiness today is very different than it was 25 years ago writing, research, time management, forming study groups
problems are not solved by discipline disciplinary knowledge is antiquated — from another paradigm of education
Habits of mind - who’s asking what kinds of questions? critical thinking: ability to weigh evidence, to understand perspective, to think about cause and effect, to think about implications, and understanding value — these are essentially habits of question asking
Tony Wagner: Addressing the Global Achievement Gap
Students need NEW SKILLS for work, continuous learning & citizenship in a knowledge society for all students
The net generation is differently motivated
Reform vs. Reinvention – we need to re-frame the problem
What are the skills students today need (other than habits of the heart) Seven Survival Skills
Critical thinking and problem solving leaders of business demand employees think critically and solve problems What does it mean to think critically for leaders of business? -ability to ask really good and the right questions
Collaboration across networks and leading by influence Respect differences Teams in industry are led by peers through influence [the lateralization of influence] How do we teach teamwork to young people?
Agility and Adaptability you need to be continuously learning
Initiative and Entrepeneurialism Better to set more goals and succeed at 80% of them than to set few goals and succeed at all of them. Fail early and fail often [this has been a theme through the gaming concept to] How do we encourage failure rather than penalize it
Effective Oral and Written Communication Kids cant write because they don’t know how to think They don’t know how to write with voice — putting their own passion into it
Accessing and Analyzing information there is a role for memorization, but it’s far far less than textbook bound curriculum of 20th century
Curiosity and Imagination We used to make stuff, now we consume We’ve created an economy on making people want things they do not have or do not need (material consumption) How do we create the engine of our economy?
The Answer is Innovation
We would it mean to educate every young person to be innovative?
The roles surrounding education need to be very different
Curiosity and Imagination are the wellspring of innovation [Curiosity is about getting rid of threat and drawing attention to novelty Designing for novelty]
Tony Wagner came and spoke at Lawrenceville for the NJAIS conference a few months back. Curious to see if this is going to be a repeat of that talk. From the literature it looks as though it’s going to be the same.
Dr. Cossack is talking about the information age — how social media has transformed us and has penetrated many facets of society.
How important is “memorizing stuff” in an age where the memorized stuff can be held by exterior memory devices? Is the rich mental database important? What for?
knowing stuff reveals level of competence
and we judge people based on it
Social Networks and Social Media
the proliferation of social networks represents a change in how we view “friends”
what do we want to accomplish in terms of education considering these changes.
As I reflected upon my own experience as a learner I realized that my report card had summed up my whole year or entire college experience with a few computer-generated numbers or letters that made me easy to quantify for school report cards and district report cards and state report cards and maybe federal report cards, but they didn’t really say much about who I was as a learner.
I then took a look at how many unschooling and homeschooling families report on student learning collected at askpauline.com at this link where you’ll find samples like K’s 3rd grade summary/log, A’s 7th grade unschooling summary, and many more. When you read these ungraded reports of how children spent their year, you get such a deep insight into who these children are, what their passions are, and how they spent their year.
Compare that to typical report cards our students get today and you’ll easily be able to tell who’s got it right when looking at “The No Child Left Behind” accountability lead system of better ed = more tests and harder tests OR the Joe Bowers and Alfie Kohns of the world.
Assessments in games are fluid and seamless. They are not the testing model, where the learner recalls information in an isolated context. Information is applied to move forward and upward in the game. Gee makes the point that it would be ridiculous to have someone beat a game and then quiz them on their mastery of the game. The game assesses mastery through its context.
Integrate learning and assessment
growth across time
trajectories across time
preparation for future learning
formative = evaluative
[How do you visually represent the progress a learner makes in a way that is valuable to making the student a better learner?]
Problem Solving Games teach not through content but by situating content within problem solving contexts. In games, the participant has the flexibility to test strategies, take risk, and fail, in the pursuit of getting to the next level. If you can’t solve the problem you can’t get to the next level. Problems in games are always designed to be solved using knowledge acquired through game play.
Well Designed Experience
Performance before competence
Failure — to recognize the cost of it, but to treat it as inevitable
The game is a piece of software — it is essential a well designed experience. It could not exist without the designing that went into it.
meta game — these are designed social interactions.
Big “G” gaming = well designed gaming experience + well designed social experience that’s focused on articulation/decoding of the game experience.
Teacher’s role is designer of learning experience and social interactions that surround them.
Education is all about language, but specialist [disciplinary] language is boring. Non-experts cannot decode specialist language, but Gee makes the argument that gaming is a model (based on the profit-motive) that assumes kids can easily learn specialist language when motivation is built into the game design.
Thrust of Gee’s idea: Humans cannot learn this specialized language by reading manuals and textbooks. They do best by learning the specialized language through experience.
This type of learning requires what Gee calls “situated meaning” where the learner encounters an image, action (goal), experience or dialogue that illustrates, in action, the meaning of the language.
Gee was actually the most interesting of the bunch this morning. What he had to say, while maybe not revolutionary, was novel in the depth of its observations.
Good learning/teaching is about designing experience
[I’ve believed this for a while. As teachers what we do is design learning experience. What Gee talks about later is how gamers work to decode through experience first and then social reflection, the rules and realities of the game. I’m starting to get a sense that the teacher needs to take the same approach to learning-experience design. The more the teacher seeks to decode the game — in this case the way each student is making progress in learning — the more progress he/she makes.]
There are some misconceptions about games and what is involved in learning.
Portal - example of a game that is essentially testing your intelligence. In the game intelligence is embodied in the avatar, and one must learn the discipline through that embodied experience.
However, the player does not learn to articulate the physics he experiences in the game. Instead he later engages with virtual communities to decode the experience and and articulate the realities of the game. [This is not necessarily being able to articulate the concerns of the discipline itself. There is no awareness of the knowledge as belonging to a particular field. Perhaps there is a paradigm shift taking place and disciplinary knowledge will be an artifact based on analogic media culture.]
Kids want what’s new and fresh — always the most recent technology.
Wireless mobile devices (WMD) How can we use the WMDs in education?
Texting in class (polling, summary, questions to teacher)
Find the facts
Read the news
Twitter - parent updates, homework reminders
Record/replay experiences in class
How can you use social networks in classroom? Whatever, Wherever, Whenever [how do we make more meaningful learning happen through this model?, What exactly is meaningful learning in a digital age?]
to help kids feel connected and feel part of the class.
shy people get way less shy online
what happens on facebook stays on facebook (there is a distinction between the real world and the online world)
Number one way kids access facebook is on smartphone.
apparently this generation “writes” more than any other generation in history. May not be what we normally consider writing.
interesting experiment where college students were asked to write a formal letter and an essay about what makes them happy. Kids who use more txt shortcuts wrote better informal essays but worse formal letters.
Blogging/Wikis in the classroom
classroom is extended into a 24/7 classroom. [the problem i see is that students won’t/don’t go to those sites unless they’re specifically asked to do so for homework.]
after 10/15 minutes their minds start to wander to txts/facebook/who did what and who did this.
Kids have to be able to understand the downfalls of task switching. If they switch often, there is going to be a detriment to their ability to work.
Tech breaks - strategy schools are trying out. Teachers ask them to put all devices away, and then they have 1-2 minutes where they can access the technology. Why not let kids do that tech-checking in a more structured way?
when faced with two aural inputs (each in a different ear) you can’t pick up/focus on the desired input .
People who have lots of media cannot multitask as well as those who aren’t surrounded by media.
It’s not really MULTITASKING. They’re really switching back and forth between tasks.
Do professionals Task Switch? When researchers observed computer programmers, the on average spent three minutes on a single task before being interrupted by electronic diversions.
What about students? predicters of student performance: if they stay on task. If they have specific strategies. Do they prefer task switching. If they checked facebook ONCE during 15 minutes, school performance was reduced.
the mini-generation of different kinds of learners.
What they’re like.
Major changes in generational spans — before, generations used to be 20-25 years, but now they’re spanning 10 years or so.
Net generation: using the internet iGeneration: internet, mobile devices, technology that they could individualize. looking ahead: the yNot? Generation. kids thinking about creating through technology to fill needs they can’t right now.
He’s showing slides on technological change and how the evolution of technology is becoming quicker for types of technology to become the norm. Makes the connection between waves of technology and moments of social unrest.
What they do.
The screen generation — always connected to different screens allows kids to perform many different functions simultaneously.
Hours of daily technology use: young kids are up to 20 hours/day. Multitasking: net generation on average are doing close to 3 things at the same time: online, texting, email, ipod, switching between screens.
How they communicate.
Phone use is staying relatively stable, while text use is skyrocketing.
Kids using social websites like Myspace and Facebook.
Virtual Social Development: status updates that reflect personal values and how they want to be perceived. Online personas are all about development — but perhaps it’s more about who you want to be than who you necessarily are. How do you want to project yourself?
Synchronous virtual spaces: You can check who’s present online with you.
What is Real World social support v. virtual social support? Real world empathy v. online empathy.
Online Empathy is real.
online empathy and real world empathy predict social support, but real world empathy is six times more likely to produce social support.
More video game - less real world empathy they have.
playing video games in same room, time on facebook and time instant messaging = more online empathy.
The iGeneration is made up of kids who are “magical”
video of 3rd grader, Michael, who has three websites. He talks about his camera, ipad, ipod touches, Nintentdo DS. Going on and on about all the technology he has — a flying helicopter that he can control from his ipad.He also has an “old” kindle — he’s stuck on the idea that he doesn’t have the newest kindle.
video of a five year old: Cash. [the video is skipping, but the sound is ok]. Basically video is of a five year old using an ipad — he’s just tapping the buttons and using the ipad.
video of a 2 year old — using the gyroscope function — knows intuitively what to do with the devices.
Fisher talking about what’s happening with learning and the brain around the world.
World class movement — Dr. was in Shanghai — University in China (largest for training teachers in China) implementing Mind Brain Education/Educational Neuroscience program reaches hundreds of new teachers a year.
Huge effort in schools worldwide to research how students learn and how teachers teach.
German school working with teachers to figure out how learning is working and how to make it work better.
In Japan — longitudinal research to determine how people become who they are as they grow.
Fisher introduces Larry Rosen, presenter. — mentioning the bionic cyborg — how the computer relates to the human. Kids see technology as an extension of their selves. Kids do 200 txt messages a day — Fisher can get about 5 messages a day.
Almost finished with “Alone Together” by Sherry Turkle.
An interesting read for a couple reasons. First, she writes about Sociable Robots and how humans, as they become increasingly isolated and more technological, tend to treat these objects as “partially alive”, as able to care, and as able to be cared for.
She also writes about how humans in the technological age become increasingly isolated by the use of varied modes of digital and instantaneous communication. She argues that we’re only able to be together when we’re connected via the network. More to come once
I was first put off by the topic of robots, but it’s actually fascinating how, when in the presence of these more advanced AIs, people fall for them. Some interesting questions: What does it mean to have a companion that’s a robot? Are humans and machines so different? What defines us as humans — our behaviors or our consciousness, or the subtle area that embodies both? It also raises some questions about love — can one love an object like a robot, and if one loves a robot, what does that tell us about human nature?
On the way to the airport, C and I discussed the idea of placing older students in classes with younger students. There they could act as teaching assistants/class captains. We determined that in order to make the model sustainable, there shouldn’t be too much burden on the teacher’s time. However, any teacher who agrees to host a class captain would need to dedicate time to conference with the student and provide feedback on what the student is learning. We did not talk about how technology could play a role in this program, but there are some significant possibilities. Class captains could perhaps be versed in bb and other educational technologies to provide a link between student and teacher. Students would seek assistance in particular areas of knowledge from class captains.
C had tried back-chatting in the classroom recently. He had his students come with their laptops, they logged on, and then participated in a backchat conversation while the Harkness discussion continued to take place. For those of you unfamiliar, backchatting is when participants in a lecture or conversation are simultaneously present in a virtual space where they can engage each other without disturbing the person talking. There are clearly some pros and cons to this.
Participants have more opportunities to engage and discuss; quieter participants might find the forum particularly useful.
More participation means there is the possibility for more ideas to emerge, and to meaningfully bring the ideas that emerge in the chat into the spoken discussion.
Students reported what members of our working group had also observed: that it’s nearly impossible to be present in both forms of the conversation. You’re either following the chat online or the discussion around the table. Switching between the two takes time and creates gaps in understanding.
There’s a lot to think about when bringing this type of platform into the classroom. It’s not meant to substitute the current “table” platform, but instead is built atop it. To do so, you’ve got to make sure it’s a guided format. Kids need to be instructed on how to use it so that the objectives of the lesson can be met.
We also talked about Lawrenceville’s email system as a passive way to get information that might be important. There is a dynamic on campus: passive modes of information retrieval and active modes. McLuhan would call these hot and cool media.
Most people on campus are used to a system of passive media consumption. For the most part people receive information and then must sort through it to find what’s relevant. This is true for most of the information we need to function in our daily lives – particularly information relevant to scheduling our days. When we actively seek information, it’s usually in a social context. We go to Facebook to see what our friends/acquaintances are up to, but even then, the information is aggregated into a news feed that allows us to sort through the content and determine what’s relevant.
I wonder If we don’t actively seek out information relevant to us because we don’t care, because there aren’t spaces where that information is aggregated, or because the system is set up in such a way that we have no practice actively seeking out relevant information.
What if the school had a type of search engine, like google, where you could enter a keyword and the most relevant results would bubble to the top while the least relevant would be at the bottom. So for example, if you needed to get a chapel credit, enter “chapel credit” and events that would get you chapel credit would appear in your search results.
But C and G brought up a good point. There are certain types of information that you wouldn’t necessarily search for, but clearly has value. For instance: information about benefits. It’s helpful to know this information, but if Doreen didn’t’ send it out, you probably wouldn’t learn about it.
So I guess guiding question is:
Do we manage the dispersion of information in such a way that community members can get the information relevant to their lives without having to waste time sorting and discarding useless info?