Googlography 101: Searching on the Net

Approximate Reading Time: 2 minutes

For the last decade or so I’ve been saying that searching and sorting are going to be key skills (and that these are things we really need to concentrate on in CS Education).

For about as long, I’ve also thought that most people don’t really know how to search.

Here’s a very short primer. It’s amazing what you can find (and find out) if you are good at searching and assessing.

We need a new name for this skill: Googlography? Journalology?

#IsThisJournalism? Feature Interview with BitchslappedByLogic | OpenFile.

Here’s how it’s done:

Daedalus explained the process he used to try and answer the same questions asked by all professional journalists—the who, what, when, where, why and how of Tuesday night’s shooting.

“Another user first discovered an Instagram account containing some photos of the party,” Daedalus explained. “One of the labels was ‘HENNESSY BBQ’ or something like that. The pictures depicted a gathering of 50-100 people (visible, at least) on a house lawn. The photos were also tagged with the name of a major intersection nearby. Deduced that this must have been the party where it happened.”

From there Daedalus searched variants of the terms ‘bbq’, ‘hennessy’, ‘morningside’ and ‘party’. Eventually, he was able to locate the Twitter account of someone who had been tweeting about a Hennessy party” since early July. From there, he caught sight of a post by the same user tweeting at someone else in which he claimed that it was ‘his party’ on ‘dblock’ (Danzig St.).

As early police and news reports began to stream in, the social media wizard worked through the night. Describing his methodological process, he explained:

“A sample workflow (to try and identify the individuals) would have gone something like:

  • Search a term related to the event
  • Scour results page, identify people who are tweeting about it
  • For each person X who tweeted about the event, check all their tweets
  • Document any seemingly related findings
  • For all tweets on page, identify account Y who contacted X
  • Repeat process from step 3 for Y
  • Etc etc etc, repeat”

His approach, said Daedalus, is based on a philosophy that, “everything is text (searchable) and a link indicated a relationship (possibly between people, context dependent.)” These links, he says, are “surprisingly powerful.”

So powerful in fact, that Daedalus was able to correctly identify the host of the party, and many of the victims—including the two deceased.

 

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Being Programmed: The 33 Digital Skills Every 21st Century Teacher should Have

Approximate Reading Time: 4 minutes

Educational Technology and Mobile Learning: The 33 Digital Skills Every 21st Century Teacher should Have.

I’ve been teaching an EdTech course the last few weeks and we had our last class on Friday. I spent some time reading from Douglas Rushkoff’s book, “Program or Be Programmed“. The entire book is about how important it is to learn programming. Today, this article (link above) lands in my inbox. It claims to lay out the “The 33 Digital Skills Every 21st Century Teacher should Have”. They’re not bad. I might even agree with most of them – except of course that every last one could be combined into one single skill: Use current tools to teach effectively. As cheerless as that is, that’s not even the most disturbing part.

What is so deeply disturbing is not what’s there, but what’s NOT. Note how many times the following words appear:

  • use [19]
  • create [7]
  • understand [1]
  • write [0]
  • program [0]
  • code [0]

This article is encouraging teachers to become even more entrenched as mere users than they already are now. The article says almost nothing about actually understanding any of this technology. The sad (and dangerous) truth is that the vast majority of people who write these articles – usually with the best of intentions – have really no idea how any of the tools in which they claim expertise work. Here’s the list:

The 21st century teacher should be able to :

  1. Create and edit digital audio
  2. Use Social bookmarking to share resources with and between learners
  3. Use blogs and wikis to create online platforms for students
  4. Exploit digital images for classroom use
  5. Use video content to engage students
  6. Use infographics to visually stimulate students
  7. Use Social networking sites to connect with colleagues and grow professionally
  8. Create and deliver asynchronous presentations and training sessions
  9. Compile a digital e-portfolio for their own development
  10. Have a knowledge about online security
  11. be able to detect plagiarized works in students assignments
  12. Create screen capture videos and tutorials
  13. Curate web content for classroom learning
  14. Use and provide students with task management tools to organize their work and plan their learning
  15. Use polling software to create a real-time survey in class
  16. Understand issues related to copyright and fair use of online materials
  17. Exploit  computer games for pedagogical purposes
  18. Use digital assessment tools to create quizzes
  19. Use of collaborative tools for text construction and editing
  20. Find and evaluate authentic web based content
  21. Use of mobile devices like tablets
  22. Identify online resources that are safe for students browsing
  23. Use digital tools for time management purposes
  24. Learn about the different ways to use YouTube in your classroom
  25. Use note taking tools to share interesting content with your students
  26. Annotate web pages and highlight parts of text to share with your class
  27. Use of online graphic organizers and printables
  28. Use of online sticky notes to capture interesting ideas
  29. Use of screen casting tools to create and share tutorials
  30. Exploit group text messaging tools for collaborative project work
  31. Conduct an effective search query with the minimum time possible
  32. Conduct A Research Paper Using Digital Tools
  33. Use file sharing tools to share docs and files with students online

When I was an undergrad, learning how to program was the only way to really get involved in the evolving digital world. That’s no longer true, but learning to program is more important now than it was 35 years ago.

 

To quote Rushkoff, By learning to program, we

“came to understand what programming is, how programmers make decisions, and how those decisions influence the ways the software and its users function. For us, as the mysteries of computers became the science of programming, many other mysteries seemed to vanish as well. For the person who understands code, the whole world reveals itself as a series of decisions made by planners and designers for how the rest of us should live. Not just computers, but everything from the way streets are organized in a town to the way election rules are tilted for a purpose (vote for any three candidates) begin to look like what they are: sets of rules developed to promote certain outcomes. Once the biases become apparent, everything becomes possible. The world and its many arbitrary systems can be hacked.” [p.134]

What was once a transparent tool, has become so obfuscated by interfaces and ‘helpers’ under the guise of “user friendliness” that most users no longer have any idea how the actions they request are actually carried out.

Remember how the computer refereed to the ‘user’ in Tron with both fear and reverence? That was because they KNEW how to control the machine. The original storyline was written 30 years ago when you had to be a programmer to use a computer.

These days, most users know as much about how the software works as a medieval peasant knew about disease. Re-booting your machine, whether it be a PC or a cellphone has become the same sort of action as blood-letting. Sometimes, it fixes the problem, but if it does, it is complete magic.

If you think that those peasants were at the mercy of the aristocracy of the day (who were, by and large, the only people with an education), it is nothing compared to today. Only today’s aristocracy aren’t the programmers – they are those who run the software companies.

Because of the wonders of modern technology though, every person with access to a computer has the option of being more than a peasant. The choice is up to you.

BEWARE:

There are only two industries that refer to their customers as ‘users’.  (Edward Tufte)

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Search Engine Complexity Illustrated! (only not quite)

Approximate Reading Time: < 1 minute

Search Engine Complexity Illustrated!.

A student in a class I’m teaching put this under my nose yesterday.

Thanks L.B.!

I’ve seen this before and thought it was quite good. It is, of course a gross oversimplification. Google is quite secretive about how it does searches (they have long been on the leading edge of how to do this), but I think having a better understanding of how to do searches is essential if one is to be literate.

I used to teach a 3rd year data architecture course and actually devoted an entire lecture to “How to Search using Google”. The class invariably started off rolling their collective eyes, and by the time I got 15 minutes in, most were frantically writing down notes.

Since then the situation has become even worse because search engines like Google now tailor their searchs specifically for you. This means you are going to find more of what you like, but it also means you are going to find FEWER things that just might broaden your mind.

 

Fortunately, I’m not the only one who thinks this could be bad. Check out A Million Short

Imagine a search engine that threw out the web’s top one million sites and then searched what was left. Sounds insane, right? But that’s exactly what Million Short purports to do and the results are, well, interesting.

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The Designer’s Notebook Now on Facebook

Approximate Reading Time: < 1 minute

The Designer’s Notebook.

Ernest Adams has created a FaceBook page that includes links to all of the Gamasutra Designer’s Notebook articles.

 

Very Cool. Cool, cool, cool.

 

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Where I’ve Been Online (weekly: July 1-7)

Approximate Reading Time: 2 minutes

~ A record of places on the web I want to remember ~

04 Jul 12

ihobo: Does Overjustification Hurt Games?

Concern about gamification has brought about a healthy discussion about its limits – but have we really understood the extent to which games themselves are already subject to a stifling of free play by explicit rewards like Achievements?

In psychology, the overjustification effect refers to situations in which offering an explicit incentive – money or prizes – reduces a person’s intrinsic motivation to perform a task. The earliest demonstrations of this effect were Mark Lepper and Richard Nisbett’s experiments on children aged 3 to 5 years, who had been showing an intrinsic interest in drawing. They divided the kids into three groups: in the first, a “good player” ribbon was offered for drawing. In the second, the ribbon was also awarded but it was not announced in advance. The third group was a control. Watching the children later, they observed that when playing freely the first group was significantly less interested in drawing, while the other groups behaviour did not change. They concluded that expecting rewards undermines intrinsic motivation in activities that were previously enjoyable.


02 Jul 12

‘Man-sheep-dog’: inter-species social skills | Neuroanthropology

Paul, the lead author, interviewed sheepdog trialer Damian Wilson about his interactions with his dog, a border collie named Yandarra Whiskey. Damian and Whiskey gave Paul a demonstration of the techniques used in sheepdog competitions as they together tried to move a mob of three sheep. In a competition in New South Wales, a trainer and dog have to move three sheep who have never been herded through a difficult obstacle course, and the trainer loses points if he (or, less frequently, she) breaks from a slow, measured pace walking the course. The rules mean that the dog itself must be trained until it anticipates the sheep’s reactions, and understands, on some level, what dog and trainer, together, are trying to accomplish. Although the trialer may give commands, the dog, too, is a kind of expert.


01 Jul 12

Insert coin: a look back at our favorite classic arcade games | Ars Technica

You kids today don’t know what real gaming is. You talk about your Call of Honors and Gears of Halos like it was spun gold coming straight from God’s butt. Back in our day, there were real games… inventive, crazy, hard games that charged a quarter for each play and made you stand up in front of a giant wooden cabinet as you played. And we had to walk fifteen miles in the snow to play ’em. Uphill! Both ways!

Wait! Come back here, you whippersnappers. This is important. You’re going to sit here and you’re going to let us regale you with tales and videos of what made the golden age of arcades so special, or so help me I will throw that WiiStation 360 of yours right out the window, dagnabbit.


30 Jun 12

Vischeck: Home

Vischeck simulates colorblind vision.
Daltonize corrects images for colorblind viewers.
Vischecked images on a cube

How do babies see the world? Visit TinyEyes.

Other sites worth visiting:
Treatment Eating Disorder Center
Plan your next adventure with Authentic Italy

Posted from Diigo. The rest of my favorite links are here.

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Is the Structure of Current Schooling in Conflict with Video Games?

Approximate Reading Time: 6 minutes

Memento Mori | Virtual World Learning and Whyvillle.

The G4C Rant (Games for Change) has become quite a thing, at least for those who follow such things. Memento Mori comes from this year’s.

How can/do games promote learning? and What role might games play in the classroom?

Dr. Fowler suggests that maybe part of the reason that getting games into classrooms is so difficult is that the classrooms themselves, along with the curricula, and the system as a whole is structured for a different medium – a linear one. It could even be said that the entire formal education system from university down to kindergarten is structured around books and lectures – both inherently linear things.

Perhaps even worse,could it be we bending the medium of the videogame to conform to the linear sensibilities of the currently dominant medium?

Hmmmmm.

 

The entire post by James M. Bower, PhD is repeated below:

Continue reading

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Is TED Dead? Should it be?

Approximate Reading Time: 6 minutes

Against TED – The New Inquiry. (By

It’s curious that this should pop up now. The article is not new (Feb. 2012) but it crosses my path just when I was beginning to think that TED talks are becoming too shiny; too much inspirational preacher talk and not enough things we could really do to make things better.

It’s gratifying to know that, once again, it’s not just me.

TED has become elitist (less about smart people than about the “right” people), exclusionary, corporate, and superficial.

A shame.

Here is the entire text of the blog, reposted (Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.)

After looking back over my previous posts and noticing how many of the articles I cite or discuss are now simply gone, I’ve decided to include the entire article when I discuss one. At least that way, I will be able to look back and re-read the article when I want.

When did TED lose its edge? When did TED stop trying to collect smart people and instead collect people trying to be smart?

Started as a one-off conference nearly 30 years ago, the TED (“Technology, Entertainment and Design”) phenomenon has grown to two large annual events and many smaller regional TEDx events, focusing mostly but not exclusively on technology. TED has posted more than 1,100 videos of the talks online. By my count, 89 of them have achieved more than one million views. Indeed, TED has gained an almost cultish following, where the topics addressed become the water-cooler topics for knowledge workers and the creative class. Remember how the Steve Jobs talk about how to live was topic of conversation the day after he died.

What began as something spontaneous and unique has today become a parody of itself. What was exceptional and emergent in the realm of ideas has been bottled, packaged, and sold back to us over and over again. The whole TED vibe has come to resemble a sales pitch.

It’s tempting to dismiss the “Web 3.0!” “Wave of the future!” atmosphere around TED as simply a humorous, contrived grasp at trying too hard to sound like the next big thing. But it’s not so easy to laugh it away when we remember that the words chosen, the manner of discourse, and even the design of the events all have political implications. TED’s popularity means that it plays an important role in how we understand the link between technology and society, and the corporate, evangelical, noninclusive, and ultimately out-of-touch vision it promotes needs to be replaced.

The underlying idea behind TED sounds great: Get smart people to articulate good ideas in a way that is concise and entertaining. The talks are short, usually around 16 minutes, allowing for the basic idea to be conveyed without requiring much of an investment from the audience. To be fair, there continue to be some enjoyable talks. Eli Pariser’s 2011 “filter bubbles” talk is important, and I especially enjoy playwright Eve Ensler’s 2005 and 2009 talks.

TED has already faced some criticism over the outrageously high cost of attending its events or the exclusion of voices from outside Silicon Valley, but to its credit, the conference has made the talks free to stream online and easy to share through apps, and the multitude of smaller events means access has become less of an issue. Some have also criticized TED for being “style over substance,” as if these could easily be separated. Style is substance; that design influences knowledge and meaning is obvious. And the format of simplifying ideas so they fit into a 16-minute presentation is not inherently problematic: I think we should appreciate ideas across a multitude of modes, be they tweet, blog or book; short talk or long film; street art or graphic design.

Instead, my critique has to do with TED’s epistemic style — that is, what counts as knowledge and how that knowledge is disseminated. TED is not simply “engaging” and “entertaining” but a specific type of entertainment that is increasingly out of touch and exclusionary.

I admit I’ve never been motivated or wealthy enough to endure a TED event in person, but I do pay attention to the videos posted online and how they come to be shared through the social Web. And it appears that the whole TED brand induces laughter from many of those skeptical of corporate speak and techno-jargon. At first, I thought I was laughing alone; however, it turns out that lots of other people are equally unimpressed by the current state of TED. From the feedback I’ve received, I’m not the only one who does not take TED very seriously or worse, views the whole project as suspect. I asked on Twitter if others felt this way, and the response was overwhelming, especially considering my modest number of followers. Here is a Storify of just 50 responses I received in the few hours after posing the question.

Perhaps the biggest complaint I heard was that TED smells of corporatism. With the Facebook IPO around the corner, we are all well aware of the big venture-capital sums floating around Silicon Valley (the new Wall Street?). What’s infuriating is how Silicon Valley capitalism consistently attempts to sell itself as outside or even above corporatism. In announcing Facebook’s IPO, Mark Zuckerberg, whose company has consistently violated user privacy in the name of profit, stated that “we don’t build services to make money.” He actually said that.

Fey & Braunig Drug Salesman, circa 1900, DeGolyer LibraryFewer and fewer people are falling for this. And they have begun to realize TED events raise similar corporate-speak red flags as well. Yes, people want new and entertaining ideas but feel alienated by the branding and packaging reminiscent of the corporate Silicon Valley establishment. “Consumers” are savvy, and they know when they are being sold to. So many of the TED talks take on the form of those famous patent medicine tonic cure-all pitches of previous centuries, as though they must convince you not through the content of what’s being said but through the hyper-engaging style of the delivery. Each new “big idea” to “inspire the world” and “change everything” pitched from the TED stage reminds me of the swamp root and snake oil liniment being sold from a wagon a hundred years past. As Mike Bulajewski pointed out in a Tweet, “TED’s ‘revolutionary ideas’ mask capitalism as usual, giving it a narrative of progress and change.”

TED attempts to present itself as fresh, cutting edge, and outside the box but often fails to deliver. It’s become the Urban Outfitters of the ideas world, finding “cool” concepts suitable for being packaged and sold to the masses, thereby extinguishing the “cool” in the process. Cutting-edge ideas not carrying the Apple-esque branding are difficult to find.

At TED, “everyone is Steve Jobs” and every idea is treated like an iPad. The conferences have come to resemble religious meetings and the TED talks techno-spiritual sermons, pushing an evangelical, cultish attitude toward “the new ideas that will change the world.” Everything becomes “magical” and “inspirational.” In just the top-ten most-viewed TED talks, we get the messages of “inspiration,” “astonishment,” “insight,” “mathmagic” and the “thrilling potential of SixthSense technology”! The ideas most popular are those that pander to a metaphysical, magical portrayal of the role of technology in the world.

The way TED talks fuse sales-pitch slickness with evangelical intensity leads to perhaps the most damming argument against the TED epistemology: It necessarily leaves out other groups and other ways of knowing and presenting ideas. As Paul Currion tweeted, TED seems “unaware of its own ideological bias.” Let’s take one example. Take a wild guess which gender is massively over-represented as TED speakers (answer, via Tom Slee @whimsley). And TEDxWomen stinks of tokenism. Hint: It is better to be more inclusive through and through than to segregate marginalized groups into their own token corners. But the TED style aligns much more easily to articulating ideas that sell than ideas that concern power, domination, and social inequalities. Real cutting-edge ideas also come from the margins. TED’s corporate-establishment voice and style aren’t without their uses, but they are certainly not innovative or cutting edge.

As problematic as TED is in itself, its popularity is more troublesome, coming to dominate the social conversation about what new technologies mean. Not that TED should be barred a role in the conversation. Because of the conference, some complex ideas get wider exposure than they otherwise would (as Atlantic editor Alexis Madrigal pointed out in a Tweet). But TED and the larger TED-like world of Silicon Valley corporatism have far too much importance, as Evgeny Morozov points out when criticizing the “Internet guru.”

There are consequences to having this style of discourse dominate how technology’s role in society is understood. Where are the voices critical of corporatism? Where is there space to reach larger publics without having to take on the role of a salesperson, preacher, or self-help guru? Academics, for instance, have largely surrendered the ground of mainstream conversations about technology to business folks in the TED atmosphere.

Can a new wave of technology thinkers produce a fresh outlet for smart ideas not (yet) co-opted as badly as TED? If so, it won’t come from the well-financed centers of Silicon Valley but from the margins, the actual cutting edge.

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What it Means to be Truly Educated

Approximate Reading Time: 4 minutes

This is an older article posted on FB by Ian Bogost.

He’s right. It is worth the read. It gives a very good account of what is happening to teachers in the US. Some of that inevitably spills over here too.

The paragraphs below particularly caught my attention:

“Not only have the reformers removed poverty as a factor, they’ve removed students’ aptitude and motivation as factors,” said this teacher, who is in a teachers union. “They seem to believe that students are something like plants where you just add water and place them in the sun of your teaching and everything blooms. This is a fantasy that insults both student and teacher. The reformers have come up with a variety of insidious schemes pushed as steps to professionalize the profession of teaching. As they are all businessmen who know nothing of the field, it goes without saying that you do not do this by giving teachers autonomy and respect. They use merit pay in which teachers whose students do well on bubble tests will receive more money and teachers whose students do not do so well on bubble tests will receive less money. Of course, the only way this could conceivably be fair is to have an identical group of students in each class—an impossibility. The real purposes of merit pay are to divide teachers against themselves as they scramble for the brighter and more motivated students and to further institutionalize the idiot notion of standardized tests. There is a certain diabolical intelligence at work in both of these.”

“If the Bloomberg administration can be said to have succeeded in anything,” he said, “they have succeeded in turning schools into stress factories where teachers are running around wondering if it’s possible to please their principals and if their school will be open a year from now, if their union will still be there to offer some kind of protection, if they will still have jobs next year. This is not how you run a school system. It’s how you destroy one. The reformers and their friends in the media have created a Manichean world of bad teachers and effective teachers. In this alternative universe there are no other factors. Or, all other factors—poverty, depraved parents, mental illness and malnutrition—are all excuses of the Bad Teacher that can be overcome by hard work and the Effective Teacher.”

The truly educated become conscious. They become self-aware. They do not lie to themselves. They do not pretend that fraud is moral or that corporate greed is good. They do not claim that the demands of the marketplace can morally justify the hunger of children or denial of medical care to the sick. They do not throw 6 million families from their homes as the cost of doing business. Thought is a dialogue with one’s inner self. Those who think ask questions, questions those in authority do not want asked. They remember who we are, where we come from and where we should go. They remain eternally skeptical and distrustful of power. And they know that this moral independence is the only protection from the radical evil that results from collective unconsciousness. The capacity to think is the only bulwark against any centralized authority that seeks to impose mindless obedience. There is a huge difference, as Socrates understood, between teaching people what to think and teaching them how to think. Those who are endowed with a moral conscience refuse to commit crimes, even those sanctioned by the corporate state, because they do not in the end want to live with criminals—themselves.

“It is better to be at odds with the whole world than, being one, to be at odds with myself,” Socrates said.

Those who can ask the right questions are armed with the capacity to make a moral choice, to defend the good in the face of outside pressure. And this is why the philosopher Immanuel Kant puts the duties we have to ourselves before the duties we have to others. The standard for Kant is not the biblical idea of self-love—love thy neighbor as thyself, do unto others as you would have them do unto you—but self-respect. What brings us meaning and worth as human beings is our ability to stand up and pit ourselves against injustice and the vast, moral indifference of the universe. Once justice perishes, as Kant knew, life loses all meaning. Those who meekly obey laws and rules imposed from the outside—including religious laws—are not moral human beings. The fulfillment of an imposed law is morally neutral. The truly educated make their own wills serve the higher call of justice, empathy and reason. Socrates made the same argument when he said it is better to suffer wrong than to do wrong.

“The greatest evil perpetrated,” Hannah Arendt wrote, “is the evil committed by nobodies, that is, by human beings who refuse to be persons.”

As Arendt pointed out, we must trust only those who have this self-awareness. This self-awareness comes only through consciousness. It comes with the ability to look at a crime being committed and say “I can’t.” We must fear, Arendt warned, those whose moral system is built around the flimsy structure of blind obedience. We must fear those who cannot think. Unconscious civilizations become totalitarian wastelands.

“The greatest evildoers are those who don’t remember because they have never given thought to the matter, and, without remembrance, nothing can hold them back,” Arendt writes. “For human beings, thinking of past matters means moving in the dimension of depth, striking roots and thus stabilizing themselves, so as not to be swept away by whatever may occur—the Zeitgeist or History or simple temptation. The greatest evil is not radical, it has no roots, and because it has no roots it has no limitations, it can go to unthinkable extremes and sweep over the whole world.”

via Why the United States Is Destroying Its Education System | Common Dreams.

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