Citations

Because my topic seems to revolve more around education I am using APA.

Engelbart, D. C. (2001). Augmenting human intellect: a conceptual framework (1962). PACKER, Randall and JORDAN, Ken. Multimedia. From Wagner to Virtual Reality. New York: WW Norton & Company, 64-90.
Jones, S. (Ed.). (1998). Doing Internet research: Critical issues and methods for examining the Net. Sage Publications.

Kay, A. C. (1995). Powerful Ideas Need Love Too. Written remarks to a Joint Hearing of the Science Committee and the Economic and Educational and Opportunities Committee, available on the web at www. lcs. media. mit. edu/groups/el/events/love-too. html.

Kay, A., & Goldberg, A. (1977). Personal dynamic media. Computer, 10(3), 31-41.
Nelson, T. H., & Nelson, T. H. (1987). Computer lib: Dream machines (p. 31). Redmond: Tempus Books of Microsoft Press.
Renninger, A., Hidi, S., & Krapp, A. (Eds.). (2014). The role of interest in learning and development. Psychology Press.
Rush, E. (2012). Motivation of Academically Gifted Students. Online Submission.
Yeung-Fang, W. M. (2001). Does technology hinder or enhance learning and teaching. In Proceedings of the 2001 Technology in Language Education: Meeting the Challenges of Research and Practice. Language Center, HKUST, Hong Kong.
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Filling my Toolbox

Powerful Ideas Need Love Too! By Alan Kay

The Role of Interest in Learning and Development Edited by Krapp, Hidi, and Renninger

Motivation of Academically Gifted Students By Emily Rush

Doing Internet Research: Critical Issues and Methods for Examining the Net By Steve Jones

Does Technology Hinder or Enhance Learning and Teaching? By Wai Mei Yeung-Fang

Personal Dynamic Media By Alan Kay and Adele Goldberg

Computer Lib/Dream Machines By Theodor Nelson

Man-Computer Symbiosis By JCR Licklider

 

The Wrath of Kahn

I’m still trying to figure out why this assignment is linked to me…

Diving in though! I’m going to use the same tags I used in my first curation in order to be able to link the two in the future.

In order to save room all original nuggets can be found by following the two links to my original panning for nuggets.  Nuggets 1-3, Nuggets 4 & 5

Tag 1: Knowledge

Nugget #1 demonstrates through an anecdote how knowledge itself may not be enough. It is how we apply this knowledge that really makes intelligence. The sort of scenario that is described in Nugget #1 is quite a common one, where someone is taught a fact but due to the lack of engagement no connections are made and the knowledge is lost in the grand scheme of the world. Nugget #2 addresses how a lack of interest and engagement will negatively affect one’s desire and ability to “engage in exploratory behavior”.  As Dr. Coats said to me, students these days are taught about gravity and Newton, but aren’t asked to analyze it beyond that.  To kids gravity is just an unquestioned fact. Because the students in Nugget #1 never questioned what they were told they are unable to make the connections necessary to truly understand.

Tag 2: Critical Thinking

Nugget #4 describes a Tulsa class that encourages students to do just this, to ask the questions “Why?” and “Who cares?”  These questions are more important than they might seem at face value, as they are important both for a writer to ask him or herself about their own research, as well as an academic in reference to a piece of research they are reading. If no one cares then why bother? And if it exists then why is it worth caring about? By asking these questions we can try to mediate between the writer and the reader and maybe bridge the gap between the two.  Research done by the authors of Nugget #5 shows that the students they polled are thinking more critically than one might expect regarding their resources.  It showed that the majority of students consulted course texts and databases as a first stage of research, and continued on to ask librarians and professors for guidance. This is a great path to analyzing research and thinking critically.  I am all for asking for help. Who says we have to do this all alone? The sharing of thoughts, ideas, and resources is how the world works and I think it will really get people to care more like the professors at Tulsa were encouraging.

Tag 3: Development

Nugget #3 is actually an analysis of another text, but the book as a whole is about the learning and development of Gifted and Talented (GT) program kids. As far as personal experience tells me, GT students usually get identified around 3rd grade through testing and teacher input. This is the perfect age when learning and development spikes, but students are not aware enough yet to know they are being tested or observed. One clue of a GT student is signs of boredom in normal-speed classes.  This article describes different reasons and displays of this boredom.  The key concept though is that they learn and develop at a faster pace than other students. They need to be engaged at a higher level in order to keep them interested in their learning.

Tag 4: Websurfing

None of these very well relate to websurfing because they are all geared more towards learning than the internet.  But all of these were found by websurfing! So how cool is that! Five unique sources all found by surfing either the same phrase, or adjusting that phrase based on the feedback of my surfing. Oh internet, you’re so cool.

I think all of these nuggets tie in very nicely to each other. All in all I think they demonstrate the importance not only of knowledge, but of interest, engagement, and application.

Nugget Curation

I’m not sure what I’m going to have to say here that hasn’t been said already since I’m not working with any new materials, but we’re gonna try to dig deep.

Tag 1: Knowledge

Nelson and Engelbart both discuss knowledge, however their views on it seem to diverge.  Nelson discusses knowledge as a powerful and elusive force in the world.  His line “Knowledge is power and so it tends to be hoarded.” sounds like the dramatic opening to a fantasy novel, styled after Smeagol from Lord of the Rings.  Followed by his comment about the priesthood, Nelson definitely sets the scene for a dark and mysterious quest for knowledge.  This is countered by Engelbart’s more lighthearted view and imagery of knowledge.  Engelbart is quick to state that man is born with an inherent set of capabilities and knowledge.  While the environment may change just how you think and what you think about, as a human, one possesses innate abilities.  Clearly this goes against Nelson’s view of knowledge being hoarded, because how can you hoard something everyone possesses? 

Tag 2: Critical Thinking

Licklider brings up the topic of symbiosis between man and machine, and how eventually they will work seamlessly together in processing and decision making. I think the idea of this paragraph is that between the intuitive judgements and knowledge of man and the critical analysis of machine, optimal decisions can be made.  Neither man nor machine has the ability to rely on both of these (though it could be argued that man could painstakingly collect the data of precedent and analyze it effectively) but together they can work as a harmonious team. Whether you consider this critical thinking though, I’ll leave you to decide.

 

Tag 3: Development

There is no question that technology has developed over time, and has developed us as a society alongside it. Bush conjures the image of a “well-built house” provided by science, from which we have learned to live happily within.  To further this imagery, we have slowly been upgrading from a little shack with an outhouse to a seventy-two room mansion. It’s not that we were ever unhappy in our little shack or our one-bedroom apartment, it’s just that we eventually outgrew it and realized we could have better.  However, Bush is not merely singing the praises of science and technology; he is quick to balance the scales by pointing out all the damage we have done and can do with this powerful tool.  As we develop more good in the world, there is more to destroy. 

Although Nelson does not address this, I would like to think that we as a community have developed since his piece was published.  I would like to believe that through technology and the internet we have stopped hoarding our knowledge and have started to spread it.  I think I could make the argument that we have indeed succeeded, but who knows how much information remains inaccessible to us?

Tag 4: Websurfing

This one is a bit tougher because none of these authors directly address the topic (I’m pretty positive the concept didn’t exist when any of these people even wrote!) but considering it is by far my most used tag, I feel it’s pretty necessary to do.

Websurfing,  I think, is actually a good example of Licklider’s symbiosis.  I, the human, come up with a starting point or line of inquiry.  Then Google, the machine, will come up with suggestions, alternatives, or similar topics relating to my original point.  For instance, I never would have gotten to half of my cited articles had ERIC and Google Scholar not properly interpreted my inputs and gave me valuable outputs.  By trying to search “intrinsic learning”, which, let’s face it, who is going to put that as a tag? I was able to find articles on learning, motivation, and education.  All because my computer knew what it was I was looking for and was able to point me in the right direction. How cool is that?!

All of my other tags are basically along the same lines, or else not useful at all. So I will close this out by trying to draw one more conclusion from the lot of these. 

Most of the students of this class never really had to grow up without technology as we know it today. I don’t even remember my household without internet access. (forgive me, I may have lost a bit of my direction here as this is where I stopped writing to do my conference call with Dr. Coats)  However, most of the dreamers we are reading from were writing from a time in which none of what we know was even on the horizons for them.  Yet many of their points are still valid and cause a number of discussions, which makes me wonder what it was they saw looming in the potential of technology? What is it about all of these readings that make them so worthy of our thought now? I think it has to do with their interpretation not only of technology today, but of mankind and why technology is important to us as a society.

Diigo Dynamics

Depending on the route I take with my topic, some of these sources may be more useful than others. I’m finding more articles that support the “students & internet education” topic more than the “Wikipedia = expansion of knowledge” topic, which is to be expected.  However, the former topic is much less interesting so I will try to stay away from it.  But for the purpose of this specific assignment I may have to learn towards it.

Source 1: Student Motivation and Engagement in Online Courses

I would consider tags such as “student engagement” and “online education” for this post and the topic that would come from it.

Source 2: Are We Losing Our Ability to Think Critically?

I actually liked this question a lot, even though it sort of goes against my own topic, so I saved it to my own Diigo using the tags “criticalthinking” and “technologyineducation”