‘No platform’ was developed as a specific tactic to prevent the encroachment of the National Front (and the Monday Club) onto university campuses in the mid-1970s. However it seems that almost from the time of its implementation, it has been open to misinterpretation and abuse by certain student groups.
a. Our school needs to build our teachers’ capacity to be teachers of writers.We need to complete a whole school language review and develop shared beliefs about teaching writing.
b. We need to find a process of building in sustainability. This means that there needs to be high quality sustained professional learning over time. We need to be assessing, recording and reporting achievement and listening to student voice.
c. We need to give our students time to play with stories, to have time to write and to write for fun.
The feature derails healthy conversation and preys on users’ worst instincts.
I’ve spent some time this morning thinking about the deplatforming of the abhorrent social media site Gab.ai by Google, Apple, Stripe, PayPal, and Medium following the Tree of Life shooting in Pennsylvania.
In the introduction to Teaching Machines and Programmed Learning: A Source Book (1960), a collection of articles penned by some of the best known theorists and practitioners in the field (including both Skinner and Pressey), A. A. Lumsdaine lists these as the three key properties of “teaching machines”:First, continuous active student response is required, providing explicit practice and testing of each step of what is to be learned.
Second, a basis is provided for informing the student with minimal delay whether each response he makes is correct, leading him directly or indirectly to correction of his errors.
Third, the student proceeds on an individual basis at his own rate – faster students romping through an instructional sequence very rapidly, slower students being tutored as slowly as necessary, with indefinite patience to meet their special needs.
The devices thus represent a way of providing a pre-programmed study-practice combination which simulates, in partially or fully automated fashion, the functions of a private tutor in recitation and practice, with immediate correction of errors and feedback to the student.
“You don’t need to be scared,” I assured her, and the others. “You need to be wary. You need to understand that you have some control over what you share. Who you share with. Why you share. Be wary but be empowered.”
Meanwhile, post by post, click by click, people of all ages are being slowly groomed into conspiracy cultures that turn fear into violence and authoritarian rule. Once people’s reality is warped in this way, bringing them back is difficult, and yet we are moving at a snail’s pace on educational and technological fronts. The media is still talking about the problem as if the core was people being impolite. The world slowly slides toward a dark future, across the globe. We have educational solutions (just read the rest of this blog) but they remain un-deployed or under-deployed.
In this episode I continie @mrkndvs disucssion of what does digital mindullness mean. In the last step I foucsed too much on unplugging and Aaron cam back and asked what does it mean to be mindful when you stay online.
I also agree about the finding the balance between the technology and the human. I have really enjoyed Douglas Rushkoff’s exploration of this area with the Team Human podcast. I look forward to reading the book too when it comes out.
Punks don’t hire people to make their record cover. Punks do it all themselves. That’s what real punk is about — doing it yourself and building a community where people share ideas and share creativity.
E-sports – competitive video gaming – is set to leave traditional performance sport in its wake. Whether to recognise e-sports as a real sport is not the main issue any more; the main challenge is to create working governance structures.