The internet is not a revolutionary technology, but it makes revolution more possible than ever before. That’s why it’s so important to defend it, to keep it free and fair and open. A corrupted, surveillant, controlled internet is a place where our lives are torn open by the powerful, logged, and distorted. A free, fair, and open internet is how we fight back.
On this episode we're joined by Anil Dash and Allison Esposito. Anil is CEO of Glitch, a friendly community where developers build the app of their dreams. Allison founded Tech Ladies, a community that connects women with the best jobs in tech.
We reminisce about the good ol' days of IRC, Friendster, AIM, and MySpace. A lot has changed since then, yet they continue to exhibit some of the same dynamics and challenges of today's massive social networks. We also talk about the challenges of building a healthy community on the internet in a time when careers and reputations can be destroyed in an instant. Of course, we’ll also cover some of our favorite products that you might not know about.
- The Challenge of community verses team
- Going to where the people are (Facebook) verses creating a new space
There’s something about community that if you’re doing it right, it should feel like a mix of it just happened and it’s natural. – Allison
It turns out the hosting of the video wasn’t the thing, the community is the thing and it has a value. Whether you create an environment that you feel people can express themselves in is a rare and special and delicate thing. — Anil
via Greg McVerry
Web Design Museum exhibits over 900 unique designs from the years 1995 to 2005. Discover forgotten trends in web design.
Huston's analysis steps through the seven layers in the OSI stack, beginning with changes in the physical infrastructure (massive improvements in optical signalling, more and better radio, but we're still using packet-sizes optimized for the 1990s); then the IP layer (we're still using IPv4!); routing (BGP is, remarkably, still a thing -- on fire, all the time); net ops (when oh when will SNMP die?); mobile (all the money is here); end-to-end transport (everything is about to get much better, thanks to BBR); applications (Snowden ushered in a golden age of crypto, CDNs are routing around stupid phone companies, and cybersecurity is a worse dumpster fire than even BGP) and the IoT (facepalm).
Practice does not necessarily make perfect, but understanding the affordances and constraints of our tools helps, as does focus on the task in hand.
I sometimes feel bad about letting relationships lapse, but then I think that it takes two to tango. Really not sure. I think that the “True friends will stay in contact if you leave
It will be interesting to look back at the influence of technology on the current society. That is, to look at all the parts, such as change in work habits, family, society. Time will tell.
The rapid proliferation and deployment of smart mobile, pervasive computing, social and personal technologies is changing the higher education landscape. In this presentation I will argue that new media present new opportunities for learning through digital technologies, but that such opportunities will require new literacies. This is not just my view - it reflects the views of many other commentators including Lea & Jones (2011), Beetham et al (2009) and Lankshear & Knobel(2006). Essentially, the traditional literacies that have dominated higher education in the past are thought to no longer be sufficient in the face of recent changes. I will explore a range of new 'digital literacies and competencies', discuss the concept of 'digital fluency' and highlight some new and emergent pedagogical theories, including connectivism, heutagogy, paralogy and rhizomatic learning, that seek to explain how students are learning in the first part of the 21st Century.
Steve Wheeler is a Learning Innovations Consultant and former Associate Professor of Learning Technologies at the Plymouth Institute of Education where he chaired the Learning Futures group and led the Computing and science education teams. He continues to research into technology supported learning and distance education, with particular emphasis on the pedagogy underlying the use of social media and Web 2.0 technologies, and also has research interests in mobile learning and cybercultures. He has given keynotes to audiences in more than 35 countries and is author of more than 150 scholarly articles, with over 6000 academic citations. An active and prolific edublogger, his blog Learning with 'e'sis a regular online commentary on the social and cultural impact of disruptive technologies, and the application of digital media in education, learning and development. In the last few years it has attracted in excess of 7.5 million unique visitors.
More about Steve Wheeler https://steve-wheeler.net/
At my institution, the University of the Arts London, we see the value in uncertainty. In many of our courses it is important that our students are in a liminal state for much of the time within which they are not quite sure of what they know. This is a key aspect of the process of creativity and it’s also central to my reframing, or extension of, information literacy. Questioning our self, our motivations and methods, for seeking and validating information is our only chance of maintaining our agency within complexity. Not being afraid of being immersed in complexity requires understanding the value of uncertainty. This is all the more important where we receive information as an effect of our interactions. To ask how what we engage with has arrived in front of us and why we are comfortable with it (in the context of our identity and position) has to be central to what it means to critically evaluate.
To maintain the agency of our students (and ourselves) and not fall into the trap of assuming a ‘natural order’ which just so happens to be our current worldview we must reveal, not simplify, complexity. In tandem with this we must provide the critical tools to navigate complexity without denying it.