Re: [FRIAM] Fwd: iClarified - Apple News - Amazon is Planning a 4.7-Inch Smartphone for Release Next Quarter?
needs to be a bit thicker and a bit larger screen with a reel keyboard. Otherwise could be interesting One important question: Does it blend? On Wed, Mar 27, 2013 at 10:00 PM, Owen Densmore o...@backspaces.net wrote: Ha! I told you so! http://www.iclarified.com/28633/amazon-is-planning-a-47inch-smartphone-for-release-next-quarter This just makes sense. Although we currently see the phone world as iOS vs Android, it just isn't the case. BlackBerry (Z10) is making a come back, keeping its position as a communications giant .. business folks who don't need the frills but are delighted to pay for great email and messaging. Apps? They've a translator from Android, so no worries. Moz phone. OK, sure it could fail but there's a lot of energy behind it. So now, Amazon. Well, they have a lot of experience with Android, and have modded it to work fine for their Tablet while keeping their brand of books and media. So like RIM, they likely can have their own place in the cell phone sun. Now anyone wanna bet about Twitter Facebook? I bet the odds just got a lot better! -- Owen FRIAM Applied Complexity Group listserv Meets Fridays 9a-11:30 at cafe at St. John's College to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com FRIAM Applied Complexity Group listserv Meets Fridays 9a-11:30 at cafe at St. John's College to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com
Re: [FRIAM] mooc for credit?
David, Looks like a powerful, if complex, model to me. It even recovers some of the aspects of the apprenticeship model that have been lost - especially that of *community* - that take apprenticeship even beyond mentoring. Your model seems to imply the necessity of community in the education process. Community has largely been lost in the MOOCsland, and even in traditional undergraduate classroom education. It seems that most undergrads take courses rather than involve themselves in a community. Grant On 3/27/13 6:35 PM, Prof David West wrote: On Wed, Mar 27, 2013, at 09:57 AM, Grant Holland wrote: David, What is YOUR opinion on the matter? Do you, or are you intending to, teach any MOOCs or other online programs? Does Highlands offer, or plan to offer any. (I assume you are still at Highlands.) I left Highlands in December (three months back) but I am actively engaged in establishing the same kind of program at several other universities as well as a pure, for-profit, alternative. So on-line is part of my teaching future. However, I have come to the opinion that on-line is useful only as a replacement for the lecture + textbook aspect of education. This means that I believe you acquire the same knowledge in a MOOC as you would if you spent a semester with three times a week lecture, reading a textbook, plus classroom discussion. Unfortunately, in both cases, you learn almost nothing. By that I mean there is nominal retention (score 100% on your final exam in December and you will be lucky to score above 50% on the exact same exam when classes resume in January), essentially zero integration with other knowledge, total absence of any pertinent tacit knowledge, lack of significant context, and close to zero application of the knowledge in any meaningful way. [When the esteemed members of this list report that their personal experience with MOOCs is quite different that what I am describing, they must recognize how atypical they are - probably 1-2 percent of the people involved in a MOOC will have a similar experience. Fifty-percent or more (survey says - the average is 70% dropout rate) will never even finish the class.] The model I am currently pursuing: - define a set of competencies, things people should be able to do using their acquired knowledge - each competency is assessed at seven different levels; concepts and vocabulary, do under supervision, do independently, do in novel context, mentor others, teach others, make an original contribution - each competency is supported by 3-to-n (n usually less than ten) learning modules, the scope of which is roughly equivalent to the material covered in a chapter or two of a typical textbook - the set of modules associated with a specific competency are almost always, multidisciplinary - all learning modules are on-line, can be entirely self paced and directed or involve both synchronous and asynchronous interaction with instructors and peers. - completion of all learning modules associated with a particular competency results in level one assessment for that competency. - the knowledge space is flat - meaning you can engage any learning module at any time - engagement with a learning module(s) is driven by actual work - a real world project - on a just-in-time basis, i.e. you encounter a problem and need some knowledge to solve that problem, so you engage the appropriate learning module. A last point - in my model, students spend 40 hours a week in a physical studio - doing things, working with both peers and mentors (professionals with lots of tacit knowledge to pass along) as well as faculty. School is totally virtual. So I consider on-line to be essential - but as a means for achieving the most minimal educational objectives. The MOOC bandwagon is, in my opinion, a tragi-comedy that will end very very badly. And I come by this opinion via experience. I taught my first on-line course in 1995, was director of on-line learning at the University of St. Thomas, introduced the first on-line courses at highlands, facilitated on-line delivery to the point that almost 90% of Highland's classes have on-line classes and the school of business offers a totally on-line degree. But, then again, I also think that K-12 is totally inadequate and that higher education, with the exception of elite research universities and 2 year professional / vocational institutions, is irrelevant and will also come to a bad end in the relatively near term future. davew FRIAM Applied Complexity Group listserv Meets Fridays 9a-11:30 at cafe at St. John's College to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com
[FRIAM] White House Maker Hangout
http://www.youtube.com/watch?v=1xIx3PkvskI#t=3m00s -- glen e. p. ropella, 971-255-2847, http://tempusdictum.com FRIAM Applied Complexity Group listserv Meets Fridays 9a-11:30 at cafe at St. John's College to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com
[FRIAM] the white male effect (was Re: beyond reductionism twice)
Victoria Hughes wrote at 03/26/2013 11:27 AM: 1. The discussion also references non-European, non-white-male models for awareness, reality, conceptual modeling, etc. I found this interesting: Is the culturally polarizing effect of science literacy on climate change risk perceptions related to the white male effect? Does the answer tell us anything about the asymmetry thesis?! http://www.culturalcognition.net/blog/2013/3/28/is-the-culturally-polarizing-effect-of-science-literacy-on-c.html 2. The white male effect -- the observed tendency of white males to perceive risk to be lower -- is actually a white male hierarch effect. If you look at the blue lines, you can see they are more or less at This is consistent with prior CCP research that suggests that the effect is driven by culturally motivated reasoning: white male hierarch individualists have a cultural stake in perceiving environmental and technological risks to be low; egalitarian communitarians -- among whom there are no meaningful gender or race differences--have a stake in viewing such risks to be high. -- glen e. p. ropella, 971-255-2847, http://tempusdictum.com A government which robs Peter to pay Paul, can always count on the support of Paul -- George Bernard Shaw FRIAM Applied Complexity Group listserv Meets Fridays 9a-11:30 at cafe at St. John's College to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com
Re: [FRIAM] the white male effect (was Re: beyond reductionism twice)
Since research is compelling that levels of testosterone in males determine willingness to take risks, I wonder if it also affects perception of risk. On Mar 28, 2013, at 2:39 PM, glen e. p. ropella wrote: Victoria Hughes wrote at 03/26/2013 11:27 AM: 1. The discussion also references non-European, non-white-male models for awareness, reality, conceptual modeling, etc. I found this interesting: Is the culturally polarizing effect of science literacy on climate change risk perceptions related to the white male effect? Does the answer tell us anything about the asymmetry thesis?! http://www.culturalcognition.net/blog/2013/3/28/is-the-culturally-polarizing-effect-of-science-literacy-on-c.html 2. The white male effect -- the observed tendency of white males to perceive risk to be lower -- is actually a white male hierarch effect. If you look at the blue lines, you can see they are more or less at This is consistent with prior CCP research that suggests that the effect is driven by culturally motivated reasoning: white male hierarch individualists have a cultural stake in perceiving environmental and technological risks to be low; egalitarian communitarians -- among whom there are no meaningful gender or race differences--have a stake in viewing such risks to be high. -- glen e. p. ropella, 971-255-2847, http://tempusdictum.com A government which robs Peter to pay Paul, can always count on the support of Paul -- George Bernard Shaw FRIAM Applied Complexity Group listserv Meets Fridays 9a-11:30 at cafe at St. John's College to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com FRIAM Applied Complexity Group listserv Meets Fridays 9a-11:30 at cafe at St. John's College to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com
Re: [FRIAM] the white male effect (was Re: beyond reductionism twice)
Merle Lefkoff wrote at 03/28/2013 01:51 PM: Since research is compelling that levels of testosterone in males determine willingness to take risks, I wonder if it also affects perception of risk. I would think so. But you'd also have to fold in the extent to which someone was narcissistic or individualist. To some extent any mechanism by which one focuses tightly on a small region will affect/limit the ability to track effects beyond that region. So, perhaps it's more a function of a thinner corpus callosum? -- glen e. p. ropella, 971-255-2847, http://tempusdictum.com He who regulates everything by laws, is more likely to arouse vices than reform them. -- Spinoza FRIAM Applied Complexity Group listserv Meets Fridays 9a-11:30 at cafe at St. John's College to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com
Re: [FRIAM] the white male effect (was Re: beyond reductionism twice)
I'm astonished that anyone could even contemplate fitting a straight line to those scatter plots. Alternative hypothesis...isn't it just that EWMs have a propensity to benefit from the status-quo? Saul Sent from my iPhone On 29/03/2013, at 7:39 AM, glen e. p. ropella g...@tempusdictum.com wrote: Victoria Hughes wrote at 03/26/2013 11:27 AM: 1. The discussion also references non-European, non-white-male models for awareness, reality, conceptual modeling, etc. I found this interesting: Is the culturally polarizing effect of science literacy on climate change risk perceptions related to the white male effect? Does the answer tell us anything about the asymmetry thesis?! http://www.culturalcognition.net/blog/2013/3/28/is-the-culturally-polarizing-effect-of-science-literacy-on-c.html 2. The white male effect -- the observed tendency of white males to perceive risk to be lower -- is actually a white male hierarch effect. If you look at the blue lines, you can see they are more or less at This is consistent with prior CCP research that suggests that the effect is driven by culturally motivated reasoning: white male hierarch individualists have a cultural stake in perceiving environmental and technological risks to be low; egalitarian communitarians -- among whom there are no meaningful gender or race differences--have a stake in viewing such risks to be high. -- glen e. p. ropella, 971-255-2847, http://tempusdictum.com A government which robs Peter to pay Paul, can always count on the support of Paul -- George Bernard Shaw FRIAM Applied Complexity Group listserv Meets Fridays 9a-11:30 at cafe at St. John's College to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com FRIAM Applied Complexity Group listserv Meets Fridays 9a-11:30 at cafe at St. John's College to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com
Re: [FRIAM] Mozilla Takes Aim At A Global Duopoly With Firefox OS And The Open Web - Forbes
OMG! Ars itself has a Moz critter in hand, with more explanations of how it works. It is built on top of an Android derivative so not only do webapps run on it as apps, Android too. http://arstechnica.com/gadgets/2013/03/firefox-os-hands-on-mozillas-plan-to-build-on-top-of-the-web/ Now if it runs asm.js .. its a go! -- Owen On Thu, Mar 28, 2013 at 8:22 PM, Owen Densmore o...@backspaces.net wrote: I figure its time to haunt you with another phone post. The Moz phone is known outside the digerati now, so listen up troops and tak a look: http://www.forbes.com/sites/parmyolson/2013/03/28/mozilla-takes-aim-at-a-global-duopoly-with-firefox-os-and-the-open-web/ I have to say I'm interested in the Moz phone. The backstory of just how hard they worked on it was new to me. Now the real issue is will they stick to a webapp framework. If so they will have a huge number of already existing apps .. those that already run in HTML/CSS/JavaScript. It will do one other really fine thing as well, Responsive Design .. the stunt that lets you design for desktops down to phones or even watches. -- Owen FRIAM Applied Complexity Group listserv Meets Fridays 9a-11:30 at cafe at St. John's College to unsubscribe http://redfish.com/mailman/listinfo/friam_redfish.com
