Category Archives: Linking Thinking

Linking to what others are thinking about learning as a way to explore how we learn online.

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Sharing, Privacy and Trust in Our Networked World →

Sur­vey of of gen­eral pub­lic from six coun­tries and library direc­tors from the U.S. exam­in­ing the val­ues and social-networking habits of library users, spon­sored by the Online Com­puter Cen­ter. It’s not sur­pris­ing that the respon­dents have secu­rity and pri­vacy con­cerns: iden­tity theft, ads/spam and pro­tect­ing per­sonal infor­ma­tion are among the top con­cerns.

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What is Browsing – really? →

Brows­ing is the act of engag­ing in a series of glimpses, each of which exposes you to objects of poten­tial inter­est; depend­ing on that inter­est, you may or may not exam­ine more closely one of the objects. What’s inter­est­ing is that brows­ing is not a smooth scan, but rather iter­a­tive fits and starts. A worth­while read that in fact never men­tions web brows­ing specifically.

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Trust in Digital Repositories →

Trust in Dig­i­tal Repos­i­to­ries pro­vides mate­r­ial for man­ag­ing intel­lec­tual prop­erty rights in e-learning for insti­tu­tions who want to update their poli­cies in e-learning pro­grams. Every­thing some­one in an insti­tu­tional con­text would need to set up dig­i­tal rights man­age­ment systms in repos­i­to­ries of learn­ing objects: poli­cies, infra­struc­ture, risk, eval­u­a­tion and opportunity.

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Not Just a Pantomime →

Did lan­guage evolve from man­ual ges­tures and then shift to vocal mode? Fox makes the case that the hands pro­vide a more nat­ural sig­nal­ing sys­tem than the voice, and Arm­strong and Wilcox pro­pose that speech itself is a ges­tural sys­tem, which places lan­guage in the domain of cog­ni­tion and biology.

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Remember This →

A brain can recall almost every­thing, prac­ti­cally noth­ing, or some­thing in between. If noth­ing else, this month’s National Geo­graphic reaf­firms the utter weird­ness of human mem­ory. Truth is indeed a memory.

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When Educational Resources Are Open →

Judy Breck antic­i­pates an open edu­ca­tion future will let knowl­edge form, ideas emerge and under­stand­ing to be shared. A good sum­mary of what open edu­ca­tion aspires to be: a golden swamp with all sort of trea­sures found there in.

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Apologies All Around →

Today’s ten­dency to make amends for the crimes of his­tory begs the ques­tion which hor­rific acts deserve apolo­gies and which ones get the other cheek? Our often unbear­able his­tory should do more than gen­er­ate vac­u­ous, ego­tis­ti­cal apolo­gies; it also “chas­tens, tem­pers, rig­or­ously instructs. The more we know of it, the better.”

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Cinema Fiction vs. Physics Reality →

Two physi­cists use sci­ence to point out the incon­sis­ten­cies asso­ci­ated with the idea of ghosts, vam­pires and zom­bies depicted in Hol­ly­wood movies. Heat always moves from a hot­ter to colder objects. Bring out your basic sci­ence and crit­i­cal think­ing skills the next time Hal­loween appari­tions seem a lit­tle too real.

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Teaching, Learning and Creating Iconic Moments →

Christo­pher Ses­sums iden­ti­fies the teach­able moments in a series of pho­tographs in which aged vol­un­teers reien­act scenes from iconic pho­tographs from the last cen­tury, wear­ing their every­day clothes in their every­day envi­ron­ments. I love this. It’s both silly and sub­ver­sive and reminds us of “the impor­tance of his­tor­i­cal events and the impact they have on our per­spec­tives and collective/individual psyches.”

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KM: still a long road ahead →

Sur­vey respon­dents of a report com­mis­sioned by Attunity show that the tools and strate­gies we come up with to cope in the infor­ma­tion age are inad­e­quate. Man­agers spend a dis­pro­por­tion­ate amount of time dig­ging for rather than man­ag­ing information.

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