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Reciprocal causation pedagogy
“We become what we behold. We shape our tools and then our tools shape us”<br>(Culkin, 1967)  - should we embed reciprocal causation in our teaching? Does this serve our human purposes?
Curated by Mariana Funes
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Automated ‘coach’ could help with social interactions

Automated ‘coach’ could help with social interactions | Reciprocal causation pedagogy | Scoop.it

"Now, new software developed at MIT can be used to help people practice their interpersonal skills until they feel more comfortable with situations such as a job interview or a first date. The software, called MACH (short for My Automated Conversation coacH), uses a computer-generated onscreen face, along with facial, speech, and behavior analysis and synthesis software, to simulate face-to-face conversations"

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Our digital lives

Our digital lives | Reciprocal causation pedagogy | Scoop.it
Our hyper-connected lives have been rewired for the digital age. These talks explore how the Internet and social media are shaping our relationships, personal lives and sense of self.
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A Personal Cyber-infrastructure

A Personal Cyber-infrastructure | Reciprocal causation pedagogy | Scoop.it

"if what the professor truly wants is for students to discover and craft their own desires and dreams, a personal cyberinfrastructure provides the opportunity. To get there, students must be effective architects, narrators, curators, and inhabitants of their own digital lives.6"

Mariana Funes's insight:

The paper that gave birth to DS106. 

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BEWARE THE ONLINE COLLECTIVE

BEWARE THE ONLINE COLLECTIVE | Reciprocal causation pedagogy | Scoop.it

Web guru Jaron Lanier worries that, in the world of the Web, individual creativity is being replaced by dangerous groupthink.


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Decoding Digital Pedagogy

Decoding Digital Pedagogy | Reciprocal causation pedagogy | Scoop.it

We are not ready to teach online. In a recent conversation with a friend, I found myself puzzled, and a bit troubled, when he expressed confusion about digital pedagogy.

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Collective Intelligence

We are surrounded by a natural world of massively parallel, decentralized biological ‘information processing’ systems, a world that exhibits fascinating emergent properties in many ways. In fact, our very own bodies are the result of emergent patterns, as the development of any multi-cellular organism is determined by localized interactions among an enormous number of cells, carefully orchestrated by enzymes, signalling proteins and other molecular ‘agents.’ What is particularly striking about these highly distributed developmental processes is that a centralized control agency is completely missing. This is also the case for many other biological systems, such as termites which build their nests – without an architect that draws a plan, or brain cells evolving into a complex 'mind machine' – without an explicit blueprint of a network layout.

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Data science and distributed intelligence

Data science and distributed intelligence | Reciprocal causation pedagogy | Scoop.it

Big Data, Data Science and MapReduce are three keywords that have flooded our research papers and technical articles during the last two years. Also, due to the inherent distributed nature of computational infrastructures supporting Data Science (like Clouds and Grids), it is natural to view Distributed Intelligence as the most natural underlying paradigm for novel Data Science challenges. Following this major trend, in this paper we provide a background of these new terms, followed by a discussion of recent developments in the data mining and data warehousing areas in the light of aforementioned keywords. Finally, we provide our insights of the next stages in research and developments in this area.

Mariana Funes's insight:

Tag Explorer produces the image from DS106 traffic, I just took the picture. Visit here: http://mashe.hawksey.info/2011/11/twitter-how-to-archive-event-hashtags-and-visualize-conversation/ and make your own maps of distributed intelligence.

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Is Connectivism a Cyborg pedagogy?

Is Connectivism a Cyborg pedagogy? | Reciprocal causation pedagogy | Scoop.it

In the Captain Piccard era of the Star Trek series, the Borg (cyborgs – a cybernetic organism) were portrayed as the humans’ worse enemies. A relentless swarm intelligence race invading our galaxy (and threatening to invade Earth) who’s most noteworthy message to the outer world was: “resistence is futile – you will be assimilated”! This is because the Borg don’t thrive as a mass of individuals, but as a single collective.

Mariana Funes's insight:

A critical view of connectivism for the perspective of loss of individuality. Also reflections on whose purpose and intentions does the collective follow if knowledge is distributed in the network and all we know is 'where' it is....

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Are We Becoming Cyborgs?

Are We Becoming Cyborgs? | Reciprocal causation pedagogy | Scoop.it
Susan Greenfield, Evgeny Morozov and Maria Popova on what technology and the Internet mean for our brains, our relationships and our future.
Mariana Funes's insight:

With over a third of the world's population having access to the internet and spending more and more time online, it is clear we are interacting in new ways. Does this mean 'we are changing what we are?' After all Dreyfuss in 'What computers can't do' many years ago warned about the dangers of creating stupid humans rather than intelligent computers as he observed the plasticity and adaptability of the human mind.

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Introducing The Ludus: The World's First Mind Reading Coffee ...

Introducing The Ludus: The World's First Mind Reading Coffee ... | Reciprocal causation pedagogy | Scoop.it
Vending Machines provided by Express Vending. We are the leading supplier of high quality vending machines within the UK. We offer professional vending machine services, including Stocking & Cleaning.
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Cybergogue: A Critique of Connectivism as a Learning Theory

Cybergogue: A Critique of Connectivism as a Learning Theory | Reciprocal causation pedagogy | Scoop.it

Overall, connectivism seems to be standing on one foot. It appeals to the classical formalist theories of education on which it stands, while simultaneously denying their relevancy. It declares the network itself to be knowledge and everything connected to it is a knowledge maker. Its adherence to scientific standards, supposedly, may come later, even as educators struggle to help students understand how to discriminate between scholarly academic sources and unreliable sources, which is an increasing problem within institutions of learning.

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The Machine is Us/ing Us (Final Version)

"Web 2.0" in just under 5 minutes"

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Swarm Theory

Swarm Theory | Reciprocal causation pedagogy | Scoop.it
Swarm Behavior - A single ant or bee isn't smart, but their colonies are. The study of swarm intelligence is providing insights that can help humans manage complex systems, from truck routing to military robots.
Mariana Funes's insight:

Dron and Anderson (2007) tell us that a 'kind of cyber-organism is created by people linked algorithmically...it grows through the aggregation of individual, group and networked activity'. A kind of swarm behaviour that describes a pedagogy shaped around reciprocal causation? More than a cyber-organism, we are looking at a cyber-human entity - much like the Borg collective in Star Trek; the wisdom is in the system not the components.

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Embodied Cognition - Thinking with Things

Embodied Cognition - Thinking with Things | Reciprocal causation pedagogy | Scoop.it

“We shape our tools and thereafter our tools shape us” - Not only our thoughts, concepts, and cognitive processes are firmly shaped and rooted in our biological constitution, but also “lifeless material things” merge with our inner self"

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Amber Case: We are all cyborgs now | Video on TED.com

I would like to tell you all that you are all actually cyborgs, but not the cyborgs that you think. You're not RoboCop, and you're not Terminator, but you're cyborgs every time you look at a computer screen or use one of your cell phone devices. So what's a good definition for cyborg? Well, traditional definition is "an organism to which exogenous components have been added for the purpose of adapting to new environments."

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What Turned Jaron Lanier Against the Web?

What Turned Jaron Lanier Against the Web? | Reciprocal causation pedagogy | Scoop.it
The digital pioneer and visionary behind virtual reality has turned against the very culture he helped create
Mariana Funes's insight:

How the crowd does not always act wisely: “This is the thing that continues to scare me. You see in history the capacity of people to congeal—like social lasers of cruelty. That capacity is constant.” I see people''s capacity to congeal as I read threads on posts of various sorts, mostly they cohere in support of an idea or a person, and sometimes they cohere into 'organised virtual lynch mobs'. yes, I am with him when he says I would rather risk being wrong than not talk about it - in the context of a pedagogy of reciprocal causation the sociology of groups becomes a required subject, not jsut engaging dinner conversation asLanier says elsewhere: 


" I don't think you can measure the function or even the existence of a computer without a cultural context for it."

 

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Expertise, Mutiny, and Peer-to-Peer Learning

Expertise, Mutiny, and Peer-to-Peer Learning | Reciprocal causation pedagogy | Scoop.it

What happens to learning when we move from the stable infrastructure of the twentieth century to the fluid infrastructure of the twenty-first century, where technology is constantly creating and responding to change?

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Multiple Personality Pedagogy

Multiple Personality Pedagogy | Reciprocal causation pedagogy | Scoop.it
Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
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Connectivism: Theory or Phenomenon?

Connectivism: Theory or Phenomenon? | Reciprocal causation pedagogy | Scoop.it
Preface Back in March 2013, I signed up to do the "Open Education" MOOC from The Open University on the OpenLearn platform. Also in March, I started my Doctorate in Education (EdD) at Canterbury Ch...

Via Susan Bainbridge, Jesús Salinas, Vladimir Kukharenko
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Are you a Google Glass half full or half empty kind of person?

Are you a Google Glass half full or half empty kind of person? | Reciprocal causation pedagogy | Scoop.it
The reaction to Google's latest gadget has been a mix of wild excitement and deep apprehension, writes John Naughton
Mariana Funes's insight:

You will be assimilated resistance is futile...wouldn't it be nice if I could just take a picture of where I am looking. Well, now I can. The collective intelligence that is emerging is getting closer and closer to the distopia of Charlie Brooker's Black Mirror - from the Glass to the Grain not too great a jump. The boundaries betweem teacher, student, enviroment and tools merging further each day. 'Once upon a time, we had just to put up with the ceaseless surveillance of CCTV cameras. But if Glass takes off, then thousands of people will effectively become mobile CCTV operators.' Teaching methods need to include the fuzzy boundaries between technology and humans.

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Anticipatory systems

Anticipatory systems | Reciprocal causation pedagogy | Scoop.it
Anticipatory systems are giving computers a clue about what we really want. We see you shiver with anticipation.
Mariana Funes's insight:

Siri, google, amazon have the beginnings of this already.  Infotention encourages us to avoid ov erload by relying on rss and filters to bring information to us...we think this is a desirible state of affairs for our near future. Has nobody watched 'Black Mirror?" watch it here: http://www.channel4.com/programmes/black-mirror/episode-guide/series-1/episode-2 and then comment on our brave new future.

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Instructivism, constructivism or connectivism?

Instructivism, constructivism or connectivism? | Reciprocal causation pedagogy | Scoop.it

In short, if someone asks me “Instructivism, constructivism or connectivism?”, I say “All three, where relevant”.

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Clay Shirky on the Potential of Cognitive Surplus

During his lecture at Singularity University's 2011 Graduate Studies Program, Shirky talked about the emergence of  global interconnectedness and its effects...

Via Ana Cristina Pratas
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Learning as a weapon system- objections to a learning object economy

Learning as a weapon system- objections to a learning object economy | Reciprocal causation pedagogy | Scoop.it

For the full potential of e-learning standardization and infrastructure efforts to be realized, it is important that these efforts place significantly greater attention on existing educational practice, on issues of innovation adoption, and on the heterogeneity of educational activities and contexts in general. To properly deal with this divergence and complexity--and with issues also now emerging from training and other communities--it is necessary to look beyond systems engineering techniques and standardization processes. These techniques and processes may work well for more exclusively technical applications, but they are proving inadequate for dealing with the ambiguities implied in education and even in the deceptively simple term "learning." They also bring with them a culture and set of connotations that are (at the very least) not entirely helpful in public education. Perhaps most importantly for e-learning content and standardization, it is important to recognize that objects and infrastructures for learning cannot simultaneously be both pedagogically neutral and pedagogically valuable.

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Open innovation and crowdsourcing

Open innovation and crowdsourcing | Reciprocal causation pedagogy | Scoop.it

Companies are advised to open up their innovation processes, and to harness the creativity and the wisdom of the crowd. The most important question however remains largely untouched: HOW?? Aiming to bridge this “execution gap”, this page assemblesframeworks, practical tips, and useful tools that can help you in designing your strategy as well as implementing it.

Mariana Funes's insight:

Use the collective to innovate, use the collective to create new knowledge? How do we validate knowledge? Who assesses its value?

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