How shared vocabularies tie the annotated web together – Jon Udell [...]

My recent collaboration with Mike Caulfield on the Digital Polarization Initiative has led to the creation of just such a toolkit. It supports DigiPo in the ways described and shown here. A version of the toolkit, demoed here, will support a team of investigative journalists. Now I need to show how the toolkit enables educators, scientists, investigative reporters, students — anyone who researches and writes articles or reports or papers backed by web-based evidence — to innovate in similar ways.

(Source)

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Reclaiming Innovation [...]

Starting now. A technology that allows for limitless reproduction of knowledge resources, instantaneous global sharing and cooperation, and all the powerful benefits of digital manipulation, recombination, and computation must be a “bag of gold”36 for scholarship and for learning. It is well within the power of educators to play a decisive role in the battle for the future of the web. Doing so will require the courage to buck prevailing trends. It will require an at-times inconvenient commitment to the fundamental principles of openness, ownership, and participation. It will require hard work, creativity, and a spirit of fun.

It will require reclaiming innovation. Our choice. (Source)

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The 5 Million Dollar General AI Challenge is a Path to Human-level AI [...]

● Working towards my goal to create general AI; it will be a tool that will leverage discovery in every domain
● Using game development to bootstrap GoodAI
● The General AI Challenge is a way to crowdsource and diversify our search for human-level AI

(Source)

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Research Is to See What Everybody Else Has Seen and Think What Nobody Has Thought | Quote Investigator [...]

By way of explaining why the discipline of philosophy is more demanding than that of physics, Arthur Schopenhauer put it thusly:

So the problem is not so much to see what nobody has yet seen, as to think what nobody has yet thought concerning that which everybody sees. (Source)

This idea in various forms has been used to convey the essence of scientific research, creative process and discovery in many walks of life.

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Our Approach – Clonlara School [...]

An online K-12 school that supports home-schooling in many countries around the world (including Portugal!), whose accreditation makes graduates eligible for application to many universities around the world -including most of those one might consider worth attending in USA!

From AboutUs section of their website:

We believe that learning begins with curiosity. From kindergarten through 12th grade, every Clonlara student learns through an individualized, meaningful, and relevant process called Full Circle Learning. This research-supported method encourages students to formulate questions and discover answers about subjects that capture their attention, leading them to deeper understandings that they are able to share, challenge, and extend. (Source)

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Build maps with Google Sheets in Kumu [...]

> Our new Google Sheets integration allows you to build maps using the data within an online spreadsheet. This is great for crowdsourcing maps, especially when you need to get lots of people up and running quickly and you’d rather not train everyone how to edit data within Kumu. (Source)

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Collective impact – Wikipedia [...]

Collective Impact is the commitment of a group of actors from different sectors to a common agenda for solving a specific social problem, using a structured form of collaboration. (definition, per Wikipedia)

> > Initiatives must meet five criteria in order to be considered collective impact:[1]

  1. > Common Agenda: All participating organizations (government agencies, non-profits, community members, etc.) have a shared vision for social change that includes a common understanding of the problem and a joint approach to solving the problem through agreed upon actions.
  2. > Shared Measurement System: Agreement on the ways success will be measured and reported with a short list of key indicators across all participating organizations.
  3. > Mutually Reinforcing Activities: Engagement of a diverse set of stakeholders, typically across sectors, coordinating a set of differentiated activities through a mutually reinforcing plan of action.
  4. > Continuous Communication: Frequent communications over a long period of time among key players within and across organizations, to build trust and inform ongoing learning and adaptation of strategy.
  5. > Backbone Organization: Ongoing support provided by an independent staff dedicated to the initiative. The backbone staff tends to play six roles to move the initiative forward:[1] Guide Vision and Strategy; Support Aligned Activity; Establish Shared Measurement Practices; Build Public Will; Advance Policy; and Mobilize Funding.[6] (Source)

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Building intentional networks that drive impact (part 2) [...]

This is part 2 of our series on building intentional networks. Make sure you’ve read part 1 before diving into this article!

Last week we shared six tips on developing intentional networks:

Align around shared purpose and values
Know the stage of your network
Act intentionally to strengthen your network
Hold each other accountable to working like a network
Wait to add structure until you need it
Don’t underestimate the challenge
This week we dive into the final three. (Source)

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Building intentional networks that drive impact (part 1) [...]

there’s a distinct difference between a network as a structure of relationships and a network as a tool for driving change. The latter is what we’ll focus on today (and how visualization can help you along that journey). (Source)

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Hapgood | Mike Caulfield\’s latest web incarnation. Networked Learning, Open Education, and the Wiki Way [...]

Mike Caulfield has been working on…

Checking Internet-Based Claims

… He lays out a good 4 step process in this article -and adds:

Jon Udell is working on a Chrome extension that encodes some of the process we’re discovering works most consistently; you can see that work here. As I said, we’re still trying to get this down to something that almost becomes muscle memory — we don’t believe you’ll be able to fully investigate a site off of a recipe, but to borrow a term from Jon, I think we can make some “strategies for internet citizens” partially encode as habits.
(Source)

Interesting, because Jon is a seasoned veteran in this space, and his work since leaving Microsoft has become quite interesting to me. Must check this one out!

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How Wikity Works [...]

(cribbed from http://whatever.wikity.cc/how-wikity-works/ , which appears to be offline).

Much of software development is _open_, meaning that anybody is allowed to take code that someone else has written and modify it for their own purposes. This is similar to the idea of open content in education: open textbooks, open educational resources, open pedagogy. When someone performs a modification of this type we celebrate it as a success, and call it a “fork” (based not on the utensil, but on the idea of a fork in the road).

Open education is different from software development, however, in that the most commonly used tools in software make it trivial to fork and revise content content from others. In open education we have generally focused on the _rights_ that individuals have to remix content, while not providing or using publishing tools that make it easy to fork content in ways that make sense to non-programming communities.

Wikity attempts to apply the tools and logic of forking to WordPress, the world’s most popular web content platform. Content published in Wikity is easily forked to new sites while maintaining an attribution trail and keeping track of past versions. So sign up for an account. Then:

  • Write up a list of the best indie albums of the 1990s. Watch as someone forks that content and turns it into their best of list. Watch as readers now can browse a connected set of divergent lists.
  • Write an explainer of how the refugee application process works. Watch as others fork your material and improve it with additional references, or pull it into their own site.
  • Post an interesting video you found, along with a summary. Watch as others fork it into their course spaces.

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The rewards of information gardens vs. streams [...]

Most mainstream web platforms now are information streams. With alternative formats like wikis, you can cultivate online information as a garden, a growing hypertext library, says Mike Caulfield, one of the makers of Wikity.

The Garden is the web as topology. The web as space. It’s the integrative web, the iterative web, the web as an arrangement and rearrangement of things to one another. Things in the Garden don’t collapse to a single set of relations or canonical sequence[…] Every walk through the garden creates new paths, new meanings, and when we add things to the garden we add them in a way that allows many future, unpredicted relationships.[…]
In the stream metaphor you don’t experience the Stream by walking around it and looking at it, or following it to its end. You jump in and let it flow past. You feel the force of it hit you as things float by.[…]In other words, the Stream replaces topology with serialization. Rather than imagine a timeless world of connection and multiple paths, the Stream presents us with a single, time ordered path with our experience (and only our experience) at the center.

(Source)

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Data Science Venn Diagrams [...]

The Data Science  Venn Diagram by Drew Conway
The Data Science Venn Diagram by Drew Conway

The Data Scientist Venn Diagram by Stephan Kolassa
The Data Scientist Venn Diagram by Stephan Kolassa

(more…)

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How to Read a Book [...]

Using the methods described here, you should be able to read a 300-page book in six to eight hours. Of course, the more time you spend, the more you’ll learn and the better you’ll understand the book. But your time is limited.Here are some strategies to help you do this effectively. Most of these can be applied not only to books, but also to any other kind of non-fiction reading, from articles to websites. Table 1, on the next page, summarizes the techniques, and the following pages explain them in more detail.(Source)

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Intrinsic Motivation [...]

Intrinsic motivation, as it’s known in psychology, is doing something because that activity is inherently rewarding. Extrinsic motivation is doing something for outside rewards — praise from parents, money or recognition, for instance. Goal pursuit directed by intrinsic motivation is not only more powerful, but exponentially more fulfilling. (Source)

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Wikity, One Year Later | Hapgood [...]

the core idea of Wikity was simple: what if we bent the world of social media a bit away from the frothy outrage factory of Twitter and Facebook towards something more iterative, exploratory, and constructive? I took as my model Ward Cunningham’s excellent work on wiki and combined it with some insights on how to make social bookmarking a more creative, generative endeavor. The shortest explanation of Wikity I can provide is this: Wikity is social bookmarks, wikified. (Source)

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Playing with Wikity – Tilting at windmills? [...]

At the moment, I see Wikity as a new style of mindtool. One that might be useful for me personally, but may also be really useful for much more than just my personal use. It’s a Wiki type tool that runs on top of WordPress and is informed by the ideas of Federated Wiki. It’s the most recent instantiation of thinking from Mike Caufield. (Source)

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