Home » E-Learning » Martin Weller is the ‘Digital Scholar’ (Chapter 13) Skimming and skipping about instead of deep reading.

Martin Weller is the ‘Digital Scholar’ (Chapter 13) Skimming and skipping about instead of deep reading.

Skimming and skipping about instead of deep reading

Easily distracted, or persuasively detracted.

But the overall tenure will be rearing to you hear the narrative.

British Library Google Generation study (Rowlands et al. 2008)

• Has the need to learn by rote diminished?

Outsourcing mundane memory to Google.

• Skittish bouncing behaviour Wijekumar et al. (2006)

• Web 2.0 and the ‘mass democratisation of expression’.

To Think About

‘Low quality individual items because of their obvious ease of production, can be seen as an invitation to participate’. Weller (2011)

‘If the intention is to encourage engagement then low-quality routes may be more fruitful than seeking to produce professional broadcast material’. Weller (2011)

‘Amateurs’ often create content which addresses subjects that academics may nit and also in a manner which differs from traditional teaching’, Weller (2011)

A facial truism.. Any time you learn anything your brain is ‘rewired’ at a synaptic level. VS. The pronouncements of the likes of Carr and Greenfield.

Vague and ill-founded arguments.

Plasticity is as true of playing a computer game, or from my experience, coaching swimmers. Adaptation is desirable, ditto for touch-typing, drawing, sight reading when playing a musical instrument even driving a car.

… Based on supposition and anecdote.

‘The Internet hasn’t changed the way we think any more than the microwave oven has changed the way we digest food’. Joshua Greene.

Also see Gerschenfeld (2010)

… VS pseudo-scientific explanations to back up prejudices will not help us address the issues. Weller

CF Delete: The Virtue of Forgetting in the Digital Age. Mayer-Schonberger (2009)

Idea of giving internet content a shelf-life. I disagree. Once rain water flows from a river into the ocean it is there, for potentially consigned to the depths, for ever.

Bug successes, something going viral, is not the norm.

For success, choice of tools and their perceived relevance to the main area of study are crucial elements. See Cann and Badge (2010).

VS. Creepy tree house syndrome (Stein 2008)

VS an LMS that is ‘organisationally controlled, bland and singular in focus’.

NB How to do it? ‘By making mistakes’ with each iteration generating an improvement (Hilbert space et al. 2000/2001)

Experience is required to understand what approaches are suitable.

It also requires a reasonable mass of contributions to work, a motivation for those contributions and an easy means to contribute.

Just as with the initial dot.com.  bubble

The fact that there is hype doesn’t mean the overall direction isn’t correct. A technology may not completely change the world in the next 18 months, but it may significantly change practice in the next decade’.  Weller (2001)

Roy Amara: we tend to overestimate the effect of a technology in the short run and underestimate the effect in the long run.  Weller (2011)

It will never go back to the way it was.

The people best placed to understand it and adapt to it will be those who have immersed themselves in the current technological climate.

A willingness to experiment with new approaches and to explore the tensions between new possibilities and established practice is essential. Weller (2011)

REFERENCE

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