söndag 23 juni 2013

Cathy N. Davidson Now you see it

  
NOW YOU SEE IT 
Cathy N. Davidson 

Här följer c-penanteckningar från första kapitlet och en översättning av en passage från sidorna 127-128

If we see selectively but we don't all select the same things to see, that also means we don't all miss the same things. 

But heres the kicker: Unless we re willing to take attention blindness personally, we're going to either flub the basketball count or miss the gorilla every single time. We can't even develop a method for solving the dilemma until we admit theres a gorilla in the room and we re too preoccupied counting basketballs to see it. 


We learned the patterns that convinced us to see in a certain way. That means we can also unlearn those patterns. Once we do, we'11 have the freedom to learn new, collective ways that serve us and lead to our success. 


. Infants track just about anything and everything and have no idea that one thing counts as more worthy of attention than another. 


Neither the Internet nor the World Wide Web has a center, an authority, a hierarchy, or even much of a filter on the largest structural level. That allows for tremendous freedom and also, in some circumstances, risk. 


The World Wide Web - skapat av Sir Tim Berners-Lee, 


Internet we have no schedule to keep us on track from the beginning to the ending of a sixty-minute show. If Fm reading along and decide to click on a link, I can suddenly be in an entirely different universe of content. 


Where do our patterns of attention come from? 
How can what we know about attention help us change how we teach and learn? 
How can the science of attention alter our ideas about how we test and what we measure? 
How can we work better with others with different skills and expertise in order to see what we're missing in a complicated and interdependent world? 
How does attention change as we age, and how can understanding the science of attention actually help us along the way? 


Part One Distraction and Difference The Keys to Attention and he Changing Brain 16-21 juli


'he rule of thumb is that it takes 10,000 hours of practice to become a virtuoso at just about anything worth doing. There are approximately 8,765 hours in a year, and babies are awake and getting feedback from the world a lot of that time. 


Marnas question is also very American linguistically. It e That question-and-answer structure is foundational for a lot of Western linguistic, philosophical, and even personality structures, extending, basically, from Socrates to The Paper Chase to Hogwarts.  
We want to build an dy who asks questions and demands answers. 
Even at four months, a number of a babys behavior patterns are already distinctively American. 

We like organizing the world into categories. We like nouns and we like giving the things of the world names and labels. We might think this is natural. How else would anyone group the world efficiently? That turns out not to be a rhetorical question but one v with myriad answers, varying from culture to culture. 


The Japanese mothers performed for their kids twice as many social routines that introduced the concept of polite giving and receiving, and they spent twice as much time emphasizing relationships, community, processess, and exchange without describing the objects themselves. 
they used far more verbs and fewer nouns. 


Attention begins in the nursery, but as we age, we also learn to shape and reshape the values we learn there. Learning is the cartography of cultural value, indistinguishable from the landscape of our attention—and our blindness. We map the world around us in our own behaviors. And we can be tricked or herded in ways we might not wish to be when we encounter features of the world that aren't anywhere on our map. 


What we are counting makes the things that don't count invisible to us. 

skillnad l -r, japansk bebis

Nu måste jag sammanfatta lite vad jag just läst, för det är så mycket bra. 

Vi måste mäta förmågan att knyta kontakter, syntetisera(hittar inget bättre svenskt ord), samarbeta, nätverka, hantera projekt, lösa problem och hantera ständigt förändrad teknologi. 

Barn måste, förutom att lära sig läsa, skriva och räkna, även lära sig kritiskt tänkande, uppfinningsrikedom, kreativitet och problemlösning. 

Vi måste testa elevernas kritiska tänkande beträffande den digitala tidens problem; integritet, säkerhet och trovärdighet.

Vi måste testa hur väl eleverna kan sålla information och avgöra vad som är trovärdigt.

Vi kan testa deras förmåga att göra remixer, ladda ner, deras kreativitet och även deras känslighet för de etiska och juridiska aspekterna av att hantera andras material.

Vi måste mäta praktiska egenskaper som att hur man håller fokus genom ett projekt och hur man hanterar tid.

Vi måste lära eleverna att samarbeta. Det gamla systemet främjar inte samarbete eftersom det allt för mycket handlar om att vägas mot varandra.

Vi måste mäta elevernas förmåga att kommunicera, även med sådana som inte delar deras mening och bakgrund.

Vi måste lära dem hur man gör sunda avvägningar av vad som är sant och inte.

Ja, det här är lite av det jag fastnade för på sidorna 127-128. Så mycket som jag tycker är intressant och en hel del som jag själv inte behärskar.

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