Laura Hilliger<br /> https://www.laurahilliger.com/

👋 Hi! I’m an expert in open principles, community building, technology for a better world and some other things.

• for: misinformation, disinformation, fake news, quote, quote - Greg Shatan, quote - misinformation, progress trap - misinformation, progress trap - digital technology, indyweb - support
• quote
  • The instinctual BS-meter is not enough.
  • The next version of the ‘BS-meter’ will need to be technologically based.
  • The tricks of misinformation have far outstripped the ability of people to reliably tell whether they are receiving BS or not
• author: Greg Shatan
  • lawyer, Moses & Singer LLP
    • not to mention that it requires a constant state of vigilance that’s exhausting to maintain.
  • I think that the ability and usefulness of the web to enable positive grassroots civic communication will be harnessed,
    • moving beyond mailing lists and fairly static one-way websites.

• for: gig economy, progress trap, unintended consequence, quote, quote - unintended consequence, quote - progress trap, quote James Mickens
• quote
  • the gig economy is enabled by technology;
  • technology finds buyers for workers and their services.
  • However, given the choice between
    • an economy with many gig workers and
    • an economy with an equivalent number of traditional middle-class jobs,
  • I think that most people would prefer the latter.
• author: James Mickens
  • associate professor of computer science, Harvard University

• for: quote, quote - Janet Salmons, quote - online communities, quote - social media, indyweb - support
• paraphrase
  • Will members-only, perhaps subscription-based ‘online communities’ reemerge instead of
  • ‘post and we’ll sell your data’ forms of social media?
  • I hope so, but at this point a giant investment would be needed to counter the mega-billions of companies like Facebook!

• for: quote, quote - Stowe Boyd, quote - progress trap, quote - unintended consequences, unintended consequences, progress trap, cultural evolution, technology - futures, futures - technology, progress trap
• quote:
  • Technological change is an accelerant and acts on the social ills like pouring gasoline on a fire
• author: Sowe Boyd
  • consulting futurist on technological evolution and the future of work
• paraphrase
  • In an uncontrolled hyper-capitalist society,
    • the explosion in technologies over the past 30 years has only
      • widened inequality,
      • concentrated wealth and
      • led to greater social division.
    • And it is speeding up with the rise of artificial intelligence,
      • which like globalization has destabilized Western industrial economies while admittedly pulling hundreds of millions elsewhere out of poverty.
  • And the boiling exhaust of this set of forces is pushing the planet into a climate catastrophe. -The world is as unready for hundreds of millions of climate refugees as it was for the plague.
  • However, some variant of social media will likely form the context for the rise of a global movement to stop the madness
    • which I call the Human Spring
  • which will be more like
    • Occupy or
    • the Yellow Vests
  • than traditional politics.
  • I anticipate a grassroots movement
    • characterized by
      • general strikes,
      • political action,
      • protest and
      • widespread disruption of the economy
    • that will confront the economic and political system of the West.
  • Lead by the young, ultimately this will lead to large-scale political reforms, such as
    • universal health care,
    • direct democracy,
    • a new set of rights for individuals and
    • a large set of checks on the power of
      • corporations and
      • political parties.
  • For example,
    • eliminating corporate contributions to political campaigns,
    • countering monopolies and
    • effectively accounting for economic externalities, like carbon.

-for: quote, quote - Jennifer Jarratt, quote - progress trap, progress trap, unintended consequences, technology - unintended consequences, quote - unintended consequences, cultural evolution, technology - futures, futures - technology, progress trap - quote: with new technologies come new crimes and criminals – opportunities for all! - author: Jennifer Jarratt - co-principal of Leading Futurists LLC

• for: quote, quote - Robert Epstein, quote - search engine bias,quote - future of democracy, quote - tilting elections, quote - progress trap, progress trap, cultural evolution, technology - futures, futures - technology, progress trap, indyweb - support, future - education
• quote
  • The big tech companies, left to their own devices , have already had a net negative effect on societies worldwide.
  • At the moment, the three big threats these companies pose
    • aggressive surveillance,
    • arbitrary suppression of content,
      • the censorship problem, and
    • the subtle manipulation of
      • thoughts,
      • behaviors,
      • votes,
      • purchases,
      • attitudes and
      • beliefs
    • are unchecked worldwide
• author: Robert Epstein
  • senior research psychologist at American Institute for Behavioral Research and Technology
• paraphrase
  • Epstein's organization is building two technologies that assist in combating these problems:
    • passively monitor what big tech companies are showing people online,
    • smart algorithms that will ultimately be able to identify online manipulations in realtime:
      • biased search results,
      • biased search suggestions,
      • biased newsfeeds,
      • platform-generated targeted messages,
      • platform-engineered virality,
      • shadow-banning,
      • email suppression, etc.
  • Tech evolves too quickly to be managed by laws and regulations,
    • but monitoring systems are tech, and they can and will be used to curtail the destructive and dangerous powers of companies like Google and Facebook on an ongoing basis.
• reference
  • seminar paper on monitoring systems, ‘Taming Big Tech -: https://is.gd/K4caTW.

• for: progress traps, progress, unintended consequences, technology - unintended consequences, unintended consequences - technology, unintended consequences - digital technology, progress trap - quotations, quote, quote - progress trap
• title: Experts Predict More Digital Innovation by 2030 Aimed at Enhancing Democracy
• authors: emily A Vogels, Lee Rainie, Janna Anderson
• year: June 30, 2020
• description: a good source of quotations on progress traps / unintended consequences of digital technology from this Pew Research 2020 report on the future of the digital technology and democracy.
  • the Pew Research Center interviewed a lot of experts in the field
  • in particular, section 5 of the report entitled
    • "Tech causes more problems than it can solve" is quite salient for the topic of progress traps
  • The Indyweb actually addresses many of these problems:
    • https://opencollective.com/open-learning-commons/projects/indy-learning-commons

• for: quote, quote - Barry Chudakov, quote - progress trap, progress trap, cultural evolution, technology - futures, futures - technology, progress trap, indyweb - support, future - education
• quote
• paraphrase
  • Technology’s greatest contribution to social and civic innovation in the next decade
  • will be to provide
    • accurate, user-friendly context and
    • honest assessment of
      • issues,
      • problems and
      • potential solutions / comment - indyweb /
  • We are facing greater accelerations of
    • climate change,
    • social mobility,
    • pollution,
    • immigration and
    • resource issues.
  • Our problems have gone from complicated to wicked.
  • We need
    • clear answers and
    • discussions that are
      • cogent,
      • relevant and
      • true to facts.
  • Technology must guard against becoming a platform to enable targeted chaos,
  • that is, using technology as a means to
    • obfuscate and
    • manipulate.
  • We are all now living in Sim City:
  • The digital world is showing us a sim,
    • or digital mirror,
  • of each aspect of reality.
  • The most successful social and civic innovation I expect to see by 2030
  • is a massive restructuring of our educational systems based on new and emerging mirror digital worlds. / comment: This bodes well for Indyweb for education/
  • We will then need to expand our information presentations to include
    • verifiable factfulness that ensures any digital presentation faithfully and
    • accurately matches the physical realities.
  • Just as medicine went from
    • bloodletting and leeches and lobotomies to
    • open-heart surgery and artificial limbs,
  • technology will begin to modernize information flows around core issues: urgent need, future implications, accurate assessment.
  • Technology can play a crucial role to move humanity
    • from blame fantasies
    • to focused attention and working solutions.”

• for: corporate power, technology - capitalism, capitalism - exploitation, Danah Boyd, progress trap
• paraphrase
• quote
  • technology in the U.S. is caught up in American late-stage (or financialized) capitalism
    • where profitability isn’t the goal;
    • perpetual return on investment is.
  • Given this, the tools that we’re seeing developed by corporations
  • reinforce capitalist agendas.
  • Innovation will require pushing past this capitalist infrastructure to achieve the social benefits and civic innovation that will work in the United States.
  • China is a whole other ball of wax.
  • If you want to go there, follow up with me. But pay attention to Taobao centers.
  • We haven’t hit peak awful yet.
  • I have every confidence that social and civic innovation can be beneficial in the long run
    • with a caveat that I think that climate change dynamics might ruin all of that
  • but no matter what, I don’t think we’re going to see significant positive change by 2030.
  • I think things are going to get much worse before they start to get better.
  • I should also note that I don’t think that many players have taken responsibility for what’s unfolding. -Yes, tech companies are starting to see that things might be a problem,
    • but that’s only on the surface. -News media does not at all acknowledge its role in amplifying discord,
    • or its financialized dynamics.
  • The major financiers of this economy don’t take any responsibility for what’s unfolding. Etc.
• author: Dana Boyd
  • principal researcher, Microsoft Research
  • founder, Data & Society

• for: progress trap, unintended consequence, unintended consequence - digital technology, quote, quote - progress trap, quote - Doc Searls
• quote
  • What won’t change is people’s tendency toward gossip,
    • tribalism driven by gossip and the ability of anybody to inform anybody else about anything,
      • including wrongly.
  • The only places where news won’t skew fake will be localities in the natural world.
  • That’s where the digital and the physical connect best.
  • Also expect the internet to break into pieces, with
    • the U.S.,
    • Europe and
    • China
  • becoming increasingly isolated by different value systems and governance approaches toward
    • networks and
    • what runs on them.

• for: progress trap, unintended consequence, unintended consequence - digital technology, quote, quote - progress trap, quote - David Weinberger
• quote: I see no reason to think that the current situation will change:
  • Tech will cause problems that require innovative solutions and
  • tech will be part of those solutions.
  • Machine learning (ML) is right now an example of this
• author: David Weinberger
  • senior researcher at Harvard’s Berkman Klein Center for Internet & Society

• for: progress trap, unintended consequence, unintended consequence - digital technology, quote, quote - progress trap, quote - Jonathan Grudin
• quote: Can our fundamental human need for close community be restored or
  • will we become more isolated, anxious and susceptible to manipulation?
• author: Jonathan Grudin
  • principal researcher, Microsoft

The LibNFT Project: Leveraging Blockchain-Based Digital Asset Technology to Sustainably Preserve Distinctive Collections and Archives

CNI Fall 2022 Project Briefings

YouTube recording

K. Matthew Dames, Edward H. Arnold Dean, Hesburgh Libraries and University of Notre Dame Press, University of Notre Dame, President, Association of Research Libraries

Meredith Evans, President, Society of American Archivists

Michael Meth, University Library Dean, San Jose State University

Nearly 12 months ago, celebrities relentlessly touted cryptocurrency during Super Bowl television ads, urging viewers to buy now instead of missing out. Now, digital currency assets like Bitcoin and Ethereum are worth half what they were this time last year. We believe, however, that the broader public attention on cryptocurrency’s volatility obscures the relevance and applicability of non-fungible tokens (NFTs) within the academy. For example, Ingram has announced plans to invest in Book.io, a company that makes e-books available on the blockchain where they can be sold as NFTs. The famed auction house Christie’s launched Christie’s 3.0, a blockchain auction platform that is dedicated to selling NFT-based art, and Washington University in St. Louis and the University of Wyoming have invested in Strike, a digital payment provider built on Bitcoin’s Lightning Network. Seeking to advance innovation in the academy and to find ways to mitigate the costs of digitizing and digitally preserving distinctive collections and archives, the discussants have formed the LibNFT collaboration. The LibNFT project seeks to work with universities to answer a fundamental question: can blockchain technology generally, and NFTs specifically, facilitate the economically sustainable use, storage, long-term preservation, and accessibility of a library’s special collections and archives? Following up on a January 2022 Twitter Spaces conversation on the role of blockchain in the academy, this session will introduce LibNFT, discuss the project’s early institutional partners, and address the risks academic leaders face by ignoring blockchain, digital assets, and the metaverse.

https://www.civicsoftechnology.org/

Kourtesis, Panagiotis, Graham Wilson, and Mario Parra Rodrigues. ‘Factors Influencing Acceptance of Technology across Age: Amid the COVID-19 Pandemic’. PsyArXiv, 4 February 2022. https://doi.org/10.31234/osf.io/tsrk4.

Democracy in the age of social media. (n.d.). EXPeditions - Meet the World’s Best Minds. Retrieved February 5, 2022, from https://www.joinexpeditions.com/exps/43

https://dlinq.middcreate.net/detox-2022/

technologies

Chen, W., & Zou, Y. (2021). Why Zoom Is Not Doomed Yet: Privacy and Security Crisis Response in the COVID-19 Pandemic. SocArXiv. https://doi.org/10.31235/osf.io/mf935

https://slate.com/culture/2011/08/cathy-n-davidson-s-now-you-see-it-do-the-young-really-rule-in-the-internet-era.html

A very prescient article by Annie Murphy Paul from 2011. It doesn't review Davidson's book, so much as to take to task some of the underlying optimistic views of the magic of technology. If only we were able to better adapt and evolve to create the sort of changes in humanity to take advantage of the potential benefits that were assumed. Instead, much of the tech sector adapted instead to hijack our slowly evolving attention to benefit themselves.

I wish we as a culture had had more of this sober sort of outlook about technology at the time.

I'm now even more intrigued by Paul's new book: The Extended Mind: The Power of Thinking Outside the Brain, which is already in my reading queue.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Annie Murphy Paul </span> in "@ChrisAldrich @amandalicastro @CathyNDavidson Chris, you may be interested in this review of "Now You See It" that I wrote . . . https://t.co/TnnbQ3NHWf" / Twitter (<time class='dt-published'>10/17/2021 10:25:52</time>)</cite></small>

The Daily 202: Nearly 30 groups urge Facebook, Instagram, Twitter to take down vaccine disinformation—The Washington Post. (n.d.). Retrieved August 2, 2021, from https://www.washingtonpost.com/politics/2021/07/19/daily-202-nearly-30-groups-urge-facebook-instagram-twitter-take-down-vaccine-disinformation/?utm_source=twitter&utm_campaign=wp_main&utm_medium=social

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Maria Farrell</span> in What is Ours is Only Ours to Give — Crooked Timber (<time class='dt-published'>05/18/2021 11:28:17</time>)</cite></small>

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Maria Farrell</span> in What is Ours is Only Ours to Give — Crooked Timber (<time class='dt-published'>05/18/2021 11:28:17</time>)</cite></small>

ComputingCulturalHeritage. (n.d.). The British Library; The British Library. Retrieved 6 March 2021, from https://www.bl.uk/projects/computingculturalheritage

Welcome! You are invited to join a webinar: ‘Understanding Digital Racism After COVID-19’ with Professor Lisa Nakamura. After registering, you will receive a confirmation email about joining the webinar. (n.d.). Zoom Video. Retrieved 6 March 2021, from https://oii.zoom.us/webinar/register/2216016571338/WN_TrfmBBp-Rrm_ASHWL5e6nA

Mills, M. (2021). Online Academic Collaboratives, Part 1: Overview and Possibilities. PsyArXiv. https://doi.org/10.31234/osf.io/azmu9

Cardozo Law Review. „COVID-19 and Digital Contact Tracing: Regulating the Future of Public Health Surveillance“, 27. Januar 2021. https://cardozolawreview.com/covid-19-and-digital-contact-tracing-regulating-the-future-of-public-health-surveillance/.

Brous, P., & Janssen, M. (2020). Trusted Decision-Making: Data Governance for Creating Trust in Data Science Decision Outcomes. Administrative Sciences, 10(4), 81. https://doi.org/10.3390/admsci10040081

Knawy, B. A., Adil, M., Crooks, G., Rhee, K., Bates, D., Jokhdar, H., Klag, M., Lee, U., Mokdad, A. H., Schaper, L., Hazme, R. A., Khathaami, A. M. A., & Abduljawad, J. (2020). The Riyadh Declaration: The role of digital health in fighting pandemics. The Lancet, 0(0). https://doi.org/10.1016/S0140-6736(20)31978-4

Sometimes I forget how funny The Register can be. This is terrific.

Mark Zuckerberg & Thierry Breton: Towards a post COVID-19 Digital Deal between tech and governments? (2020, May 18). https://www.youtube.com/watch?v=uZfi6WkIfgU&feature=youtu.be

Fitzgerald, R. M. (2020). WAKING TO NORMAL: Examining Archival Appraisal in Data-driven Society [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/2befk

Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak

Goodell, G., Al-Nakib, H. D., & Tasca, P. (2020). Digital Currency and the Economic Crisis: Helping States Respond. ArXiv:2006.03023 [Cs, Econ, q-Fin]. http://arxiv.org/abs/2006.03023

7 emerging themes in digital government. (2020, May 26). https://apolitical.co/en/solution_article/7-emerging-themes-in-digital-government

Schwalbe, N., & Wahl, B. (2020). Artificial intelligence and the future of global health. The Lancet, 395(10236), 1579–1586. https://doi.org/10.1016/S0140-6736(20)30226-9

Filer, T. & Kaminer, R. How governments can engage digital resources to manage their Covid-19 response. (2020, March 9). StateUp. https://stateup.co/how-governments-can-engage-digital-resources-to-manage-their-covid-19-response/

Chakravorti, B. (2020 May 06). Exit from coronavirus lockdowns – lessons from 6 countries. The Conversation. http://theconversation.com/exit-from-coronavirus-lockdowns-lessons-from-6-countries-136223

Countries are using apps and data networks to keep tabs on the pandemic. (2020 March 26). The Economist. https://www.economist.com/briefing/2020/03/26/countries-are-using-apps-and-data-networks-to-keep-tabs-on-the-pandemic?fsrc=newsletter&utm_campaign=the-economist-today&utm_medium=newsletter&utm_source=salesforce-marketing-cloud&utm_term=2020-05-07&utm_content=article-link-1

Higbee, T. (2020, April 17). Mattson, Higbee, Aguilar, Nichols, Campbell, Nix, Reinert, Peck, and Lewis-Digital Materials Tutorial BAP. https://doi.org/10.31234/osf.io/9gwpj

This website hosts numerous resources to aid educators in their attempt to close the digital divide that alienates a certain socio-economic demographic of students and limits their ability to succeed in school. The website first lists hyperlinked articles to help educators understand the state of the digital divide, then lists hyperlinked articles and resources to help take action to improve the digital divide and close digital learning gaps before supplying links to articles and resources that can help instructors develop media and digital literacy within their respective classrooms. This would be an incredibly helpful website for any instructor who is looking for background information on and resources by which to close the digital divide. Rating: 9/10

The achievement gap is multifaceted, so as educators, we need to attack it in more ways. Getting children library cards (internet access) and technology experiences from a younger age can help close this gap, but only if it is in a equitable way.

sometimes tech isn't much of an improvement >> we need to channel to the special abilities of growing tech -hashtags, hyperlinks, interactive games and level checks, etc.

An Internet of Things -- Keller Easterling

New Ways of Seeing - James Bridle

This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10

Let's say it's been twenty years since PDAs have been widely available. I returned to higher education less than ten years ago. K-12 seems to have embraced learning technologies, and their affordances, to improve primary and secondary education. In my experience, few educators with terminal degrees have made the effort while younger and more precarious teachers are slowly adopting educational technologies. Administrators are leading the way with their digital management systems and students are using proprietary social media platforms. Our institutions are doing what they were designed to do: resist change and reproduce the social order. Research paid for with public monies is as quickly privatized as that produced in corporations. Open education practices are just beginning to be explored.

The first PDA, the Organizer, was released in 1984 by Psion, followed by Psion's Series 3, in 1991. The latter began to resemble the more familiar PDA style, including a full keyboard.[4][5] The term PDA was first used on January 7, 1992 by Apple Computer CEO John Sculley at the Consumer Electronics Show in Las Vegas, Nevada, referring to the Apple Newton.[6] In 1994, IBM introduced the first PDA with full telephone functionality, the IBM Simon, which can also be considered the first smartphone. Then in 1996, Nokia introduced a PDA with telephone functionality, the 9000 Communicator, which became the world's best-selling PDA. Another early entrant in this market was Palm, with a line of PDA products which began in March 1996. https://en.wikipedia.org/wiki/Personal_digital_assistant

get the multiple and dynamic…but what does malleable mean here?

Of the three…this is the most interesting to me. Does it mean that we'll see opportunities for student work process/product be a bit more portable, transferrable, remixable? If so…sign me up. :)

Wondering how much a focus on "in the classroom" limits us as I believe most learning contexts in the future will be outside of traditional classroom settings. Also thinking about power structures in these contexts.

Wondering how far we (and NCTE) would like to push/advocate for "evolution" of curriculum, assessment, & teaching. I've been thinking lately (as per guidance from Gerber & Lynch) that we need to really problematize and reinvent these elements. Thinking about more digitally native pedagogies (and assessments, practices, etc.) as opposed to digitizing the traditional.

An example would be considerations of computational thinking/participation in theoretical perspectives, or authentic assessments using API data or a tool like Hypothesis.

It is sometimes difficult to interpret what someone is saying through technology, so it is important to be fully aware of how and what you are saying to people through technology.

Good summation of Bijker's and Winner's STS work

This article takes a different perspective on technological integration, showing that sometimes technology, when used improperly, can set a class backwards.Examples in the article clearly show that effective use of technology is extremely important, otherwise the technology may cause more problems than it offers solutions.

Rating: 9/10

This article takes the perspective that education should not necessarily be solely focused on educational experiences, as we tend to do. Rather, technology should also have a focus in supporting non-academic areas and using data to drive instruction.

Rating: 7/10

This research takes an interesting look into the role gender plays in self-efficacy in technology. The research finds that self-efficacy in technology was primarily effected by gender and gender roles, not specifically by biological sex.

Rating: 10/10

This article goes into detail about MOOCs (Massive Open Online Courses) and compares the effectiveness and delivery styles of several different categories of MOOC course formats.

Rating: 8/10

Several problems and barriers to technological integration are often included in the discussion about using technology in higher education, however it is less common that solutions are presented. This article proposes solutions for transforming educational technology through personalized experiences and collaboration.

Rating: 8/10

This article details several ways in which technology can impact higher education, such as being able to quickly calculate grades, collaborate with staff and students, and collect and analyze data.

Rating: 7/10

This article suggests that perhaps keeping updated and informed on technology can prevent the shut-down and closure of specific degrees and the departments they come from. Technology is constantly changing, and it is expected that institutions will change with it. Rating: 7/10

This site includes five highly effective technological resources that instructors can use in their higher ed classrooms. What is especially useful about this site is that it includes a rationale for all the proposed technologies, ensuring that the technology is not just including in lesson planning for technology's sake.

Rating: 10/10

This article was a long, but interesting read in taking a constructivist approach to technological integration. This theory is often applied in K-12 classrooms but is equally as important and useful to adult learners.

We often talk about avoiding the use of technology for technology's sake and ensuring here is relevance in the integration. This site lays out specific characteristics of effective technologies in the classroom.

Rating: 9/10

This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.

Rating: 7/10

This article focuses on the importance of using technological integration in the classroom correctly and effectively. Barriers to effectiveness, as the article states, are often linked to lack of rational, vision, or necessity for including technology in instruction.

Rating: 8/10

This site gives a thorough overview into the integration of technology in the classroom. The most helpful element it includes is a list of limitations to consider within this integration. The downside is you will have to "dig" a little through the article to find the solutions to these problems, as they are not immediately obvious. Rating: 8/10

This article presents a variety of new tools and apps that will enhance the digital classroom experience. Some of the new tools mentioned are Socrative, Scratch, Prezi, Google classroom and more!

Excellent list to get your digital room started!

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

The LINCS website has an abundance of information that can prove useful in the designing of adult educational materials which are technology based. The site includes courses, articles and links 743 research studies, materials and products. In addition there are State Resources for Adult Education and Literacy Professional Development. Overall I found the site to be a wonderful source of relevant information to tap into.

RATING: 5/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

Q&A session with Alan Kay, June 2016.

Originally intended as upholding the virtues of the humanities in opposition to science and technology, I'd like to co-opt the argument for the humanities within, mainly, technology. We need more humanists in tech!

Demystifying (and conflating) "technology" by applying it to the most humanist of practices.