Jeremy Ruston, creator and maintainer of TiddlyWiki, joins Doc Searls and Jonathan Bennett on FLOSS Weekly for a lively hour that goes by fast. It’s so interesting as Ruston shares…
Stream This Song: https://Jah9.lnk.to/Highly
Pre-save The Album: https://Jah9.lnk.to/NoteToSelf
#Jah9 #Reggae #Highly #GetToMe #NoteToSelf
Highly | Lyrics
You are not a king you are just a pawn Scattering the seeds from which the masses will be born The Emphasis to place on the space you put your tail shows just the kind of weakness that would cause a race the fail where did you get it in your head that’s the value are you possess was determined by efficiency of taking off my dress Huh? who taught you what it means to be a man don’t blame the absence of a father Blame the absence of a plan blame the system that would have you drugged and sexing off for sport blame the rich when you steal then when they catch you blame the court blame the girls that told you yes blame the girl that told you no blame the girl that was your mother blame it on the way you grow So many things you have the opportunity to use as your excuse when you lose but what if all you had to do to win what’s the learn from the example of the king But he don’t love highly always on the low Heart overfull but he don’t want it to show He don’t love highly ever feeling down draining the en…
Tagged with music
Commissioned by Evento Festival 2011, Bordeaux, Emily Hall’s setting of Rimbaud’s poem, ‘Eternity’ sung by Olivia Chaney. Part of David Sheppard’s site specific installation in Bordeaux’s disused sub-marine base.
Original video: https://soundcloud.com/emilyhallcomposer/emilyhallcomposereternity
Downloaded by http://huffduff-video.snarfed.org/ on Thu Dec 31 09:28:03 2020 Available for 30 days after download
Part of the ‘Why Talk About Data (in Education)’ Online Colloquium, University of Sheffield, November 2020. Abstract: In this talk, I will draw on ethnographic research in a secondary school to explore how data came to play a role in shaping educational practices through defining what could be known about pupils, teachers and learning, and through determining the future outcomes that were made possible. This research raised questions about the role of data practices in shaping ‘fair’ future outcomes for pupils and limiting the possibilities of more open-ended educational futures. These questions can help us explore how claims of ‘unfair’ educational algorithmic decisions might reveal contested notions of how fairness is produced through data, and the limits of transparency as a response to questions of fairness.
Original video: https://m.youtube.com/watch?feature=emb_logo&v=Fb554BBF9Ro
Downloaded by http://huffduff-video.snarfed.org/ on Thu Nov 26 21:28:34 2020 Available for 30 days after download
Tagged with education
HHCP Co-Director, and Associate Professor of the Sociology of Education Alice Bradbury outlines how policy and private companies have impacted teaching. These impacts are outlined in the framework ‘The 5 Ps of Datafication’ to help categorise the different areas of education affected by the increased collection of data in primary and the early years.
#pedagogy #datafication #education
Original video: https://m.youtube.com/watch?feature=emb_logo&v=17IGl3uwP40
Downloaded by http://huffduff-video.snarfed.org/ on Thu Nov 26 21:30:11 2020 Available for 30 days after download
Tagged with education
Prof Neil Selwyn, Professor of Maths Science & Technology, Monash University Dr Luci Pangrazio, Research Fellow in Digital Literacies, Deakin University This presentation considers an unexpected finding from our ongoing research into digital data use in Australian high schools – why is it that critical concerns over the steady ‘datafication’ of education are not readily reflected in current school data practices? We first identify apparent tensions between: (i) established ‘teacherly’ logics of ‘data-driven’ schooling; and (ii) emerging ‘datafied’ practices associated with digital systems, platforms and devices. In particular, we consider how promises/threats of digital dataism appear to be largely subsumed into prevailing institutional logics of state bureaucracy and professionalism. We then consider the extent to which these ‘school data’ logics can endure amid the increased digitisation of K-12 education and commercial pushes for personalised learning. Alternately, what scope might there be to encourage more resistant appropriations of digital data by otherwise marginalised groups within school communities?
This think piece sets out some of the issues a team of researchers at UCL have faced in documenting how English primary schools have dealt with the stresses and strains that COVID-19 has produced in our data-driven system. I will consider how and in what ways our research project findings might be able to disrupt the dominant narratives about system gaps and the urgent need to close them that the crisis has provoked.
Prof Helen Kennedy, Professor of Digital Society, University of Sheffield Data-driven technologies, automated and algorithmic systems, machine learning and AI are transforming society. They’re having wide-ranging effects, including numerous benefits, but they’re far from straightforward, and their use can result in harms as well as benefits. So we need to question claims that datafication will simply lead to a better society. In fact, it feeds into and is fed into by inequalities. Whether we talk about harms, inequalities, discrimination, bias, injustice or unfairness, the negative effects of data-related change and data-driven systems are not experienced equally by all. This is why we need to talk about data in education.
052 | Something In The Water And The Bones - Rebel Code, Rebel Code | People First - All Else Follows
Should You Learn To Code
We’re all afraid of the Reaper — and we’re all pursuing strategies to deny, defy or defeat him. Whether we hope to quaff the elixir of life, to rise again, to live on as a spirit or through leaving a legacy, we’re all following one of four paths that promise a route to life everlasting. Our striving for eternity shapes everything from our choice of breakfast to the clash of civilisations. But Cave argues that the pursuit of immortality leads us astray: it promotes division and extremism, diverts us from present problems, and cultivates a self-centred worldview. He wants to show us why the quest to live forever makes sinners of us all. But he will also present us with an alternative. Drawing from ancient philosophy and modern science, he will show us how coming to terms with mortality will make us happier, wiser and better people. Stephen Cave is a philosopher, critic and broadcaster. He has been both an academic, studying and teaching philosophy, and a diplomat, negotiating international treaties. His first book, Immortality: The Quest to Live Forever and How It Drives Civilization (2012), has received wide international acclaim. This secular sermon took place on Sunday 17th March 2013 at Conway Hall, London.
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