This link has been bookmarked by 181 people and liked by 1 people. It was first bookmarked on 25 Sep 2014, by cmdecarolis.
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23 Aug 15
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03 Aug 15
Danielle PuglieseMedia Multitasking
technology education edtech banned new media class media Multitasking
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29 Jul 15
Emma Duke-Williamslooking at Clay's banning of IT in the classroom.
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28 Jul 15
ewfoxworthAnyone distracted in class doesn’t just lose out on the content of the discussion but creates a sense of permission that opting out is OK, and, worse, a haze of second-hand distraction for peers.
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21 Jul 15
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15 Jul 15
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28 Jun 15
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09 Jun 15
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01 Jun 15
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14 May 15
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09 May 15
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01 May 15
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24 Apr 15
Yasemin OzugumusAnyone distracted in class doesn’t just lose out on the content of the discussion but creates a sense of permission that opting out is OK, and, worse, a haze of second-hand distraction for peers.
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19 Apr 15
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14 Apr 15
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12 Apr 15
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08 Apr 15
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(Multi-tasking moves the pleasure of procrastination inside the period of work.)
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24 Mar 15
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27 Jan 15
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he level of distraction in my classes seemed to grow,
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The change seemed to correlate more with the rising ubiquity and utility of the devices themselves, rather than any change in me, the students, or the rest of the classroom encounter.
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ven when multi-tasking doesn’t significantly degrade immediate performance, it can have negative long-term effects on “declarative memory”, the kind of focused recall that lets people characterize and use what they learned from earlier studying.
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umans are incapable of ignoring surprising new information in our visual field, an effect that is strongest when the visual cue is slightly above and beside the area we’re focusing on.
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Asking a student to stay focused while she has alerts on is like asking a chess player to concentrate while rapping their knuckles with a ruler at unpredictable intervals.
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The fact that hardware and software is being professionally designed to distract was the first thing that made me willing to require rather than merely suggest that students not use devices in class.
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We found that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask, and participants who were in direct view of a multitasking peer scored lower on a test compared to those who were not.
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18 Jan 15
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06 Jan 15
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02 Dec 14
Blair Miller@cshirky puts forth the best argument I've read for a "no devices unless required" rule in class via @jerrymussio: http://t.co/UKT1Qdps4e
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21 Nov 14
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16 Nov 14
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11 Nov 14
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07 Nov 14
jhave2" multi-tasking is bad for the quality of cognitive work"
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multi-taskers are worse at choosing which task to focus on. (“They are suckers for irrelevancy”
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screens generate distraction in a manner akin to second-hand smoke
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multitasking on a laptop poses a significant distraction to both users and fellow students
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The “Nearby Peers” effect, though, shreds that rationale. There is no laissez-faire attitude to take when the degradation of focus is social. Allowing laptop use in class is like allowing boombox use in class
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In an environment like this, students need support for the better angels of their nature (or at least the more intellectual angels), and they need defenses against the powerful short-term incentives to put off complex, frustrating tasks.
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This is, for me, the biggest change — not a switch in rules, but a switch in how I see my role.
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I’m coming to see student focus as a collaborative process.
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30 Oct 14
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sleggettispAnyone distracted in class doesn’t just lose out on the content of the discussion but creates a sense of permission that opting out is OK, and, worse, a haze of second-hand distraction for peers.
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Jonathan Haidt’s metaphor of the elephant and the rider is useful here. In Haidt’s telling, the mind is like an elephant (the emotions) with a rider (the intellect) on top. The rider can see and plan ahead, but the elephant is far more powerful. Sometimes the rider and the elephant work together (the ideal in classroom settings), but if they conflict, the elephant usually wins.
After reading Haidt, I’ve stopped thinking of students as people who simply make choices about whether to pay attention, and started thinking of them as people trying to pay attention but having to compete with various influences, the largest of which is their own propensity towards involuntary and emotional reaction. (This is even harder for young people, the elephant so strong, the rider still a novice.)
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Regarding teaching as a shared struggle changes the nature of the classroom. It’s not me demanding that they focus — its me and them working together to help defend their precious focus against outside distractions. I have a classroom full of riders and elephants, but I’m trying to teach the riders.
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some parts of making your brain do new things are just hard.
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29 Oct 14
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27 Oct 14
Penny RobertsClay Shirky on why he banned the use of technology in his classes. An interesting discussion of the effects of multi-tasking and distractions in the classroom.
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26 Oct 14
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24 Oct 14
Catherine MortonInteresting read regarding the relationship between students, technology, lectures and distraction
online distraction digital literacy students mindfullness banned technology
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23 Oct 14
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that participants who multitasked on a laptop during a lecture scored lower on a test compared to those who did not multitask
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some parts of making your brain do new things are just hard
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in the long run, having a passable Rihanna impression will be a less useful than understanding how media revolutions unfold
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22 Oct 14
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Multi-taskers often think they are like gym rats, bulking up their ability to juggle tasks, when in fact they are like alcoholics, degrading their abilities through over-consumption.
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I’ve stopped thinking of students as people who simply make choices about whether to pay attention, and started thinking of them as people trying to pay attention but having to compete with various influences, the largest of which is their own propensity towards involuntary and emotional reaction.
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Professors are at least as bad at estimating how interesting we are as the students are at estimating their ability to focus.
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JoAnn ButtsClay Shirky explains why he's banned tech use in his class except when necessary. -- reprinted in the Answer Sheet at the Washington Post
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20 Oct 14
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18 Oct 14
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seismicwave ThomasAnyone distracted in class doesn't just lose out on the content of the discussion but creates a sense of permission that opting out is OK, and, worse, a haze of second-hand distraction for peers.
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17 Oct 14
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16 Oct 14
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15 Oct 14
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14 Oct 14
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13 Oct 14
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Multi-tasking is cognitively exhausting; when we do it by choice, being asked to stop can come as a welcome change.
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09 Oct 14
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08 Oct 14
Michelle SimsInteresting article about a professor who banned the use of laptops, cell phones and tablets in class. He is a new media teacher. This provides interesting perspective on multi-tasking and quality of cognitive work.
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heavy multi-taskers are worse at choosing which task to focus on. (“They are suckers for irrelevancy”,
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degrading their abilities through over-consumption.
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struggle between focus and distraction is played out daily
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the form and the content of a Facebook update are almost irresistibly distracting, especially compared with the hard slog of coursework. (“Your former lover tagged a photo you are in” vs. “The Crimean War was the first conflict significantly affected by use of the telegraph.” Spot the difference?)
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Humans are incapable of ignoring surprising new information in our visual field, an effect that is strongest when the visual cue is slightly above and beside the area we’re focusing on.
-
Asking a student to stay focused while she has alerts on is like asking a chess player to concentrate while rapping their knuckles with a ruler at unpredictable intervals.
-
Regarding teaching as a shared struggle changes the nature of the classroom. It’s not me demanding that they focus — its me and them working together to help defend their precious focus against outside distractions. I have a classroom full of riders and elephants, but I’m trying to teach the riders.
-
hardware and software is being professionally designed to distract was the first thing that made me willing to require rather than merely suggest that students not use devices in class.
-
multitasking on a laptop poses a significant distraction to both users and fellow students and can be detrimental to comprehension of lecture content.
-
Anyone distracted in class doesn’t just lose out on the content of the discussion but creates a sense of permission that opting out is OK, and, worse, a haze of second-hand distraction for their peers. In an environment like this, students need support for the better angels of their nature (or at least the more intellectual angels), and they need defenses against the powerful short-term incentives to put off complex, frustrating tasks. That support and those defenses don’t just happen, and they are not limited to the individual’s choices. They are provided by social structure, and that structure is disproportionately provided by the professor, especially during the first weeks of class.
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the biggest change — not a switch in rules, but a switch in how I see my role. Professors are at least as bad at estimating how interesting we are as the students are at estimating their ability to focus. Against oppositional models of teaching and learning, both negative — Concentrate, or lose out!—and positive — Let me attract your attention! — I’m coming to see student focus as a collaborative process. It’s me and them working to create a classroom where the students who want to focus have the best shot at it, in a world increasingly hostile to that goal.
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07 Oct 14
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After reading Haidt, I’ve stopped thinking of students as people who simply make choices about whether to pay attention, and started thinking of them as people trying to pay attention but having to compete with various influences, the largest of which is their own propensity towards involuntary and emotional reaction.
-
I’m coming to see student focus as a collaborative process. It’s me and them working to create a classroom where the students who want to focus have the best shot at it, in a world increasingly hostile to that goal.
-
he “Nearby Peers” effect, though, shreds that rationale. There is no laissez-faire attitude to take when the degradation of focus is social.
-
The fact that hardware and software is being professionally designed to distract was the first thing that made me willing to require rather than merely suggest that students not use devices in class.
-
The level of distraction in my classes seemed to grow, even though it was the same professor and largely the same set of topics, taught to a group of students selected using roughly the same criteria every year. The change seemed to correlate more with the rising ubiquity and utility of the devices themselves, rather than any change in me, the students, or the rest of the classroom encounter.
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Multi-taskers often think they are like gym rats, bulking up their ability to juggle tasks, when in fact they are like alcoholics, degrading their abilities through over-consumption.
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06 Oct 14
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Roelof KotvisWhy a leading professor of new media just banned technology use in class http://t.co/BMpqskaV3F
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Michael M GrantMulti-tasking myth, etc..Why a leading professor of new media just banned technology use in class http://t.co/HWkaK7MCEz via @washingtonpost
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dean groomSo, will all those #edtech ppl who follow the folks like @cshirky be more critical of tech use in class | http://t.co/rRceueTUSo (@Type217)
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Jeffrey PlamanA professor of media bans use of "devices" in class. An interesting read!
http://t.co/G2ag4DMSkb -
05 Oct 14
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Timothy ScholzeWhy a leading professor of new media just banned technology use in class http://t.co/mIoj4Jbfnz via @nuzzel thanks @techgirljenny #icregina
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04 Oct 14
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03 Oct 14
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02 Oct 14
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Brad Ovenell-CarterClay Shirky bans tech in lecture hall. Good thinking here. Especially like the notion that kids *want to focus
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Alex BurrowsThis article is an interesting account of why a new media professor banned technology in class (except when required). Includes information about multitasking and why it may be more harmful than we think.
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David RuhfThe title of the article jumped out at me. The article discusses why Clay Shirky a professor of media banned the use of technology in his classroom. Shirky explains how multitasking decreases cognitive skills. This is a great article to keep in mind when discussing and implementing technology in the classroom.
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01 Oct 14
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Megan GraffWhy a leading professor of new media just banned technology use in class http://t.co/MUNk23UU0i Leading professor = @cshirky
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David WicksShould we ban http://t.co/Eh31AWj9tX or not ban http://t.co/95WSIjsL1b technology in the classroom? #edtech #byod #1to1
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Karen Vitek"Why a leading professor of new media just banned technology use in class"
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We’ve known for some time that multi-tasking is bad for the quality of cognitive work, and is especially punishing of the kind of cognitive work we ask of college students.
This effect takes place over more than one time frame — even when multi-tasking doesn’t significantly degrade immediate performance, it can have negative long-term effects on “declarative memory”
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People often start multi-tasking because they believe it will help them get more done. Those gains never materialize; instead, efficiency is degraded. However, it provides emotional gratification as a side-effect.
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On top of this, multi-tasking doesn’t even exercise task-switching as a skill. A study from Stanford reports that heavy multi-taskers are worse at choosing which task to focus on. (“They are suckers for irrelevancy”, as Cliff Nass, one of the researchers put it.) Multi-taskers often think they are like gym rats, bulking up their ability to juggle tasks, when in fact they are like alcoholics, degrading their abilities through over-consumption.
-
Jonathan Haidt’s metaphor of the elephant and the rider is useful here. In Haidt’s telling, the mind is like an elephant (the emotions) with a rider (the intellect) on top. The rider can see and plan ahead, but the elephant is far more powerful. Sometimes the rider and the elephant work together (the ideal in classroom settings), but if they conflict, the elephant usually wins.
-
After reading Haidt, I’ve stopped thinking of students as people who simply make choices about whether to pay attention, and started thinking of them as people trying to pay attention but having to compete with various influences, the largest of which is their own propensity towards involuntary and emotional reaction. (This is even harder for young people, the elephant so strong, the rider still a novice.)
-
It’s not me demanding that they focus — its me and them working together to help defend their precious focus against outside distractions. I have a classroom full of riders and elephants, but I’m trying to teach the riders.
-
The “Nearby Peers” effect, though, shreds that rationale. There is no laissez-faire attitude to take when the degradation of focus is social. Allowing laptop use in class is like allowing boombox use in class — it lets each person choose whether to degrade the experience of those around them.
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30 Sep 14
jacobsilveraInternet professor bans tech from his classroom
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For years Shirky has allowed his students to bring laptops, tablets and phones into class and use them at will. But he just told students to put them away.
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I teach theory and practice of social media at New York University, and am an advocate and activist for the free culture movement, so I’m a pretty unlikely candidate for Internet censor.
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often
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People
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start multi-tasking because they believe it will help them get more done.
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This problem is especially acute with social media, because on top of the
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Rhian Salmonlearning and technology
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