درست،گناه،ثواب،پیشرفت،تمدن، آخرالزمان

Kids online, Opportunities and Risks for Children
Edited by Sonia Livingstone and Leslie Haddon

“Professor Livingstone and colleagues provide extensive evidence-based findings which enable academics, educationalists, policy makers, parents and young people to think beyond anxieties generated by new technologies and make informed decisions about maximizing digital opportunities while managing risks. An impressive and essential book, central to the child digital safety debate.” Professor Tanya Byron, Consultant Clinical Psychologist and author of the Byron review: Safer Children in a Digital World

Sonia Livingstone is Professor of Social Psychology in the Department of Media and Communications at the London School of Economics and Political Science. She is author or editor of a dozen books and many articles on media audiences, children and the internet, the domestic contexts of media use and media literacy. She directs the EU Kids Online network.

Leslie Haddon is Senior Researcher in the Department of Media and Communications at LSE, and Visiting Research Associate at the Oxford Internet Institute and the Institute for Social and Technical Research, University of Essex. His work focuses on the social shaping and consumption of ICT.

کلمات کلیدی :

مدتی بود که هم فرصت به روز کردن دست نمی داد هم بعد از اندکی دور افتادگی از این فضای اینترنتی حس و حال از بین میرود. اما دیروز پس از اینکه دیدم این وبلاگ وسیله ای برای پیدا کردن دو دوست عزیز دوران دانشجویی دانشگاه اراک شد دوباره جان گرفتم.(برای این دو گرامی ایمیل فرستاده ام).

این رساله دکتری هم وقتی نزدیک به انتها می شود تازه می فهمی چقدر کار باقی مانده. قرار است بر اساس قوانین دانشگاه تا پایان فوریه من دو فصل کامل به همراه خلاصه ای از فصول دیگر - که به آن Confirmation می گویند - را تحویل و پس از 3 هفته با حضور 2 ممتحن از آن دفاع کنم. این دو فصل من شامل «تحلیل داده ها و نتایج 1 » و «اذبیات تحقیق » است.

تقریبا 8 ماهی را صرف تجزیه و تحلیل داده ها کردم و بیشترین وقت را روی یادگیری و تفسیر تحلیل های آماری گذاشتم چون پیشینه آمار نداشتم. اتفاق جالبی که افتاد این بود که Dr. Sofka Barau - مشاور آماری ام - به من گفت چون متغیر خروجی من از نوع ترتیبی است از parametric tests از جمله ANOVA and Regression نمی توانم استفاده کنم. متغیر خروجی من دارای 5 گروه است از «هرگز از رایانه استفاده نمی کنم» تا «هر روز از ...» و من هم ذر این مدت به دنبال یادگیری ordinal regression and multi-nomial logistic regression رفتم و نتایج را بر اساس odds-ratio تفسیر و بیان میکردم. در این میان به علت نبود یا کمبود افرادی که بتوانم از آنها بپرسم یک استادی را در آمریکا پیدا کردم که از مقاله شان معلوم بود تا غور این روشها پیش رفته. با حوصله و تفصیل پاسخ ایمیل هایم را دادند. در نهایت هم در فوریه برای ارایه سخنرانی به آکسفورد خواهند آمد .

اما پس از رفتن Sofka از دپارتمان با چند نفر دیگر مشورت کردم و آنها به اتفاق گفتند میتوانم متغیر خروجی ام را Continuous در نظر بگیرم .برای همین چند هفته ای را صرف تحلیل مجدد داده ها با استفاده از Hierarchical multiple regression کردم و نوشته های قبلی ام را اصلاح کردم.

وقتم را گرفت اما یادگیری خوبی بود.

کلمات کلیدی :

It is  been some time that I am reading and thinking about the newly coined word "digital natives" as opposed to  "digital immigrants".The first is used to refer to the generation born after 1980 (at leats in the West) and the second to refer to the generation before that. It is very easy to get lost in the mostly rhetoric policy documents. This usually masks the vary nature of differences these two generations have in terms of how they learn and what schools need to do.

Recently I got my hands on a good article (Bennet, Maton & Kervin 2008, The Digital Natives debate: A Critical review of the evidence, British Journal of Educational Technology) which raises fundamental questios about the debate and states that: there are two reasons that proponents of this difference usually put forward:

1) the new generation"s immersion in a technology-rich culture which has influenced their skills and interests

2) this has changed the way they learn:they held to be be active expriential learners, proficient in multi-tasking and multi-processing, prefer game-based learning and discovery-based learning where they can explore and test ideas etc

Based on these assumptions they claim that school education should radically change the way education is now taking place because it is didactic, teacher centred etc

Evaluation of evidence from the field shows that:

1) still technology skills and expereinces are far from universal (only a few high SES children got it) and the things they do with new technologies are more seeking info and communicating them rather than making meaning, ideas, criticaly analysing etc

2) the claimed difference in learning styles and prefernces arenot supported by evidence: multi-tasking is not new (e.g. we did that when doing hoemwork in front of TV) and multi-tasking is not always a good thing as cognitive psychologists state that it may cause loss of concentration and also leads to cognitive overload for brain. Moreover, generalisation about the learning styles of all digital natives is not correct because there are lots of variation within and between groups like age groups, gender ets. Finally interactivity which is present in games and in fact harnesses high levels of engagement and motivation is not easy to put into practice in schools i.e. designing such games that foster deep learning and also cater for the gender gap is not easy.

کلمات کلیدی :

 خدا در گوش انسان زمزمه می کند و با قلب او حرف می زند اما اگ توجه نکنی شاید مجبور شود آجری یردارد و به تو بزند شاید متوجه حضورش شوی.

داستان این مدیر جوان سوار برجگوار تندرو را 2 بار بخوان:

A powerful story

A young and successful executive was traveling down a neighborhood street, going a bit too fast in his new Jaguar.

He was watching for kids darting out from between parked cars and slowed down.

As his car passed, no children appeared. Instead, a brick smashed into the Jag"s side door! He slammed on the brakes and backed the Jag back to the spot where the brick had been thrown.

The angry driver jumped out of the car, grabbed the nearest kid and pushed him up against the wall and  shouted , "What was that all about and who are you? Just what the heck are you doing? That"s a new car and that brick you threw is going to cost a lot of money. Why did you do it?"

The young boy was apologetic. "Please, mister...please, I"m sorry but I didn"t know what else to do," He pleaded. "I threw the brick because no one else would stop..." With tears dripping down his face and off his chin, the youth pointed to a spot just around a parked car. "It"s my brother, "he said "He rolled off the curb and fell out of his wheelchair and I can"t lift him up.

Now sobbing, the boy asked the stunned executive, "Would you please help me get him back into his wheelchair? He"s hurt and he"s too heavy for me.

Moved beyond words, the driver tried to swallow the rapidly swelling lump in his throat. He hurriedly lifted the handicapped boy back into the wheelchair, then took out a linen handkerchief and dabbed at the fresh scrapes and cuts. A quick look told him everything was going to be okay. "Thank you and may God bless you," the grateful child told the stranger. Too shook up for words, the man simply watched the boy! Push his wheelchair-bound brother down the sidewalk toward their home.

It was a long, slow walk back to the Jaguar. The damage was very noticeable, but the driver never bothered to repair the dented side door. He kept the dent there to remind him of this message: "Don"t go through life so fast that someone has to throw a brick at you to get your attention!" God whispers in our souls and speaks to our hearts. Sometimes when we don"t have time to listen, He has to throw a brick at us. It"s our choice to listen or not.




Thought for the Day:


God sends you flowers every spring.


He sends you a sunrise every morning.




God didn"t promise days without pain, laughter without sorrow, sun without rain, but He did promise strength for the day, comfort for the tears, and light for the way.

کلمات کلیدی : خدا، زمزمه، قلب، قبل، جوان، جگوار، driver، hearts

از زمان انتخابات تا کنون و خصوصا حوادث پس از آن هاله ای از ابهامات متنوع در خصوص مسیر کشور - خصوصا در ساحت های اجتماعی و آموزشی - دور و برم را گرفته. هر چند سعی می کنم با توجه به مرحله پایانی تزم درگیر نشوم اما نمیشود هم بی خیال شد. آخه آکسفورد و انگلیس هم در کانون توجه شده و هر چند وقت یکبار نامی ازش برده میشود و از الطاف آقایان بهره مند می شویم.

همین یکی دو هفته پیش که پس از 88 روز دوست و هم دانشگاهی مان - محمد رضا جلایی پور - از اوین به قید وثیقه آزاد شد دوباره آکسفورد که هم اکنون خانه و محل تحصیلش است و همسرش اینجا چشم انتظار اوست دوباره مورد توجه آقایان قرار گرفت. گمان می کنند اینجا هر روز دوره های فشرده جاسوسی و براندازی و انقلاب مخملی ... برگزار میشود. ما که تو این چند سال کسی رو ندیدیم.

اما نکته  نگران کننده  اینه که الان که این مملکت نیاز به کار 25 ساعته  در 24 ساعت داره تا تازه بشه کمی عقب افتادگی ها رو جبران کنیم و این جور کار کردن نیاز به آرامش داره هر روز خدا یه حرفی حرکتی می کننن تا نکنه این آرامش به مملکت نزدیک بشه.

فقط اینو می فهم که مثلا در حیطه آموزش و پرورش خیلی کار داریم حالا در سایر زمینه ها هم قطعا همینطوره.

کلمات کلیدی :

بی حرمتی به ساحت خوبان قشنگ نیست             باور کنید که پاسخ آیینه سنگ نیست
سوگند می برم به مرام پرندگان                           در شهر ما سزای پریدن ...تفنگ نیست  
در کارگاه رنگرزان دیار ما                                       رنگی برای پوشش آثار ننگ نیست

  دارد بهار می گذرد با شتاب عمر                فکری کنید, فر صت پلکی در نگ نیست           
 تنها یک نفر به قله تاریخ می رسد               هر مرد پا شکسته که تیمور لنگ نیست

چکامه : محمد سلیمانی

کلمات کلیدی :

The Berkman Center for Internet & Society at Harvard and the OpenNet Initiative 
ONI: http://opennet.ne  have released a study on internet filtering in Iran recently.
 
The Islamic Republic of Iran continues to expand and consolidate its
technical filtering system, which is among the most extensive in the
world. A centralized system for Internet filtering has been implemented
that augments the filtering conducted at the Internet service provider
(ISP) level. Iran now employs domestically produced technology for
identifying and blocking ionable Web sites, reducing its reliance
on Western filtering technologies. The regulatory agencies in Iran
charged with policing the Internet continue to expand. The
Revolutionary Guard has begun to play an active role in enforcing
Internet content standards. In conjunction with expansive surveillance,
this increase in regulatory attention exacerbates an online atmosphere
that promotes self-censorship and discourages dissenting views. The
blocking of political Web sites during the 2009 presidential elections
energized opposition to Internet censorship within Iran and has brought
fresh attention to the issue of press controls.

For further info see
 www.opennet.net/research/profiles/iran

کلمات کلیدی :

I had  a  great time in Iran for the last 4 weeks although it wasnot the best time to be in Iran both weatherwise and politics wise!

I came back to Oxford yesterday and am intending to write up the last chapters of "discussion and conclusion" and a review of others.

My supervisors have planned for late Oct to have my viva so i need to work hard to submit it at least 3 weeks before that.

I am on my own in this journey so i might be able to spend more time, i"mnot sure yet.

that was just a quick update on my status, wish me luck in concentration and writing...

کلمات کلیدی :