[meta meta cognition: the wired epileptic brain]

"A rare set of high-resolution readouts taken directly from the wired-in brains of epileptics has provided an unprecedented look at how the brain processes language.


Though only a glimpse, it was enough to show that part of the brain’s language center handles multiple tasks, rather than one.


“If the same part of the brain does different things at different times, that’s a thunderously complex level of organization,” said Ned Sahin, a cognitive scientist at the University of California, San Diego.


In a study published Thursday in Science, Sahin’s team studied a region known as Broca’s center, named for French anatomist Paul Pierre Broca who observed that two people with damage to a certain spot in the front of their brains had lost the ability to speak, but could still think.


[...]


During the several days that three patients at Massachusetts General Hospital were medically wired, Sahin’s team asked them to repeat words verbatim, and translate them to past and present tense.


In the space of a quarter-second, a small part of Broca’s area — the only part read by the electrodes — received each word, put the word in a correct tense, and sent it to the brain’s speech centers.


This tested only one type of verbal cognition, cautioned Sahin, and the focus was unavoidably narrow, but it was enough to show that Broca’s area is involved not only in translating speech, but receiving it. That role was considered specific to part of the brain called Wernicke’s area.


More broadly, the findings may represent a general rule for Broca’s area, and perhaps other brain regions: Each part plays multiple roles, rather than performing a single task (emphasis mine)."

NB: Image by Ned Sahin on the Wired site.

[Transliteracy in my Classrooms]

Ok, so I'm halfway through the second week of lecturing.  Classes seem to be going well (students are coming to class and participating! yay!) and essays, stories and grammar theory are being studied.


As I flip through the syllabus and note my "blog comment" assignments and "blog post" reflections the word transliteracy flits back and forth in my mind.  Transliteracy of course isn't on the curriculum but neither are blogging or media literacy per se.  Though transliteracy is always under development, I'm feeling a strong pull to encourage students to see their movements from writing essays in class, group presentations, blogging, reading online narratives like Inanimate Alice, and designing posters (tweeting comes later on) as examples of being transliterate. I wonder if they can name their behaviour, their learning might have even more resonance? 


I remind my students that we're participating in the online environment and honing our new/social media (and transliterate) skills because when they enter the workforce, they'll need to be prepared.  Librarian by Day gives some good life examples on the necessity to be transliterate:

"Government agencies are no longer issuing print forms, you have to access them online.  Your health insurance plan was a website and you have an account, when you call they will tell you to go there to get information. Banks are sending alerts and account balance information via text messages. Facebook privacy settings are complex and change frequently. The price of computers is dropping allowing more people to own one. Free WiFi access points are increasing, allowing more people internet access."

If our students don't experience these kinds of movement, from offline to online, how will they learn to be literate (not just trial and error or basic proficiencies)? I feel more and more strongly that helping to develop these transliterate skills needs a place in a classroom (though some, of course, are better equipped than others).  


There are lots of ways to begin. Students can use blog posts as reading or reflective learning journals. They can add comments on to the teacher-managed class blog as a way of interacting in class discussion, sharing ideas and even doing pre or post-reading activities.  The Future of Ed. site suggests venturing into transliteracy by:

• Viewing or posting a video around your lesson plan or around an educational component on TeacherTube
• Trying e-learning for your own professional development
• Learning how The Transliteracies Project is designing technology to improve the experience of reading for people of all backgrounds
• Exploring how archaeology and media can be used in your next class at MetaMedia
• Downloading courses from Stanford University on iTunes, MIT OpenCourseWare, or another open access sites for use in your classrorom

Also from the Future of Ed. site, this video with director of Media X's (at Stanford) Chuck House on the 21st century workforce:

[ghosts in the machines]

Tracking GhostNet: Investigating a Cyber Espionage Network.

The report has now been covered in an exclusive story by the New York Times' John Markoff. Download the New York Times story here http://www.nytimes.com/2009/03/29/technology/29spy.html

Researchers at the Information Warfare Monitor uncovered a suspected cyber espionage network of over 1,295 infected hosts in 103 countries. This finding comes at the close of a 10-month investigation of alleged Chinese cyber spying against Tibetan institutions that consisted of fieldwork, technical scouting, and laboratory analysis.

Close to 30% of the infected hosts are considered high-value and include computers located at ministries of foreign affairs, embassies, international organizations, news media, and NGOs. The investigation was able to conclude that Tibetan computer systems were compromised by multiple infections that gave attackers unprecedented access to potentially sensitive information, including documents from the private office of the Dalai Lama.

Who is ultimately in control of the GhostNet system? While our analysis reveals that numerous politically sensitive and high value computer systems were compromised in ways that circumstantially point to China as the culprit, we do not know the exact motivation or the identity of the attacker(s), or how to accurately characterize this network of infections as a whole. One of the characteristics of cyber- attacks of the sort we document here is the ease by which attribution can be obscured.

Regardless of who or what is ultimately in control of GhostNet, it is the capabilities of exploitation, and the strategic intelligence that can be harvested from it, which matters most. Indeed, although the Achilles' heel of the GhostNet system allowed us to monitor and document its far-reaching network of infiltration, we can safely hypothesize that it is neither the first nor the only one of its kind.

As Information Warfare Monitor principal investigators Ron Deibert and Rafal Rohozinski say in the foreword to the report, "This report serves as a wake-up call. At the very least, a large percentage of high-value targets compromised by this network demonstrate the relative ease with which a technically unsophisticated approach can quickly be harnessed to create a very effective spynet.These are major disruptive capabilities that the professional information security community, as well as policymakers, need to come to terms with rapidly."

Download the full report on 29 March 2009 at http://www.infowar-monitor.net/ghostnet/

[aboriginal pedagogy and language]

I've just started reading Robert Bringhurst's The Solid Form of Language. A fantastic read and the book itself is a beatiful artifact, all texture and typography, just demanding to be touched.The image of the book on the left is from phil dokas on flickr. He's done a great job of capturing the texture of the book. "Drop a word in the ocean of meaning and concentric ripples form. To define a single word means to try to catch those ripples. No one’s hands are fast enough." ... poet, typographer and linguist Robert Bringhurst presents a brief history of writing and a new way of classifying and understanding the relationship between script and meaning.

Beginning with the original relationship between a language and its written script, Bringhurst takes us on a history of reading and writing that begins with the interpretation of animal tracks and fast-forwards up to the typographical abundance of more recent times. The first four sections of the essay describe the earliest creation of scripts, their movement across the globe and the typographic developments within and across languages.

In the fifth and final section of the essay, Bringhurst introduces his system of classifying scripts. Placing four established categories of written language – semographic, syllabic, alphabetic and prosodic – on a wheel adjacent to one another, he uses the location, size and shape of points on the wheel to show the degree to which individual world languages incorporate these aspects of recorded meaning. Bringhurst’s system is based on an appreciation that indeed no one’s hands are fast enough and that no single script adheres to or can be understood within the confines of a single method of transcription."

As I'm reading this book on typographic and linguistic developments I also have learnt that First Nations peoples of Manitoba (I wonder if this is true for all First Nations peoples?) prefer to use language as their main identifier:

For me this seems to highlight the importance of an oral culture and the tradition of passing on history, stories, teachings - a kind of "collective memory" that wouldn't get passed on if there wasn't the knowledge of language.

Image above of "Plains Cree Inscription" at the Forks Park in Winnipeg, found on wikipedia.

[reader 2.0]

Here is some info from my presentation on how I see readers who engage with born digital works.

Links to the web works I mentioned in my presentation:

http://twitter.com/manyvoices
http://www.flickr.com/photos/lynetter/2099009488/in/set-72057594139269787/
http://www.viddler.com/explore/hughgarry/videos/12/97.564/
http://emersoninbeijing.com
http://www.wetellstories.co.uk
http://thewhalehunt.org
http://transition.turbulence.org/Works/dynamo/index.html

Screen shots and the presentation to follow.

[technology and improving literacy]

A topic I'm always interested in and am examining during my research fellowship at the IOCT and through pedagogical work on multimodal story Inanimate Alice. With this in mind, the recent article by James Paul Gee and Michael H. Levine on "Innovation Strategies for Learning in a Global Age" seems particularly relevant.

As Katie Ash notes, the article by Gee and Levine "using new, innovative technology can help students who are struggling with language to increase their vocabulary and form associations between what they're learning with the real world." Also, being au fait with 21st century technology means that the digital divide is closing and students won't be left out of the "global economy."

Some key points:

• According to the National Assessment of Educational Progress, most low-income children in this country [U.S.A.] are below grade level in reading by 4th grade [known as the fourth-grade slump]
• What gives students a good head start toward comprehension is a wide-ranging, sturdy vocabulary of complex words in the early years, before the age of 5
• Video games, simulations, modeling tools, hand-held devices, and media production tools can allow students to see how complex language and other symbol systems attach to the world
• Mastery of digital media for the production of knowledge constitutes a new family of “digital literacies,” since such media, like print before them, are tools for the production of meaning
• Digital media offer other advantages. They naturally elicit problem-solving behavior and attitudes in students, and have the potential to create different modes of assessment
• [Digital media] can also be used to track how learners learn, moment by moment, allowing constant feedback based on our knowledge of various trajectories of learning.

Read the entire article here.