PBS Short Video “Bad Behavior Online” Takes on the Phenomenon of Cyberbullying

Inter­net trolls are very touchy peo­ple. Some­times their rage is tar­get­ed at pub­lic fig­ures, insti­tu­tions, or groups who do and say hor­ri­ble things (the West­boro Bap­tist Church comes to mind). More often, the phe­nom­e­non of “trolling” is a free-for-all of absur­dist online pranks or ver­bal abuse direct­ed at any­one and every­one. And far too often, online abuse is specif­i­cal­ly direct­ed at vul­ner­a­ble peo­ple or vic­tims of tragedy. But, as you’ll see from the com­ments on the above video from PBS’s Off­book series (if you care to peruse them) almost noth­ing makes the inter­net angri­er than dis­cus­sions of trolling itself, since so many peo­ple see these con­ver­sa­tions as pre­ludes to cen­sor­ship or nan­ny­ish and uncon­sti­tu­tion­al reg­u­la­tion.

The researchers in the above video don’t, how­ev­er, make any rec­om­men­da­tions for curb­ing speech. Whit­ney Phillips, a lec­tur­er at New York Uni­ver­si­ty, allows for the poten­tial of trolling to open up dia­logues that would oth­er­wise be smoth­ered by taboos. Har­vard University’s Andy Sel­l­ars makes an impor­tant dis­tinc­tion between pub­lic speech reg­u­lat­ed by the gov­ern­ment and that restrict­ed by pri­vate enti­ties, like online ser­vice providers—an impor­tant legal dis­tinc­tion in first amend­ment cas­es (he cites the recent fra­cas over the inflam­ma­to­ry “Inno­cence of Mus­lims” video). Sel­l­ars points out that, at the moment, the author­i­ty for reg­u­lat­ing online speech rests with cor­po­ra­tions (who, unfor­tu­nate­ly, do bow to gov­ern­ment pres­sure, espe­cial­ly abroad). Attempts to reg­u­late the inter­net by the gov­ern­ment have been ham-hand­ed, unpop­u­lar, and most­ly dri­ven by the prof­it-motives of the record­ing and film indus­tries, and Sel­l­ars does­n’t address them.

Some attempts at leg­is­la­tion have specif­i­cal­ly tar­get­ed the cher­ished cul­ture of online anonymi­ty in order to deal with the ugly phe­nom­e­non of cyber­bul­ly­ing. Sel­l­ars defends the impor­tance of anonymi­ty, say­ing it pro­tects vic­tims of real world abuse and oppres­sion from being iden­ti­fied and tar­get­ed if they speak out on safe spaces on the inter­net. Unfor­tu­nate­ly, anonymi­ty can also enable what Fordham’s Alice Mar­wick calls the “online dis­in­hi­bi­tion effect,” a psy­cho­log­i­cal term for the free­dom trolls feel to say abu­sive things online that they would nev­er say in per­son.

Mar­wick dis­cuss­es this effect in the con­text of what she calls “aggres­sive speech acts” but allows that the preva­lence of bul­ly­ing on Face­book, which ties online iden­ti­ties to real names and faces, acts as a counter-exam­ple to the the­o­ry that anonymi­ty is sole­ly respon­si­ble for online abuse. She frames her research as tak­ing a look at our cul­tur­al val­ues and “see­ing how those play out in tech­ni­cal spaces” and points out that an exclu­sive focus on cyber­bul­ly­ing ignores the range of oth­er, offline behav­iors gen­er­al­ly present in—most dis­turbing­ly—cas­es of sui­cide fol­low­ing online bul­ly­ing. While the advo­ca­cy group Cyber­bul­ly­ing Research Cen­ter has adopt­ed the term “cyber­bul­li­cide,” defined as “sui­cide indi­rect­ly or direct­ly influ­enced by expe­ri­ences with online aggres­sion,” and offers pol­i­cy sug­ges­tions to deal with the prob­lem, Mar­wick is more cir­cum­spect. She calls these cas­es “com­pli­cat­ed” and says that they don’t war­rant restrict­ing con­tent but instead improv­ing respons­es to kids who need help.

Com­pli­cat­ed is pre­cise­ly the word for the tan­gle of issues relat­ing to inter­net speech. After watch­ing the bal­anced, if cur­so­ry, dis­cus­sion above, how­ev­er, I found the respons­es of the trolls baf­fling and lack­ing all pro­por­tion, since no one in the video calls for leg­is­la­tion to lim­it online speech. But that’s instruc­tive. Trolling is a per­va­sive hum sur­round­ing almost all pop­u­lar online con­tent. Some­times it’s polit­i­cal­ly point­ed, some­times it’s clever or sur­re­al­ly fun­ny, some­times it’s just low-lev­el noise, and some­times it’s a kind of rage-filled ado­les­cent vicious­ness that is gen­uine­ly unset­tling and hard to under­stand.

Josh Jones is a doc­tor­al can­di­date in Eng­lish at Ford­ham Uni­ver­si­ty and a co-founder and for­mer man­ag­ing edi­tor of Guer­ni­ca / A Mag­a­zine of Arts and Pol­i­tics.

A Crash Course in English Literature: A New Video Series by Best-Selling Author John Green

There’s no doubt that a sin­gle inspir­ing teacher can have a pro­found impact on a stu­den­t’s life, but what about the duds? The apoplec­tic nun, the tapped out fos­sil, the bit­ter young man? If there’s dead­wood in your edu­ca­tion­al his­to­ry, you owe it to your­self to spend some time with John Green. The charis­mat­ic author and nerd­fight­er is fol­low­ing up his online video series Crash Course World His­to­ry, with the new mini series, Crash Course Eng­lish Lit­er­a­ture.

Think Shake­speare is bor­ing? It’s a posi­tion you’ll be hard pressed to main­tain after hear­ing Green’s take on Romeo and Juli­et, a ver­i­ta­ble luge of facts, triv­ia, cute graph­ics, frank-ish sex talk, corny jokes and iambic low­down. Extra cred­it for ref­er­enc­ing Harley Granville-Bark­er, the turn of the cen­tu­ry quin­tu­ple-threat who sum­ma­rized the play as “a tragedy of youth as youth sees it”.

Hav­ing laid down a few ground rules in episode one, Green is prepar­ing to take on Fitzger­ald, Salinger, and Emi­ly Dick­in­son. If any of these names dredge up unpleas­ant mem­o­ries, relax. Green is not going to make you parse sym­bols and autho­r­i­al intent. His schtick is proud­ly pop­ulist, a Pee­Wee’s Play­house open to those who seek knowl­edge, as well as those whom expe­ri­ence has taught to resist.

Crash Course Eng­lish Lit­er­a­ture will be added to our new col­lec­tion, 200 Free Kids Edu­ca­tion­al Resources: Video Lessons, Apps, Books, Web­sites & More.

More advanced cours­es can be found in the Lit­er­a­ture sec­tion of our col­lec­tion of 575 Free Cours­es Online.

- Ayun Hal­l­i­day is an author whose lat­est con­tri­bu­tion to the canon of Eng­lish Lit­er­a­ture is spec­tac­u­lar­ly sched­uled for a day after Christ­mas release.

Schoolhouse Rock: Revisit a Collection of Nostalgia-Inducing Educational Videos

Some­times a tune lives in your head and you hum it now and again with­out any rec­ol­lec­tion of where it orig­i­nal­ly came from. Chances are, if you grew up in the Unit­ed States watch­ing Sat­ur­day morn­ing car­toons, that tune came from School­house Rock.

Like so many of its biggest fans, School­house Rock is now offi­cial­ly in its 40s. This year marks the 40th anniver­sary of the pilot seg­ment, Three is a Mag­ic Num­ber, whose melody and lyrics ooze the type of hip­pie Sun­shine Fam­i­ly whole­some­ness so abun­dant in ‘70s children’s pro­gram­ming.

Man and a woman had a lit­tle baby,

Yes they did.

They had three in the fam­i­ly.

And that’s a mag­ic num­ber

Fol­low that up with School­house Rock’s win­ning for­mu­la: sim­ple, hum­ma­ble tunes mixed with math fact lyrics.

3–6‑9, 12–15-18, 21–24-27, 30.
3–6‑9, 12–15-18, 21–24-27, 30.

School­house Rock start­ed out as an adver­tis­ing ven­ture on ABC, dreamed up by an exec­u­tive whose son was strug­gling to mem­o­rize his mul­ti­pli­ca­tion tables. But it grew into the most pop­u­lar inter­sti­tial pro­gram­ming (short vignettes shown between TV seg­ments) in mod­ern tele­vi­sion.

One of the most mem­o­rable melodies is Blos­som Dearie’s sweet and melan­choly Fig­ure Eight, broad­cast in Feb­ru­ary, 1973. This one was cov­ered by Eliot Smith in a decid­ed­ly less upbeat ver­sion.

With­out a doubt these three-minute ani­ma­tions (by Loonie Tunes ani­ma­tor Chuck Jones) are some of the best mod­ern edu­ca­tion­al videos around. Whose social stud­ies teacher didn’t show this tune­ful expla­na­tion of the leg­isla­tive process dur­ing class?

And this one about the Con­sti­tu­tion, well I have to admit that it still chokes me up.

The man behind the vast major­i­ty of the music is Bob Dor­ough, a pianist who worked with Miles Davis and Allen Gins­berg before becom­ing the voice and main com­pos­er for School­house Rock.


The series took on near­ly every sub­ject, from mul­ti­pli­ca­tion and gram­mar to sci­ence and Amer­i­can gov­ern­ment. Today’s edu­ca­tion­al soft­ware devel­op­ers would kill to make gram­mar as fun as Con­junc­tion Junc­tion and Lol­ly, Lol­ly, Lol­ly Get Your Adverbs Here.  The pro­duc­ers didn’t shy away from more weighty issues either. Take a lis­ten to this lit­tle dit­ty on the theme of Amer­i­can ter­ri­to­r­i­al expan­sion.

The series took a break dur­ing the 1980s but picked up again in the mid-’90s with Mon­ey Rock. In 2009 came Earth Rock. Both fea­tured a more gloom-and-doom feel than the inspir­ing tone of the ear­li­er School­house Rock iter­a­tions.

Some­times the orig­i­nal real­ly is the best.

You can pur­chase the com­plete set of School­house Rock videos on Ama­zon. We’ve also added a link to this post in our new col­lec­tion: 200 Free Kids Edu­ca­tion­al Resources: Video Lessons, Apps, Books, Web­sites & More

Kate Rix writes about dig­i­tal media and edu­ca­tion. Read more of her work at and thenifty.blogspot.com. 

The Epistemology of Dr. Seuss & More Philosophy Lessons from Great Children’s Stories

horton-hears-philosophy

Now for a sto­ry which “rais­es ques­tions about the the­o­ry and nature of knowl­edge.” An ele­phant “hears a faint noise com­ing from a small speck of dust; it seems to him like a tiny per­son is call­ing out for help.” He “finds it pecu­liar that a dust speck could speak so he rea­sons that there must be a very small crea­ture on it. With­out being able to see the crea­ture, he seems to know it is there and that it is his duty to save it from harm. The oth­er ani­mals in the jun­gle see him speak to the dust speck and find it impos­si­ble that there could be a crea­ture liv­ing on it.” Met with only dis­be­lief, “he holds tight to what he knows is true and learns from the voice that there exists an entire uni­verse.” At last, the speck­’s res­i­dent tiny towns­peo­ple “come togeth­er and make enough noise for the ani­mals to hear; they have proven their exis­tence and the jun­gle ani­mals are able to know what Hor­ton has known all along.” Most of us have read this clas­sic chil­dren’s book, Hor­ton Hears a Who!  by Dr. Seuss. But how many of us have probed its “ques­tions about the nature of human knowl­edge”?

The last para­graph’s quot­ed text all comes from Teach­ing Chil­dren Phi­los­o­phy’s Hor­ton Hears a Who mod­ule. The project, an out­growth of Mount Holyoke Col­lege pro­fes­sor Tom Warten­berg’s course “Phi­los­o­phy for Chil­dren,” comes premised on the notion not only that young­sters can learn phi­los­o­phy, but that they pos­sess minds par­tic­u­lar­ly well-suit­ed to its study. Teach­ing Chil­dren Phi­los­o­phy draws out the rel­e­vant philo­soph­i­cal issues and ques­tions from the books they’ve been read­ing already, from the epis­te­mol­o­gy of Hor­ton Hears a Who! to the meta­physics of Sylvester and the Mag­ic Peb­ble to phi­los­o­phy of mind in Harold and the Pur­ple Cray­on. Tar­get­ed toward par­ents, edu­ca­tors, and kids them­selves, the site promis­es great solace to any philo­soph­i­cal­ly mind­ed read­er (or read­er-aloud) of chil­dren’s sto­ries who feel they have long since exhaust­ed the depths of these beloved slim vol­umes. “How does Hor­ton know that this voice means there is a per­son on the speck?” “Is the moon that Harold draws the same as the moon we can see in the sky at night?” “If Sylvester is still a don­key because he thinks, what hap­pens when Sylvester is not think­ing?” You sup­ply the chil­dren’s books, and Warten­berg and com­pa­ny sup­ply the phi­los­o­phy.

Relat­ed con­tent:

Free Phi­los­o­phy Cours­es from our Col­lec­tion of 550 Free Online Cours­es from Top Uni­ver­si­ties

Col­in Mar­shall hosts and pro­duces Note­book on Cities and Cul­ture. Fol­low him on Twit­ter at @colinmarshall.

Leonard Bernstein’s First “Young People’s Concert” at Carnegie Hall Asks, “What Does Music Mean?”

We’ve writ­ten before about the pub­lic ser­vice Leonard Bern­stein ren­dered the Amer­i­can pub­lic as an ambas­sador of clas­si­cal music. Bern­stein made some appear­ances on an arts and cul­ture pro­gram called Omnibus in the 50s, and in 1972, as the Charles Eliot Nor­ton Pro­fes­sor of Poet­ry at Har­vard, he deliv­ered a mas­ter­ful series of pub­lic lec­tures. Through his var­i­ous appear­ances on radio and tele­vi­sion pro­grams, he suc­ceed­ed bril­liant­ly in mak­ing high art acces­si­ble to the aver­age per­son. In Jan­u­ary of 1958, just two weeks after tak­ing over duties as the direc­tor of the New York Phil­har­mon­ic, Bern­stein took up a tra­di­tion in Amer­i­can orches­tras called “young people’s con­certs.”  He would lead a total of 53 such con­certs, even after his tenure at the Phil­har­mon­ic end­ed in 1969, con­tin­u­ing as con­duc­tor emer­i­tus until 1972. The con­certs were first broad­cast on Sat­ur­day morn­ings, but for a few years, CBS—probably in reac­tion to FCC direc­tor New­ton Minow’s 1961 “vast waste­land” speech about the state of television—moved the pro­gram to prime time. Bern­stein made the con­certs cen­tral to his work at the Phil­har­mon­ic, describ­ing them in hind­sight as “among my favorite, most high­ly prized activ­i­ties of my life.”

The first con­cert (above), enti­tled “What Music Means,” begins with Rossini’s “William Tell Over­ture.” While the orches­tra works away with pre­ci­sion, the cam­era cuts to the faces of aston­ished kids react­ing to what they knew at the time as the theme to The Lone Ranger TV show. Bern­stein then stops the piece, the kids cry out “Lone Ranger!” and he deft­ly piv­ots from this dis­arm­ing moment to a fas­ci­nat­ing dis­cus­sion of why music isn’t about “sto­ries,” isn’t about “any­thing, it just is.” He com­mu­ni­cates his for­mal­ist the­o­ry with­out dumb­ing-down or con­de­scen­sion, but with clar­i­ty and pas­sion. Strip­ping away the pop­u­lar notion that every work of art has some inher­ent “mean­ing” (or “hid­den,” or “deep” mean­ing), Bern­stein shows his young audi­ence instead how all art–“high” or “low”–is first and fore­most about aes­thet­ic plea­sure, and appre­ci­a­tion begins with an under­stand­ing of how any giv­en work can only appeal to our emo­tions through the sens­es. Music, Bern­stein insists, is just “made of notes.”

This con­cert, at Carnegie Hall, was the first of its kind to be tele­vised. Lat­er episodes marked the first con­certs to be tele­vised from New York’s Lin­coln Cen­ter. The remain­ing three parts of “What Music Means” are avail­able here (Part 2, Part 3, Part 4), and a full ver­sion (with Span­ish sub­ti­tles) can be found here.

Josh Jones is a doc­tor­al can­di­date in Eng­lish at Ford­ham Uni­ver­si­ty and a co-founder and for­mer man­ag­ing edi­tor of Guer­ni­ca / A Mag­a­zine of Arts and Pol­i­tics.

 

 

Google Presents an Interactive Visualization of 100,000 Stars

Stargaz­ers of all ages will enjoy the lat­est Google exper­i­ment designed for Chrome. One Hun­dred Thou­sand Stars is an inter­ac­tive map of space includ­ing the loca­tions of—you guessed it—more than 100,000 stars.

Ren­dered in three dimen­sions, our know­able, mapped galaxy is both stag­ger­ing­ly vast and easy to nav­i­gate. With imagery and data from NASA and the Euro­pean Space Agency, Google’s Chrome Work­shop built a 3D mod­el of our lit­tle cor­ner of the uni­verse.

You can pre­view One Hun­dred Thou­sand Stars above. Or you can enter the map, click on the upper left cor­ner, and take a tour of your own. You’ll start just beyond the stars that astronomers have stud­ied and named. Swipe all the way into our own solar sys­tem. The first thing you’ll notice is that Plu­to isn’t includ­ed, invit­ing a new mnemon­ic for the plan­et names (My Very Earnest Moth­er Just Served Us Nec­tarines?). That hazy cloud about a light year from the sun is the Oort Cloud, a mass of comets that’s thought to mark the out­er edge of the sun’s grav­i­ta­tion­al pull.

Swipe out a bit to see 87 rel­a­tive­ly near­by stars. Click on their names to read about them. Sir­ius is the bright­est in the night sky, part­ly because of its own lumi­nos­i­ty but also because it is com­par­a­tive­ly close to Earth. Vega is so well stud­ied that its bright­ness is used as the base­line to clas­si­fy stars accord­ing to their col­or.

Swipe out fur­ther for a galac­tic view of the Milky Way. It appears as a beau­ti­ful illu­mi­nat­ed disc cen­tered around a bright bulge. This shape is called the Galac­tic Plane. Click and drag to tilt the disc this way and that. Total­ing to some 400 bil­lion stars and as many plan­ets, the Milky Way does in fact bulge at its cen­ter, though astronomers think that the true core is real­ly an intense black hole.

Notice the tiny icon to “Tog­gle Spec­tral Index” up in the left cor­ner. On one set­ting, each cloud is pix­i­lat­ed to high­light its col­or (a key iden­ti­fi­er for astronomers).

Here’s where it helps to know a lit­tle about stars and how they form. Stars begin as clouds of most­ly hydro­gen, becom­ing grad­u­al­ly so dense through the process of nuclear fusion that even grav­i­ty can­not make them fly apart.

The amount of light a star gives off is mea­sured as dif­fer­ent col­ors and tem­per­a­tures. “Hot­ter” stars are younger and give off more blue light, and so are indi­cat­ed as blue. “Cool” stars are old­er, give off less blue light, and are indi­cat­ed as red.

By the way, the music behind One Hun­dred Thou­sand Stars is by Sam Hulick, whose music gamers may rec­og­nize  from Mass Effect.

Kate Rix writes about dig­i­tal media and edu­ca­tion. Vis­it her web­site and her blog, thenifty.blogspot.com.

Introducing 200 Free Educational Resources for K‑12 Students: Spread the Word & Tell Us Your Favorites

We got busy dur­ing the Thanks­giv­ing hol­i­day and put togeth­er a long-planned col­lec­tion of free edu­ca­tion­al resources for K‑12 stu­dents and their par­ents and teach­ers. We’re just get­ting start­ed with the list, and we’re hop­ing you could help make it bet­ter with your own sug­ges­tions. Right now the col­lec­tion fea­tures 200 help­ful resources, includ­ing free video lessons/tutorialsfree mobile appsfree audio­books, ebooks and text­booksqual­i­ty YouTube chan­nelsfree for­eign lan­guage lessonstest prep mate­ri­als; and free web resources in aca­d­e­m­ic sub­jects such as lit­er­a­ture, his­to­ry, sci­ence and com­put­ing. We hope you make good use of it with your fam­i­lies. We hope you tell a friend. And, right now, we hope you’ll tell us what great resources we’re miss­ing. We’d real­ly appre­ci­ate it if you would send us your thoughts.

You can start brows­ing here: 200 Free K‑12 Edu­ca­tion­al Resources: Video Lessons, Web Sites, Apps & More.

You can find this list in the future by click­ing on K‑12 Resources in the top nav­i­ga­tion bar.

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Khan Academy Releases New App for iPhone & iPod Touch, Giving You Mobile Access to 3600 Videos

Non-prof­it Khan Acad­e­my, an orga­ni­za­tion ded­i­cat­ed to “pro­vid­ing a free world-class edu­ca­tion for any­one any­where,” does so pri­mar­i­ly through online video cours­es and lec­tures. The over 3600 videos are free and access is open to any­one (any­where), allow­ing K‑12 stu­dents to study math, sci­ence, com­put­er sci­ence, finance & eco­nom­ics, human­i­ties, and test prep. The orga­ni­za­tion was found­ed in 2006 by MIT and Har­vard grad Salman Khan, who began by tutor­ing rel­a­tives and friends in Bangladesh while he worked as a hedge fund ana­lyst in the States. His videos became so in-demand that he decid­ed to quit his job and dis­trib­ute them full-time, fund­ed by dona­tions from indi­vid­u­als and major donors like the Bill and Melin­da Gates Foun­da­tion.

While there is a healthy amount of skep­ti­cism about the effi­ca­cy of Khan’s meth­ods, there’s no short­age of demand for the kind of instruc­tion he offers to stu­dents all over the world. To fur­ther meet that demand, Khan Acad­e­my has just released an app for iPhone and iPod Touch. Unlike the app released this past March for the iPad, the iPhone ver­sion does not allow inter­ac­tiv­i­ty. Users can view videos but can­not, as with the iPad app, down­load playlists, read sub­ti­tles, and log progress, mak­ing this ver­sion “more for con­sump­tion rather than full inter­ac­tion.” Nev­er­the­less, and whether crit­ics like it or not, this rep­re­sents a fur­ther step for dis­tance learn­ing, as edu­ca­tion increas­ing­ly moves out of the class­room and into the hand­held devices of net­works of stu­dents no longer restrict­ed by geog­ra­phy or phys­i­cal mobil­i­ty.

The app has been added to our brand-spank­ing new col­lec­tion: 200 Free K‑12 Edu­ca­tion­al Resources: Video Lessons, Web Sites, Apps & More

Via Makeuse­of

Josh Jones is a doc­tor­al can­di­date in Eng­lish at Ford­ham Uni­ver­si­ty and a co-founder and for­mer man­ag­ing edi­tor of Guer­ni­ca / A Mag­a­zine of Arts and Pol­i­tics.

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Open Culture was founded by Dan Colman.