"Adam Greenfield of Urbanscale, LLC discusses the many technologies used to collect and convey information around public spaces, and the ethical issues underlying them, as well as a proposal for how technologies could be better harnessed for the public good. Jeffrey Schnapp of the Metalab moderates.

The Hyperpublic symposium brings together computer scientists, ethnographers, architects, historians, artists and legal scholars to discuss how design influences privacy and public space, how it shapes and is shaped by human behavior and experience, and how it can cultivate norms such as tolerance and diversity."

"who wants to bother submitting papers to conferences, hoping that it gets accepted and published so that you can talk about your ideas twelve months from now when you can affect tangible change by posting them to the fucking internet right fucking now?

Would we even have half of the internet we have now if people like danah and clay waited years to publish their work on online social behavior and community? And, by the way, if you spend any time in a half decent web community, you soon learn that’s it’s nothing but a giant critique machine.

The other, smaller problem with this “critique” is that Jeff Jarvis wrote a fucking business book. Faulting him for not wasting hundreds of pages on theory is like faulting Dr. Phil for not citing Abraham Maslow."

"This view – deep, contextualized awareness of complex interrelated entities (the hallmark of a a progressive or advancing society) – is strikingly antagonistic to the shallow platitudes and self-serving “look at me!” activities of social media gurus whose obsession is self-advancement. At best, they have become the reality TV/Fox News version of social commentary: lots of hype, lots of attention, void of substance, and, at best, damaging to the cause they purport to advance."

"A proposal:<br />
<br />
It would be terribly useful if there were a separate convention for tweets from witnesses to major events so their reports can be separated from the discussion that follows. How about !jpquake for witnesses vs. #jpquake for discussion?<br />
<br />
Moments after the tragic earthquake hit Japan, folks are reporting on TV, people turned immediately to Twitter to tell friends and family and perhaps the world what was happening to them and to use it to get information and services.<br />
<br />
But, of course, in only moments, people around the world talking about the event and the hashtag gets overrun with folks who are talking *about* the event than *from* it. That’s all good and wonderful as well. But I want a way to separate the two."

"As I sit on the board of Recording for the Blind & Dyslexic, I have been thinking about the different ways people learn. RFB&D gives students the tools to learn by listening. We call that a disability. I think it may soon be seen as an advantage.<br />
<br />
A group of Danish academics say we are passing through the other side of what they wonderfully call the Gutenberg Parenthesis, leaving the structured, serial, permanent, authored, controlled era of text & returning, perhaps, to what came before the press: a time when communication and content cross, when process dominates product, when knowledge is distributed by people passing it around, when we remix it along the way, when we are more oral & aural.<br />
<br />
That’s what makes me think that RFB&D’s clients may end up w/ a leg up. They understand better than the textually oriented among us how to learn through hearing. Rather than being seen as the people who need extra help, perhaps they will be in the position to give the rest of us help."

"Is the Wikileaks story an example of crossing a line? First, we have to ask where the line should be. I think it has to move so that our default, especially in government, is transparency. Rather than asking what should be made public we should ask why something should be kept private. Imagine if all government information and actions were public except matters of security and personal and private identification. There will be pressure to head there.

"traditional classroom is abandoned in favor of space that favors multidirectional collaboration...building that houses organization is designed to be...easily transformed & reconfigured as quickly as our ideas regarding teaching & learning evolve & transform."

"to create the best school for the Netherlands

"I'm not saying that the only people capable of describing or critiquing classroom teaching are classroom teachers. There are people who don't work in a classroom who know a lot more about my business than I do. I'm saying it's difficult, as one of public education's foot soldiers, to do much with inspiration. I don't have many places to put inspiration, certainly not as many as the edtechnologists walking away from TEDxNYED minds buzzing, faces aglow, and so it tends to settle and coagulate around my bile duct. It's too hard to forget that tomorrow I and three million others will have to teach too many standards of too little quality to too many students with too few resources. What can you do with this?"

"lecturing [is] bullshit...remind of us of? classroom...entire structure of ed system built for industrial age...old media: 1-way, 1-size-fits-all...we must question this very form...enable students to question [it]...lecture does have place...But not be-all-end-all of ed...Do what you do best & link to rest...we need to move students up edu chain. They don’t always know what they need to know, but why don’t we start by finding out?...test to find out what they don’t know [not what they have learned]. Their wrong answers aren’t failures, they're needs & opportunities...must stop culture of standardized testing & teaching...stop looking at ed as product...turn out every student giving same answer – to process...every student looks for new answers...every school [should] copy Google’s 20%...encouraging & enabling creation & experimentation...Rather than showing diplomas...show portfolios...far better expression of thinking & capability?...school becomes not factory but incubator."

"I try to argue in my book that what we’re living through is instead a great restructuring of the economy and society, starting with a fundamental change in our relationships - how we are linked and intertwined and how we act, nothing less than that. ... entire swaths and even sectors of the economy will disappear or will change so much they might as well disappear: ... suto industry ... financial services ... newspapers ... magazines ... books ... broadcast ... advertising ... retail ... entertainment ... business travel ... energy ... real estate ... health care ... computers ... universities ... We should be so lucky that elementary and secondary education will also face such pressure. ... consumer products ... government ... There are opportunities here, of course. There always is in change if you’re willing to see and seek it. ... startups ... platforms ... networks ... Education is a growth opportunity but not in its current institutions. ..."

"Teacher Mark Pullen wrote on his blog great thoughts on students leaving school with portfolios instead of just diplomas." ... "Perhaps we need to separate youth from education. Education lasts forever. Youth is the time for exploration, maturation, socialization. We may want to create a preserve around youth—as Google does around its inventors—to nurture and challenge the young. What if we told students that, like Google engineers, they should take one day a week or one course a term or one year in college to create something: a company, a book, a song, a sculpture, an invention? School could act as an incubator, advising, pushing, and nurturing their ideas and effort. What would come of it? Great things and mediocre things. But it would force students to take greater responsibility for what they do and to break out of the straitjacket of uniformity."

"The internet doesn’t make us more creative, I don’t think. But it does enable what we create to be seen, heard, and used. It enables every creator to find a public, the public he or she merits. And that takes creation out of the proprietary hands of the supposed creative class."