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According to Virtual Worlds Management, more than 100 youth-oriented virtual worlds are either now live or in development, including offerings from MTV and Disney (DIS - Cramer's Take - Stockpickr). Research firm eMarketer estimates that 24% of the 34.3 million users ages three to 18 used virtual worlds at least monthly in 2007 -- and that will jump to 53% by 2011.

Several local teachers and professors see Second Life as a tremendous opportunity. There are educational islands in Second Life where teachers can go to digitally swap ideas, conduct research or attend real life conferences.

However, a teacher can take students on a virtual field trip in Second Life - using his or her own login - to places like the Alamo or the Louvre Museum, both of which have been impressively recreated in Second Life.

The University of Alabama is using Second Life too. In fact, Professor Rick Houser, Chairman of Educational Studies at the Capstone, is working on building an entire virtual University of Alabama campus in Second Life.

Brown's class was discussing some of the whaling calculations in Moby Dick. When one student asked a question involving a complex computation, three students quickly pulled out their cell phones and did the math. Brown was surprised to learn that most cell phones have a built-in calculator. She was even more surprised at how literate her students were with the many functions included in their phones. She took a quick poll and found that all her students either had a cell phone or easy access to one. In fact, students became genuinely engaged in a class discussion about phone features. This got Brown thinking about how she might incorporate this technology into learning activities.

Brown noticed that many students used text messaging to communicate, and considered how she might use cell phones in summarizing and analyzing text to help her students better understand Richard III. Effective summarizing is one of the most powerful skills students can cultivate. It provides students with tools for identifying the most important aspects of what they are learning, especially when teachers use a frame of reference (Marzano, Pickering, & Pollock, 2001). Summarizing helps students identify critical information. Research shows gains in reading comprehension when students learn how to incorporate isummary framesi (series of questions designed to highlight critical passages) as a tool for summarizing (Meyer & Freedle, 1984). When students use this strategy, they are better able to understand what they are reading, identify key information, and provide a summary that helps them retain the information (Armbruster, Anderson, & Ostertag, 1987).

Text messaging is a real-world example of summarizing—to communicate information in a few words the user must identify key ideas. Brown saw that she could use a technique students had already mastered, within the context of literature study.

But that doesn't mean YouTube or any other media company should get the blame, legally or ethically, for the attack, media experts said Friday.

The teenagers have been arrested on charges that they beat the teen so they could make a video of the attack to post online. One of the girls struck the 16-year-old victim on the head several times and then slammed her head into a wall, knocking her unconscious, according to an arrest report.

From a legal standpoint, YouTube and other online service providers are largely exempt from liability because of a 1996 anti-pornography law. One provision says Internet service providers are not considered publishers simply because they retransmit information provided by their users or other sources.

I think the main thing is that it is user centered - not course centered.

Moodle are so "course" oriented" it is hard to "force" them to be something else

Because of the demonization of "social" networks we must use terminology that will not cause parental and administrative heart attack

Musical works. Performance rights organizations (ASCAP, BMI and SESAC) handle copyright licenses for the performance of musical works, including their performance in a podcast. Separate licenses are necessary from each performance rights organization because each company represents different publishers of composers' musical works. Sound recordings. Copyright licenses for the playing (or "performance") of sound recordings historically have been handled directly with the owners of the works, usually record companies. (Over-the-air broadcasters are not required to obtain copyright licenses for playing sound recordings. They must, however, hold licenses for playing the underlying musical works.)

Reproduction. By contrast to webcasting, a podcast may include a reproduction of a sound recording. Podcasting is an interactive activity. It results in the transmission of a sound recording which is fixed and is accessible on demand by the user. The reproduction requires clearances or licenses - for the sound recording, and for the musical work. Although the performance rights societies offer licenses to cover the musical works in a podcast, no uniform or industry-wide licensing scheme has developed yet to cover the sound recording.

This leaves the podcaster with three choices: to attempt to obtain licenses from the record companies; to limit podcasts to sound recordings not subject to copyright protection (generally, U.S. recordings pressed before February 15, 1972 [careful: a CD reissue of a pre-1972 recording is a new, protected, sound recording]); or to eliminate sound recordings altogether from podcasts.

My (Liz B. Davis ) Summary of Key Points (All are quotes directly from the article): Online "Predators" and Their Victims. Myths, Realities, and Implications for Prevention and Treatment. by: Janis Wolak, David Finkelhor, and Kimberly J. Mitchell - University of New Hampshire and Michele L. Ybarra - Internet Solutions for Kids, Inc.

The publicity about online"predators" who prey on naive children using trickery and violence is largely inaccurate.

adult offenders who meet, develop relationships with, and openly seduce underage teenagers