Open university: Joi Ito plans a radical reinvention of MIT's Media Lab (Wired UK) - 0 views
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They have a maker space in a church, a place where the kids can learn how to build a computer, a bike shop where they can learn how to do repairs. The kid who runs this place, Jeff Sturges, is awesome.We're sending a bunch of Media Lab people to Detroit to work with local innovators already doing stuff on the ground."
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in which any bright talent anywhere, academically qualified or not, can be part of the world's leading "antidisciplinary" research lab. "Opening up the lab is more about expanding our reach and creating our network," explains Ito, appointed director in April 2011.
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as Ito sees it, the formal channels of academia today inhibit progress. "In the old days, being relevant was writing academic papers. Today, if people can't find you on the internet, if they're not talking about you in Rwanda, you're irrelevant. That's the worst thing in the world for any researcher. The people inventing things might be in Kenya, and they go to the internet and search. Funders do the same thing. The old, traditional academic channel is not a good channel for attracting attention, funding, people, or preventing other people from competing with you.
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http://elearnspace.org/Articles/HETL.pdf - 0 views
'Augmented Reality' on Smartphones Brings Teaching Down to Earth - Technology - The Chr... - 1 views
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Arguments for Augmentation The researchers and educators in this small, emerging field see clear advantages to using real-world sites as the backdrop for educational games. A major goal of Mentira is to motivate students "to get their heads out of the textbook" by showing them that language has a vibrant local context, Ms. Sykes says. By setting the story in a nearby neighborhood, she and Mr. Holden took advantage of its historic sites and folklore to integrate learning about its history and culture into the game
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Mr. Gagnon is the lead developer of a software tool called ARIS, or Augmented Reality and Interactive Storytelling. ARIS lets designers link text, images, video, or audio to a physical location, making the real world into a map of virtual characters and objects that people can navigate with iPhones, iPads, or iPod Touches.
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The open-source tool,
The Handbook of Emerging Technologies - 0 views
Cell phone novels come of age › Japan Today: Japan News and Discussion - 0 views
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“Teenage girls began messaging with pagers in the early ’90s,” says Mizuko Ito, a research scientist who studies cell phone use among Japanese youth. “Because of this, Japan was the first country to have widespread mobile communications, even before mobile phones became affordable and popular.” Ito sees in the rise of cell phone novels a high degree of media and gadget literacy, a cultural willingness to experiment with new technologies, and a desire for private space and intimate communication.
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The way it works is this: novels are posted by members of cell phone community sites to be downloaded for free and read on other cell phones. Reading often takes place in crowded trains during long commutes. The works are published in 70-word installments, or abbreviated chapters that are the ideal length to be read between shorter train stops. This means that, despite small cell phone screens, lots of white space is left for ease of reading. Multiple short lines of compressed sentences, mostly composed of fragmentary dialogue, are strung together with lots of cell phone-only symbols. The resulting works are emotional, fast-paced and highly visual, with an impact not unlike manga.
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Following Starts, other publishers like Goma and Asuki Media Works moved in to cherry pick cell phone novel sites online and put out the next big hit. The number of cell phone novels in print began skyrocketing in 2006, when 22 books hit the shelves; the following year, there were 98. Even a no-name author with a cell phone novel publishing deal enjoyed a first run of between 50,000 and 100,000 copies.
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From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 1 views
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The message of Wikipedia is not “trust authority” but “explore authority.” Authorized information is not beyond discussion on Wikipedia, information is authorized through discussion, and this discussion is available for the world to see and even participate in. This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
Opportunities for Creating the Future of Learning - 2020 Forecast: Creating the Future ... - 0 views
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It remains to be seen whether new learning agents and traditionally certified teachers will cooperate or compete.
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Secondly, it emphasizes the need for learning to be an ongoing process whereby we all become engaged citizens of a global society. T
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By embracing technologies of cooperation, prototyping new models of learning, and cultivating open and collaborative approaches to leadership, “amplified” educators and learners will become the organizational “superheroes” of schools and districts.
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A Brief Interview with Michael Wesch (The Creator of That Wonderful Video...) - John Ba... - 0 views
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The Web speeds up the process of rebuttal, reply, and revision and calls forth a different approach. The radically collaborative technologies emerging on the Web create the possibility for doing scholarship in the mode of conversation rather than argument, or to transform the argument as war metaphor into something that suggests collaboration rather than combat. Personally, I prefer the metaphor of the dance and that we are all here in this webscape dancing and playing around with ideas. The best dancers are those that find a way to “lose themselves” in the music – pushing the limits of the dance without fear of tripping or falling because they know that it is all part of the dance.
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On the next 10-20 years and social networking ... I think this will greatly depend on the structure of those social networking tools and what kinds of communication are made possible with these tools. For example, on Facebook there are “walls” and “discussion groups.” Both of these sections are for human communication, but they are structured differently and therefore elicit different kinds of conversations. Furthermore, they are used in ways beyond how they were intended. Even now, as I am answering multiple questions with one long comment at the bottom of a blog post, the structure of the medium is in some way affecting how I am responding. On a forum I would address each question individually in separate threads. These seemingly minor differences are important because all human relationships are mediated by communication.
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if there is a global village, it is not a very equitable one, and if there is a tragedy of our times, it may be that we are all interconnected but we fail to see it and take care of our relationships with others. For me, the ultimate promise of digital technology is that it might enable us to truly see one another once again and all the ways we are interconnected. It might help us create a truly global view that can spark the kind of empathy we need to create a better world for all of humankind.
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Online education evolves as advances in technology make major impact - 0 views
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In just the last few years, the emergence of multi-functional mobile phones and tablets have untethered the Internet from desktop computers, allowing online learning to take place anywhere with an Internet or cellular connection.
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"What the iPad does is give you a much more portable canvas . . . you can already see the trend of portable learning and learning on demand, so that's huge," Singer said. "These new devices are going to speed it up."
Comparing Social Networking to Online Communities | Common Craft - Explanations In Plai... - 0 views
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In most traditional online communities, members have profiles that may display a picture, location, recent posts and membership tenure at most. These profiles can provide valuable context to the community, but they are often peripheral to the discussions and remain somewhat hidden.
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In contrast, social networking communities have elevated the user profile to become more like a user homepage that displays a very rich and contextual set of information. The member home pages are not peripheral to the discussions or a subset of the community; they are at the very core of the system.
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I'm So Totally, Digitally Close to You - Clive Thompson - NYTimes.com - 0 views
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“Facebook has always tried to push the envelope,” he said. “And at times that means stretching people and getting them to be comfortable with things they aren’t yet comfortable with. A lot of this is just social norms catching up with what technology is capable of.”
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Is this perhaps the same concern educators have and thus why they hesitate to adopt these social networks for teaching and research? Are they concerned about opening up their research and teaching and if so, is that, at times, justified?
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I would answer with a yes. The emergence of technology, or "new" technology, has always presented threats to what people are accustomed to. Educators are no exceptions. They hesitate to adopt social networks because they know they can never think like before or follow the traditions they feel "safe" with, once they decide to give it a try. They would have to re-define their philosophy and revise teaching approaches. It means "great change" to open up teaching possibilities, and it follows that they are insecure because these networks push them out of their comfort zone. Yet, I would disagree that fear justifies the reluctance to try out new possibilities to teach. Insecurity originates from lack of knowledge. I believe more practical knowledge and training sessions would help a lot to relieve the discomfort. They would know how the networks function and how to benefit from them.
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when they experienced this sort of omnipresent knowledge, they found it intriguing and addictive. Why?
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Social scientists have a name for this sort of incessant online contact. They call it “ambient awareness.” It is, they say, very much like being physically near someone and picking up on his mood through the little things he does — body language, sighs, stray comments — out of the corner of your eye. Facebook is no longer alone in offering this sort of interaction online.
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The Cape Town Open Education Declaration - 0 views
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hey are also planting the seeds of a new pedagogy where educators and learners create, shape and evolve knowledge together, deepening their skills and understanding as they go.
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It is built on the belief that everyone should have the freedom to use, customize, improve and redistribute educational resources without constraint.
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They contribute to making education more accessible, especially where money for learning materials is scarce. They also nourish the kind of participatory culture of learning, creating, sharing and cooperation that rapidly changing knowledge societies need
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Web 2.0: beyond the buzz words | 4 Jun 2007 | ComputerWeekly.com - 0 views
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Lee Bryant, one of the founders of Headshift, says the network effect is the difference. Traditional applications, such as groupware, became slower the more people used them, he says. With Web 2.0 applications the reverse is true: the more people use them, the more effective they become.
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“You influence each other, so that if you use a social tagging system, for example, themes start to emerge and other people pick up on them and you get these positive feedback loops. It is that difference that leads to the network effect.”
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These technologies are mostly just HTML and Javascript web pages designed to offer a more streamlined user experience, sitting atop a relational data layer used to feed back user-contributed data in new ways.
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Shirky: A Group Is Its Own Worst Enemy - 1 views
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April 24, 2003
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I want to talk about a pattern I've seen over and over again in social software that supports large and long-lived groups.
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definition of social software
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Collaborative Editing « Beyond WebCT: Integrating Social Networking Tools Int... - 3 views
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In what ways do the readings for this week provide an insight into their potential use in educational settings? In what ways could they support the learning goals you have for your students? What do these venues for collaboration and resource sharing mean for you as an educator and scholar? What questions do they raise for you?
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Questions to explore for today's class
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Diigo & Zotero are really useful tools to do research.
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We should try to tease out the similarities and differences between these two tools and when and how one would use each. For some tools it is just a matter of personal preference, say between using pbworks versus wikispaces in creating a wiki. Do you think the same could be said here or are there critical differences?
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I think Diigo provides a wide variety of possibilities. Zotero is also useful and maybe it's easier to learn how to use it. But when I tried to find groups and information on my specific field, Zotero didn't show many.
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Celeste, I wonder if part of the reason why you couldn't find groups or specific information in your area of interest is because this part of Zotero is relatively new and that faculty in the humanities, in particular, are not 'rewarded' in the same way as those in the sciences are for collaborating. Do you think humanities faculty regularly collaborate on research currently? Do you know how their scholarly work is evaluated in this regard? What do you think of these new learning and scholarship opportunities and how they might impact you? Once you all have had a chance to use both for a while, I wonder if distinct differences between Diigo and Zotero will begin to emerge for you?
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Over 100 ideas for using Twitter in the Classroom | Emerging Internet Technologies for ... - 0 views
Teaching in Social and Technological Networks « Connectivism - 0 views
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Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
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Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives).
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This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign.
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2010 Horizon Report » One Year or Less: Open Content - 0 views
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The movement toward open content reflects a growing shift in the way academics in many parts of the world are conceptualizing education to a view that is more about the process of learning than the information conveyed in their courses. Information is everywhere; the challenge is to make effective use of it.
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As customizable educational content is made increasingly available for free over the Internet, students are learning not only the material, but also skills related to finding, evaluating, interpreting, and repurposing the resources they are studying in partnership with their teachers.
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collective knowledge and the sharing and reuse of learning and scholarly content,
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2010 Horizon Report » Key Trends - 0 views
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sense-making and the ability to assess the credibility of information are paramount. Mentoring and preparing students for the world in which they will live, the central role of the university when it achieved its modern form in the 14th century, is again at the forefront.
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The work of students is increasingly seen as collaborative by nature, and there is more cross-campus collaboration between departments.
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Over the past few years, the emergence of a raft of new (and often free) tools has made collaboration easier than at any other point in history.
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