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Barbara Lindsey

PostPost - 0 views

www.postpost.com/faq.html

newsfeed news aggregator rss facebook publish newspaper publishing2.0

shared by Barbara Lindsey on 09 Jan 11 - No Cached
  • Barbara Lindsey on 09 Jan 11
     
    PostPost is your social newspaper. It compiles all the links, videos and pictures your friends post on Facebook into a real-time newspaper.
Barbara Lindsey

Connectivism & Connective Knowledge » Narratives of coherence - 0 views

ltc.umanitoba.ca/connectivism

siemens filtering information trust pln

shared by Barbara Lindsey on 20 Feb 10 - Cached
  • Grand narratives – such as provide us with a large umbrella that we can use to make sense of the world – have been besieged over the last several decades. Grand narratives in the form of newspapers, newscasts, and books are now augmented by blogs and YouTube videos.
  • an attempt to provide or create some type of a narrative – namely, a narrative of coherence.
  • In a traditional course, the educator hacks the trails to complex information landscapes. The educator’s bias influences what is included and excluded.
  • ...7 more annotations...
  • While it is obvious that information shaping approaches such as we find in newspapers and books are fading in prominence, we still need some type of framework to make sense of it all.
  • We all face information abundance. We all face the reality that we will always be missing some key pieces of information.
  • A common concern voiced by many of the active participants: how do we assimilate/makesense of this information?!? There’s just too much of it.
  • Part of the solution is to rely on one’s learning network to filter out nonsense and to draw attention to key ideas. This is particularly effective when we can “plug in” to a network with high levels of diversity and with people we quickly begin to trust.
  • dealing with the concept of self-construal, and the differences that exist among cultures and individuals who are predominantly independent or interdependent. According to those studies, one of these differences is precisely the sense of belonging that you mention. Interdependent self-construals feel more strongly about it than independent self-construals (you can see a more detailed explanation on this and other differences, along with a short literature review in Walker, Deng & Dieser 2005.)
  • four years ago, I conducted a survey among English and Spanish speaking Wikipedians, and the results regarding their motivation to participate in the Wikipedia project were worthy of note: “For Spanish Wikipedia contributors, the sense of building and being part of a large community pays off for the less-rewarding moments of their life as Wikipedians. This is obvious not only by analyzing the answers submitted by the survey respondents but also by taking a look at the large amount of hits that personal pages have in the Spanish version of Wikipedia. English Wikipedia contributors, on the other side, also acknowledge the joys of being part of a community, but, for the most part, they seem more interested in the administrative aspects of Wikipedia, such as creating rules and guidelines, enforcing them and providing for a smooth work with the administrators.” Other differences based on the type of self-construal are very common on our daily interactions on the network.
  • I find my network actually adds to my growing “to read” pile, I’ve read really good stuff because I have seen one or more of my Twitter contacts mentioning an item. I fear more technology will just highlight even more great material.
  • Barbara Lindsey on 20 Feb 10
     
    Grand narratives - such as provide us with a large umbrella that we can use to make sense of the world - have been besieged over the last several decades. Grand narratives in the form of newspapers, newscasts, and books are now augmented by blogs and YouTube videos. As discussed in a previous post, one of our key challenges in this course is to find a way to bring together the numerous ideas and viewpoints in a way that makes sense for participants.
Barbara Lindsey

Mapping Texts - 0 views

mappingtexts.org

digitalhumanities mapping texts newspapers

shared by Barbara Lindsey on 19 Apr 12 - No Cached
  • Barbara Lindsey on 19 Apr 12
     
    Mapping Texts is a collaboration between the University of North Texas and Stanford University aimed at experimenting with new methods for finding and analyzing meaningful patterns embedded in massive collections of digital newspapers.
Barbara Lindsey

We can't let educators off the hook | Dangerously Irrelevant - 0 views

dangerouslyirrelevant.org/...comment-page-1

educators technology

shared by Barbara Lindsey on 15 Oct 10 - No Cached
  • Successful technology integration only produces amplified results when in its integration agency is given to the learner, when it becomes a tool to help learners learn, not teachers teach.
  • I would also like to add that that old belief about teaching and learning has been around for a very long time now and part of that belief, the part about the teacher possessing the knowledge and imparting it to kids, is in direct threat when faced with technology. A teacher who has been taught to believe that they are needed for the knowledge they have and that that knowledge gives them authority in the classroom is threatened by technology. That threat needs to be approached lightly. If one speaks the truth too harshly the faithful will simply label them a blasphemer and ignore the truth in their message.
  • et me start by saying that I consider teaching among the most important professions on earth, but just as doctors need to be current on medical technology, teachers MUST be current on information and communication technologies. Those are the tools of the trade.
  • ...14 more annotations...
  • but why don’t teachers understand this? To figure this out we need to understand this philosophically and historically. Doctors, in the mid-19th Century resisted technologies as most teachers do now. Lister and Pasteur were “so far ahead of the curve they weren’t on the same road” when they suggested sterilization. Doctors of the time, seeing themselves as “healers” could not comprehend that they were killing half of their patients by resisting the technologies of the time – the belief system inherent in the identity model of the profession actually prevented them from being what they perceived themselves to be.
  • Part of this is because we teach neither history nor philosophy. We do not share with teachers why Socrates opposed literacy, or what Gutenberg destroyed. We do not allow them to understand the essential humanness of technology, or to understand technology in Heidegger’s terms – the art of manipulating the world for our benefit.
  • Now I don’t know what Glogster is, but I do know that every technology gives and takes. The book disabled hundreds of millions and wiped out hundreds of languages. It also spread learning and allowed both the novel and eventually journalism to appear. And I know that our students must have the philosophical grounding in what technology is, how to learn it, and how to use it, that so many of our current teachers lack. After all, the classroom is filled with technology – chairs and desks (1835 via William Alcott), chalkboards (1840 via William Alcott), Time schedules (1845 via Henry Barnard), Books (1840s, mostly Henry Barnard), testing (1910, the Carnegie Commission), even ballpoint pens – that highly controversial 1950s invention of Marcel Bich. And all of those technologies have benefits and real limits.
  • I’m not really focused on, nor do I think Scott is focused on, “administrative technologies” but on “educational technologies.” A gradebook – I might argue, is no more an “educational technology” than a file cabinet is.
  • What I think we are discussing is transformational technologies. Technologies whereuse alters the learning process.
  • I need to say two things: First, and I think this is a big part of Scott’s target here, every school administrator, every policy maker, and every tech director making “blocking decisions,” needs to wake up and take responsibility for keeping our current century away from education.
  • But – in the end – a big part of this remains “taking responsibility for your own learning.” The first free seminars in these systems which I offered were presented in 1998, and at that point there was already a massive research base for what Scott is saying here. The laws regarding technology access in terms of students with disabilities (and those with “504″ plans) were placed on the books in 1995. IBM was promoting speech recognition and text-to-speech in 1996, and Lynne Anderson-Inman was already proving the value of “digital texts” and “digital notebooks” and digitally linked note-taking in the mid-1990s.
  • Jerrid, Troy, and everyone… The issue is this - In order to be lifelong learners it is essential to understand and know how to function with the information and communications technologies of our world, and to know how to adapt when those technologies change. In order to be human successes we also must understand how to communicate what we know, how to collaborate, and how to distribute information. This is why Socrates drilled his students on memory. In pre-literate Greece, that was the essential tool. This is why we taught “reading” (meaning decoding ink-on-paper alphabetic texts) in school, and why we taught writing with pens and pencils, and why we introduced students to libraries. In the Gutenberg era these were the essential tools.
  • But, when kids are writing, I want them to (among other things) be able to communicate with Grandma even if Grandma lives thousands of miles away, even if Grandma is blind, even if Grandma speaks another language. And if they are reading, I don’t want them limited to the 2,000 “age appropriate” books and 1975 World Book Encyclopedia in the local public library.
  • Newspaper readership, yes a minority, but a rapidly changing environment http://pewresearch.org/pubs/1133/decline-print-newspapers-increased-online-news with (in 2009) only 25% of Americans getting news from print daily.
  • The change is occurring across the “print world” – Amazon, 19 July 2010: “Over the past three months, for every 100 hardcover books Amazon.com has sold, it has sold 143 Kindle books. Over the past month, for every 100 hardcover books Amazon.com has sold, it has sold 180 Kindle books.
  • The lack of real history of education courses is what leaves so many teachers completely unaware of why schools do what they do, and leaves them confused about what the tools of education are.
  • Every day that I present for educators, I have a greater appreciate for how distorted the view is as seen through the eyes of a typical EduBlogger. In fact, the majority of the voices in the EdTech Community are so far ahead of the curve that it doesn’t even seem like their on the same road anymore. Most educators have never listened to a podcast, much less created one. They’ve never edited a wiki, much less started one of their own. So how on earth could they be expected to have a rational conversation about the impact new technologies are having on the skill sets our students need? Simply put, they can’t. The majority of the voices many of us listen to on a regular basis… actually represent just a tiny fraction of the educators out there. We’re the minority, the outsiders, the ones who talk using strange terms involving words with far too many missing vowels.
  • You can’t ‘firmly believe in life-long learning’ and simultaneously not be clued in to the largest transformation in learning that ever has occurred in human history. Those two don’t co-exist. Being a ‘life-long learner’ is not ignoring what’s going on around you; you don’t get to claim the title of ‘effective educator’ if you do this.
  • Barbara Lindsey on 15 Oct 10
     
    Successful technology integration only produces amplified results when in its integration agency is given to the learner, when it becomes a tool to help learners learn, not teachers teach.
Barbara Lindsey

newspaper map - 1 views

newspapermap.com/#slat=59.88893689676585&slong=-38.55898437500004&zoom=2

newspaper map google translate

shared by Barbara Lindsey on 26 Jan 12 - No Cached
  • Barbara Lindsey on 26 Jan 12
     
    fall 2012 syllabus
Barbara Lindsey

The Twitter Times - 0 views

twittertim.es

twitter newsfeed

shared by Barbara Lindsey on 28 Oct 10 - Cached
  • Barbara Lindsey on 28 Oct 10
     
    Tweets displayed in a newspaper-like format
Barbara Lindsey

2010 Horizon Report » Electronic Books - 0 views

wp.nmc.org/...electronic-books

HorizonReport ebooks

shared by Barbara Lindsey on 28 Jan 10 - Cached
  • Readers of electronic books may be reading more, as well. Kindle owners, according to Amazon, buy three times as many books as they did before they had Kindles; Sony reports that Reader owners download about eight books per month ⎯ as compared to fewer than seven books per year purchased by the average American book buyer in 2008, according to a New York Times article.
  • The convenience of having an entire library of books, magazines, and newspapers — each remembering exactly where you left off the last time you looked at them — and all in a single, small device is one of the most compelling aspects driving electronic reader sales.
  • a larger format version of the device expressly built for academic texts, newspapers, and journals, is being piloted at Arizona State University, Ball State University, Case Western Reserve University, Pace University, Princeton, Reed College, Syracuse University, and the University of Virginia Darden School of Business. Northwest Missouri State University and Penn State have embarked on pilots using the Sony Reader. Johns Hopkins is piloting the enTourage eDGe, which combines the functions of an e-reader, a netbook, a notepad, and an audio/video recorder and player in one handheld device.
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  • In a pilot program, Seton Hall University’s Teaching, Learning & Technology Center found that students appreciated the ability to store and review a semester’s worth of material in electronic form.
Barbara Lindsey

Information overload, the early years - The Boston Globe - 0 views

www.boston.com/...ation_overload_the_early_years

overload information bostonglobe books libraries Gutenberg press printing

shared by Barbara Lindsey on 27 Nov 10 - No Cached
  • Complaints about information overload, usually couched in terms of the overabundance of books, have a long history — reaching back to Ecclesiastes 12:12 (“of making books there is no end,” probably from the 4th or 3d century BC). The ancient moralist Seneca complained that “the abundance of books is distraction” in the 1st century AD, and there have been other info-booms from time to time — the building of the Library of Alexandria in the 3d century BC, or the development of newspapers starting in the 18th century.
  • around 1500, humanist scholars began to bemoan new problems: Printers in search of profit, they complained, rushed to print manuscripts without attention to the quality of the text, and the sheer mass of new books was distracting readers from the focus on the ancient authors most worthy of attention.
  • To confront this new challenge, printers, scholars, and compilers began to develop novel ways to manage all these texts — tools that listed, sorted under subject headings, summarized, and selected from all those books that no one person could master. Note-taking was one solution, which the humanist pedagogues advocated alongside their teaching of ancient rhetoric. But not everyone followed their advice to take notes from everything they read throughout their lives, and for those who didn’t, new kinds of reference books offered a ready-made version — collections of best bits that could be consulted using sophisticated indexes and tables of contents.
  • Barbara Lindsey on 27 Nov 10
     
    Page 2 of article
Barbara Lindsey

Web 2.0: A New Wave of Innovation for Teaching and Learning? (EDUCAUSE Review) | EDUCAU... - 0 views

connect.educause.edu/...40615

educause web2.0

shared by Barbara Lindsey on 05 Sep 08 - Cached
  • Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies
  • Ultimately, the label “Web 2.0” is far less important than the concepts, projects, and practices included in its scope.
  • Social software has emerged as a major component of the Web 2.0 movement. The idea dates as far back as the 1960s and JCR Licklider’s thoughts on using networked computing to connect people in order to boost their knowledge and their ability to learn. The Internet technologies of the subsequent generation have been profoundly social, as listservs, Usenet groups, discussion software, groupware, and Web-based communities have linked people around the world.
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  • It is true that blogs are Web pages, but their reverse-chronological structure implies a different rhetorical purpose than a Web page, which has no inherent timeliness. That altered rhetoric helped shape a different audience, the blogging public, with its emergent social practices of blogrolling, extensive hyperlinking, and discussion threads attached not to pages but to content chunks within them. Reading and searching this world is significantly different from searching the entire Web world. Still, social software does not indicate a sharp break with the old but, rather, the gradual emergence of a new type of practice.
  • Rather than following the notion of the Web as book, they are predicated on microcontent. Blogs are about posts, not pages. Wikis are streams of conversation, revision, amendment, and truncation. Podcasts are shuttled between Web sites, RSS feeds, and diverse players. These content blocks can be saved, summarized, addressed, copied, quoted, and built into new projects. Browsers respond to this boom in microcontent with bookmarklets in toolbars, letting users fling something from one page into a Web service that yields up another page. AJAX-style pages feed content bits into pages without reloading them, like the frames of old but without such blatant seams. They combine the widely used, open XML standard with Java functions.3 Google Maps is a popular example of this, smoothly drawing directional information and satellite imagery down into a browser.
  • Web 2.0 builds on this original microcontent drive, with users developing Web content, often collaboratively and often open to the world.
  • openness remains a hallmark of this emergent movement, both ideologically and technologically.
  • Drawing on the “wisdom of crowds” argument, Web 2.0 services respond more deeply to users than Web 1.0 services. A leading form of this is a controversial new form of metadata, the folksonomy.
  • Third, people tend to tag socially. That is, they learn from other taggers and respond to other, published groups of tags, or “tagsets.”
  • First, users actually use tags.
  • Social bookmarking is one of the signature Web 2.0 categories, one that did not exist a few years ago and that is now represented by dozens of projects.
  • This is classic social software—and a rare case of people connecting through shared metadata.
  • RawSugar (http://www.rawsugar.com/) and several others expand user personalization. They can present a user’s picture, some background about the person, a feed of their interests, and so on, creating a broader base for bookmark publishing and sharing. This may extend the appeal of the practice to those who find the focus of del.icio.us too narrow. In this way too, a Web 2.0 project learns from others—here, blogs and social networking tools.
  • How can social bookmarking play a role in higher education? Pedagogical applications stem from their affordance of collaborative information discovery.
  • First, they act as an “outboard memory,” a location to store links that might be lost to time, scattered across different browser bookmark settings, or distributed in e-mails, printouts, and Web links. Second, finding people with related interests can magnify one’s work by learning from others or by leading to new collaborations. Third, the practice of user-created tagging can offer new perspectives on one’s research, as clusters of tags reveal patterns (or absences) not immediately visible by examining one of several URLs. Fourth, the ability to create multi-authored bookmark pages can be useful for team projects, as each member can upload resources discovered, no matter their location or timing. Tagging can then surface individual perspectives within the collective. Fifth, following a bookmark site gives insights into the owner’s (or owners’) research, which could play well in a classroom setting as an instructor tracks students’ progress. Students, in turn, can learn from their professor’s discoveries.
  • After e-mail lists, discussion forums, groupware, documents edited and exchanged between individuals, and blogs, perhaps the writing application most thoroughly grounded in social interaction is the wiki. Wiki pages allow users to quickly edit their content from within the browser window.11 They originally hit the Web in the late 1990s (another sign that Web 2.0 is emergent and historical, not a brand-new thing)
  • How do social writing platforms intersect with the world of higher education? They appear to be logistically useful tools for a variety of campus needs, from student group learning to faculty department work to staff collaborations. Pedagogically, one can imagine writing exercises based on these tools, building on the established body of collaborative composition practice. These services offer an alternative platform for peer editing, supporting the now-traditional elements of computer-mediated writing—asynchronous writing, groupwork for distributed members
  • Blogging has become, in many ways, the signature item of social software, being a form of digital writing that has grown rapidly into an influential force in many venues, both on- and off-line. One reason for the popularity of blogs is the way they embody the read/write Web notion. Readers can push back on a blog post by commenting on it. These comments are then addressable, forming new microcontent. Web services have grown up around blog comments, most recently in the form of aggregation tools, such as coComment (http://www.cocomment.com/). CoComment lets users keep track of their comments across myriad sites, via a tiny bookmarklet and a single Web page.
  • Technorati (http://technorati.com/) and IceRocket (http://icerocket.com/) head in the opposite direction of these sites, searching for who (usually a blogger) has recently linked to a specific item or site. Technorati is perhaps the most famous blog-search tool. Among other functions, it has emphasized tagging as part of search and discovery, recommending (and rewarding) users who add tags to their blog posts. Bloggers can register their site for free with Technorati; their posts will then be searchable by content and supplemental tags.
  • Many of these services allow users to save their searches as RSS feeds to be returned to and examined in an RSS reader, such as Bloglines (http://www.bloglines.com/) or NetNewsWire (http://ranchero.com/netnewswire/). This subtle ability is neatly recursive in Web 2.0 terms, since it lets users create microcontent (RSS search terms) about microcontent (blog posts). Being merely text strings, such search feeds are shareable in all sorts of ways, so one can imagine collaborative research projects based on growing swarms of these feeds—social bookmarking plus social search.
  • Students can search the blogosphere for political commentary, current cultural items, public developments in science, business news, and so on.
  • The ability to save and share a search, and in the case of PubSub, to literally search the future, lets students and faculty follow a search over time, perhaps across a span of weeks in a semester. As the live content changes, tools like Waypath’s topic stream, BlogPulse’s trend visualizations, or DayPop’s word generator let a student analyze how a story, topic, idea, or discussion changes over time. Furthermore, the social nature of these tools means that collaboration between classes, departments, campuses, or regions is easily supported. One could imagine faculty and students across the United States following, for example, the career of an Islamic feminist or the outcome of a genomic patent and discussing the issue through these and other Web 2.0 tools. Such a collaboration could, in turn, be discovered, followed, and perhaps joined by students and faculty around the world. Extending the image, one can imagine such a social research object becoming a learning object or an alternative to courseware.
  • A glance at Blogdex offers a rough snapshot of what the blogosphere is tending to pay attention to.
  • A closer look at an individual Blogdex result reveals the blogs that link to a story. As we saw with del.icio.us, this publication of interest allows the user to follow up on commentary, to see why those links are there, and to learn about those doing the linking. Once again, this is a service that connects people through shared interest in information.
  • The rich search possibilities opened up by these tools can further enhance the pedagogy of current events. A political science class could explore different views of a news story through traditional media using Google News, then from the world of blogs via Memeorandum. A history class could use Blogdex in an exercise in thinking about worldviews. There are also possibilities for a campus information environment. What would a student newspaper look like, for example, with a section based on the Digg approach or the OhmyNews structure? Thematizing these tools as objects for academic scrutiny, the operation and success of such projects is worthy of study in numerous disciplines, from communication to media studies, sociology to computer science.
  • At the same time, many services are hosted externally to academia. They are the creations of enthusiasts or business enterprises and do not necessarily embrace the culture of higher education.
  • Lawrence Lessig, J. D. Lasica, and others remind us that as tools get easier to use and practices become more widespread, it also becomes easier for average citizens to commit copyright violations.19
    • Barbara Lindsey
      Barbara Lindsey on 05 Sep 08
       
      Which is why he led the Creative Commons Movement and why he exhorts us to re-imagine copyright.
  • Web 2.0’s lowered barrier to entry may influence a variety of cultural forms with powerful implications for education, from storytelling to classroom teaching to individual learning. It is much simpler to set up a del.icio.us tag for a topic one wants to pursue or to spin off a blog or blog departmental topic than it is to physically meet co-learners and experts in a classroom or even to track down a professor. Starting a wiki-level text entry is far easier than beginning an article or book.
  • How can higher education respond, when it offers a complex, contradictory mix of openness and restriction, public engagement and cloistering?
  • Barbara Lindsey on 05 Sep 08
     
    Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies
Barbara Lindsey

Web 2.0 Storytelling: Emergence of a New Genre (EDUCAUSE Review) | EDUCAUSE - 2 views

www.educause.edu/...163262

storytelling digital web2.0

shared by Barbara Lindsey on 12 Mar 10 - Cached
  • A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that’s what a story used to be, and that’s how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      Do you agree with this statement?
    • loisramirez
      loisramirez on 17 Oct 11
       
      I also agree with the statement. A story in this age can take a life of it's own (or many, depending one the variations created), it allows a constant input by others and consequently the evolution of the text and the author as well.
  • To further define the term, we should begin by explaining what we mean by its first part: Web 2.0. Tim O'Reilly coined Web 2.0 in 2004,1 but the label remains difficult to acceptably define. For our present discussion, we will identify two essential features that are useful in distinguishing Web 2.0 projects and platforms from the rest of the web: microcontent and social media.2
  • creating a website through Web 2.0 tools is a radically different matter compared with the days of HTML hand-coding and of moving files with FTP clients.
  • ...44 more annotations...
  • out of those manifold ways of writing and showing have emerged new practices for telling stories.
  • Web 2.0 platforms are often structured to be organized around people rather than the traditional computer hierarchies of directory trees.
    • loisramirez
      loisramirez on 17 Oct 11
       
      I think this is a very important feature, since the web is not as static anymore and more people friendly, we as users feel more encourage to collaborate and create our own content.
  • Websites designed in the 1990s and later offered few connecting points for individuals, generally speaking, other than perhaps a guestbook or a link to an e-mail address. But Web 2.0 tools are built to combine microcontent from different users with a shared interest:
  • If readers closely examine a Web 2.0 project, they will find that it is often touched by multiple people, whether in the content creation or via associated comments or discussion areas. If they participate actively, by contributing content, we have what many call social media.
  • But Web 2.0's lowered bar to content creation, combined with increased social connectivity, ramps up the ease and number of such conversations, which are able to extend outside the bounds of a single environment.
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      Does the definition of Web 2.0 given in this article help you to better understand your experiences thus far in this course?
  • Another influential factor of Web 2.0 is findability: the use of comprehensive search tools that help story creators (and readers) quickly locate related micocontent with just a few keywords typed into a search field.
  • Social bookmarking and content tagging
  • the "art of conveying events in words, images, and sounds often by improvisation or embellishment."4 Annette Simmons sees the storyteller’s empathy and sensory detail as crucial to "the unique capability to tap into a complex situation we have all experienced and which we all recognize."5
    • loisramirez
      loisramirez on 17 Oct 11
       
      I also agree with this comment, something as simple as a keyword can trigger a memory and bring back information that we have learned.
  • Web 2.0 stories are often broader: they can represent history, fantasy, a presentation, a puzzle, a message, or something that blurs the boundaries of reality and fiction.
  • On one level, web users experienced a great deal of digital narratives created in non-web venues but published in HTML, such as embedded audio clips, streaming video, and animation through the Flash plug-in. On another level, they experienced stories using web pages as hypertext lexia, chunks of content connected by hyperlinks.
  • While HTML narratives continued to be produced, digital storytelling by video also began, drawing on groundbreaking video projects from the 1970s.
  • By the time of the emergence of blogs and YouTube as cultural media outlets, Tim O'Reilly's naming of Web 2.0, and the advent of social media, storytelling with digital tools had been at work for nearly a generation.
  • Starting from our definitions, we should expect Web 2.0 storytelling to consist of Web 2.0 practices.
  • In each of these cases, the relative ease of creating web content enabled social connections around and to story materials.
  • Web 2.0 creators have many options about the paths to set before their users. Web 2.0 storytelling can be fully hypertextual in its multilinearity. At any time, the audience can go out of the bounds of the story to research information (e.g., checking names in Google searches or looking for background information in Wikipedia).
  • User-generated content is a key element of Web 2.0 and can often enter into these stories. A reader can add content into story platforms directly: editing a wiki page, commenting on a post, replying in a Twitter feed, posting a video response in YouTube. Those interactions fold into the experience of the overall story from the perspective of subsequent readers.
  • On a less complex level, consider the 9th Btn Y & L War Diaries blog project, which posts diary entries from a World War I veteran. A June 2008 post (http://yldiaries.blogspot.com/2008_06_01_archive.html) contains a full wartime document, but the set of comments from others (seven, as of this writing) offer foreshadowing, explication of terms, and context.
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      Consider how these new media create rich dissertation and research opportunities.
  • As with the rest of Web 2.0, it is up to readers and viewers to analyze and interpret such content and usually to do so collaboratively.
  • At times, this distributed art form can range beyond the immediate control of a creator.
  • Creators can stage content from different sites.
  • Other forms leverage the Web 2.0 strategies of aggregating large amounts of microcontent and creatively selecting patterns out of an almost unfathomable volume of information.
  • The Twitter content form (140-character microstories) permits stories to be told in serialized portions spread over time.
    • loisramirez
      loisramirez on 17 Oct 11
       
      It is also a great way to practice not only creative writing but due to the 140 character limitation; this is a new challenge for a writer, how to say a lot in a just a few words.
  • It also poses several challenges: to what extent can we fragment (or ‘microchunk,’ in the latest parlance) literature before it becomes incoherent? How many media can literature be forced into—if, indeed, there is any limit?"
  • Facebook application that remixes photos drawn from Flickr (based on tags) with a set of texts that generate a dynamic graphic novel.
  • movie trailer recuts
  • At a different—perhaps meta—level, the boundaries of Web 2.0 stories are not necessarily clear. A story's boundaries are clear when it is self-contained, say in a DVD or XBox360 game. But can we know for sure that all the followers of a story's Twitter feed, for example, are people who are not involved directly in the project? Turning this question around, how do we know that we've taken the right measure of just how far a story goes, when we could be missing one character's blog or a setting description carefully maintained by the author on Wikipedia?
  • The Beast was described by its developer, Sean Stewart: “We would tell a story that was not bound by communication platform: it would come at you over the web, by email, via fax and phone and billboard and TV and newspaper, SMS and skywriting and smoke signals too if we could figure out how.
  • instead of telling a story, we would present the evidence of that story, and let the players tell it to themselves.”15
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      How might your students who come to your courses with these kinds of experiences impact the way you present your content?
  • In addition, the project served as an illustrative example of the fact that no one can know about all of the possible web tools that are available.
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      How might we address this conundrum?
  • web video storytelling, primarily through YouTube
  • Web 2.0 storytelling offers two main applications for colleges and universities: as composition platform and as curricular object.
  • Students can use blogs as character studies.
  • The reader is driven to read more, not only within the rest of that post but also across the other sites of the story: the archive of posts so far, the MySpace page, the resources copied and pointed to. Perhaps the reader ranges beyond the site, to the rest of the research world—maybe he or she even composes a response in some Web 2.0 venue.
  • Yet the blog form, which accentuates this narrative, is accessible to anyone with a browser. Examples like Project 1968 offer ready models for aspiring writers to learn from. Even though the purpose of Project 1968 is not immediately tied to a class, it is a fine example for all sorts of curricular instances, from history to political science, creative writing to gender studies, sociology to economics.
  • it’s worth remembering that using Web 2.0 storytelling is partly a matter of scale. Some projects can be Web 2.0 stories, while others integrate Web 2.0 storytelling practices.
  • Lecturers are familiar with telling stories as examples, as a way to get a subject across. They end discussions with a challenging question and create characters to embody parts of content (political actors, scientists, composite types). Imagine applying those habits to a class Twitter feed or Facebook group.
  • For narrative studies, Web 2.0 stories offer an unusual blend of formal features, from the blurry boundaries around each story to questions of chronology.
  • An epistolary novel, trial documents, a lab experiment, or a soldier's diaries—for example, WW1: Experiences of an English Soldier (http://wwar1.blogspot.com/)—come to life in this new format.
  • epigrams are well suited to being republished or published by microblogging tools, which focus the reader’s attention on these compressed phases. An example is the posting of Oscar Wilde’s Phrases and Philosophies for the Use of the Young (1894), on Twitter (http://twitter.com/oscarwilde). Other compressed forms of writing can be microblogged also, such as Félix Fénéon's Novels in Three Lines (1906), also on Twitter (http://twitter.com/novelsin3lines). As Dan Visel observed of the latter project: “Fénéon . . . was secretly a master of miniaturized text. . . . Fénéon's hypercompression lends itself to Twitter. In a book, these pieces don't quite have space to breathe; they're crowded by each other, and it's more difficult for the reader to savor them individually. As Twitter posts, they're perfectly self-contained, as they would have been when they appeared as feuilleton.”21
  • A publicly shared Web 2.0 story, created by students for a class, afterward becomes something that other students can explore. Put another way, this learning tool can produce materials that subsequently will be available as learning objects.
  • We expect to see new forms develop from older ones as this narrative world grows—even e-mail might become a new storytelling tool.22 Moreover, these storytelling strategies could be supplanted completely by some semantic platform currently under development. Large-scale gaming might become a more popular engine for content creation. And mobile devices could make microcontent the preferred way to experience digital stories.
  • perhaps the best approach for educators is simply to give Web 2.0 storytelling a try and see what happens. We invite you to jump down the rabbit hole. Add a photo to Flickr and use that as a writing prompt. Flesh out a character in Twitter. Follow a drama unfolding on YouTube. See how a wiki supports the gradual development of a setting. Then share with all of us what you have learned about this new way of telling, and listening to, stories.
  • The interwoven characters, relationships, settings, and scenes that result are the stuff of stories, regardless of how closely mapped onto reality they might be; this also distinguishes a Web 2.0 story from other blogging forms, such as political or project sites (except as satire or criticism!).
  • in sharp contrast to the singular flow of digital storytelling. In the latter form, authors create linear narratives, bound to the clear, unitary, and unidirectional timeline of the video format and the traditional story arc. Web 2.0 narratives can follow that timeline, and podcasts in particular must do so. But they can also link in multiple directions.
  • Barbara Lindsey on 12 Mar 10
     
    By Bryan Alexander and Alan Levine
Barbara Lindsey

Higher Education Reimagined With Online Courseware - Education Life - NYTimes.com - 0 views

www.nytimes.com/...18open-t.html

education higher online courses

shared by Barbara Lindsey on 20 Apr 10 - Cached
  • M.I.T. officials like to tell about an unsolicited comment they received one day about the online course “Introduction to Solid State Chemistry.” “I learned a LOT from these lectures and the other course material,” the comment said. “Thank you for having it online.” The officials did a double take. It was from Bill Gates. (Really.)
  • But just 9 percent of those who use M.I.T. OpenCourseWare are educators. Forty-two percent are students enrolled at other institutions, while another 43 percent are independent learners like Mr. Gates. Yale, which began putting free courses online just four years ago, is seeing similar proportions: 25 percent are students, a majority of them enrolled at Yale or prospective students; just 6 percent are educators; and 69 percent are independent learners.
  • Professor Shankar is working on his second semester of recorded videos, and says that the experience has improved his teaching.
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  • So Professor Shankar has begun inserting links to specific portions of Professor Lewin’s course, and, “since any mistake would affect larger numbers of students listening online,” he says, he thinks harder about every topic he teaches in the classroom.
  • His intense, animated ruminations — the title of his course is “Death” — have brought fan mail from Mexico, Iraq, Korea and China. Several months ago, he got a response from somebody suffering from a brain injury and who was using the lectures to exercise his mind. “I don’t think anyone knows what this will do to education 15 years from now,” Professor Kagan says. “But even if it does nothing more than that, that’s enough.”
  • The backers of free courseware acknowledge the benefit of self-enrichment. Still, they say they expect open education not only to expand access to information but also to lead to success in higher education, particularly among low-income students and those who are first in their family to go to college.
  • Carnegie Mellon’s Open Learning Initiative is working with teams of faculty members, researchers on learning and software engineers to develop e-courses designed to improve the educational experience.
  • Carnegie Mellon is working with community colleges to build four more courses, with the three-year goal of 25 percent more students passing when the class is bolstered by the online instruction.
  • The intended user is the beginning college student, whom Dr. Smith describes as “someone with limited prior knowledge in a college subject and with little or no experience in successfully directing his or her own learning.”
  • . “We now have the technology that enables us to go back to what we all know is the best educational experience: personalized, interactive engagement,” Dr. Smith says.
  • That won’t happen, and in the terms-of-use section of Open Yale Courses, the university makes that clear. Besides not granting degrees or certificates, open courses do not offer direct access to faculty. They, in other words, are strictly “for those who wish to learn,” as the Web site says. “Its purpose is not to duplicate a Yale education.”
  • Open courseware is a classic example of disruptive technology, which, loosely defined, is an innovation that comes along one day to change a product or service, often standing an industry on its head. Craigslist did this to newspapers by posting classified ads for free. And the music industry got blindsided when iTunes started unbundling songs from albums and selling them for 99 cents apiece.
  • Mr. Schonfeld sees still more potential in “unbundling” the four elements of educating: design of a course, delivery of that course, delivery of credit and delivery of a degree. “Traditionally, they’ve all lived in the same institutional setting.” Must all four continue to live together, or can one or more be outsourced?
  • P2PU’s mission isn’t to develop a model and stick with it. It is to “experiment and iterate,” says Ms. Paharia, the former executive director of Creative Commons. She likes to talk about signals, a concept borrowed from economics. “Having a degree is a signal,” she says. “It’s a signal to employers that you’ve passed a certain bar.” Here’s the radical part: Ms. Paharia doesn’t think degrees are necessary. P2PU is working to come up with alternative signals that indicate to potential employers that an individual is a good thinker and has the skills he or she claims to have — maybe a written report or an online portfolio.
  • David Wiley, associate professor of instructional psychology and technology at Brigham Young University, is an adviser to P2PU. For the past several years, he has been referring to “the disaggregation of higher education,” the breaking apart of university functions. Dr. Wiley says that models like P2PU address an important component missing from open courseware: human support. That is, when you have a question, whom can you ask? “No one gets all the way through a textbook without a dozen questions,” he says. “Who’s the T.A.? Where’s your study group?” “If you go to M.I.T. OpenCourseWare, there’s no way to find out who else is studying the same material and ask them for help,” he says. At P2PU, a “course organizer” leads the discussion but “you are working together with others, so when you have a question you can ask any of your peers. The core idea of P2PU is putting people together around these open courses.”
  • Mr. Reshef’s plan is to “take anyone, anyone whatsoever,” as long as they can pass an English orientation course and a course in basic computer skills, and have a high school diploma or equivalent. The nonprofit venture has accepted, and enrolled, 380 of 3,000 applicants, and is trying to raise funds through microphilanthropy — “$80 will send one student to UoPeople for a term” — through social networking.
  • Mr. Reshef has used $1 million of his own money to start the University of the People, which taps open courses that other universities have put online and relies on student interaction to guide learning; students even grade one another’s papers.
Barbara Lindsey

Twitter's role in Bangkok conflict unprecedented - The Globe and Mail - 0 views

www.theglobeandmail.com/...article1578064

twitter thailand

shared by Barbara Lindsey on 22 May 10 - Cached
  • “We all become our own news wire service, breaking stories and events instantly. Did [tweets from inside Wat Pathum] prevent a massacre? Maybe they did. Who knows?” wrote Andrew Spooner, a London-based journalist who waded deep into the Thailand story from afar, tweeting about events from a decidedly pro-Red Shirt perspective.
  • That partisanship was the ugly side of Twitter’s role in the Thai crisis. While the social networking site did perhaps save lives in a few specific instances, Twitter – and the opportunity it gives to instantly broadcast whatever is on your mind, often from behind a cloak of near-anonymity – also gave Thais and foreigners living here the chance to broadcast vitriolic, often hateful, thoughts to the world, raising the temperature inside this already volatile country and arguably helping nudge the situation toward its violent end.
  • “More people will die inside Wat Patum unless we get ceasefire to get to hospital across the road,” I added a few minutes later, as my desperation grew. Within minutes, my pleas had indeed been retweeted hundreds, maybe thousands of times, in English, Thai and other languages. They were posted on the websites of Britain’s The Guardian newspaper and other international media. People I knew only through Twitter started calling me to check on our situation. More helpfully, others started calling embassies, hospitals and the Thai government. Eighty minutes later, I was carrying stretchers out to a row of waiting ambulances. “Twitter may just have done this,” was my next update.
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  • “People were not really that interested in Twitter until Thaksin started using it,” said Ms. Poomjit, the Internet freedom activist. “He made it a trend.”
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