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I'm So Totally, Digitally Close to You - Clive Thompson - NYTimes.com - 0 views
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“It’s just like living in a village, where it’s actually hard to lie because everybody knows the truth already,” Tufekci said. “The current generation is never unconnected. They’re never losing touch with their friends. So we’re going back to a more normal place, historically. If you look at human history, the idea that you would drift through life, going from new relation to new relation, that’s very new. It’s just the 20th century.”
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“If anything, it’s identity-constraining now,” Tufekci told me. “You can’t play with your identity if your audience is always checking up on you.
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Or, as Leisa Reichelt, a consultant in London who writes regularly about ambient tools, put it to me: “Can you imagine a Facebook for children in kindergarten, and they never lose touch with those kids for the rest of their lives? What’s that going to do to them?” Young people today are already developing an attitude toward their privacy that is simultaneously vigilant and laissez-faire. They curate their online personas as carefully as possible, knowing that everyone is watching — but they have also learned to shrug and accept the limits of what they can control.
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The iPad and Information's Third Age | Open Culture - 1 views
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Though the university initially fought its introduction, the printed textbook provided broad access to information that, for the first time, promised the possibility of universal education.
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A barrier of symbolic complexity emerged between people and information for one of the first times in history. And the superabundance of information created a world that by necessity had to be divided into smaller and smaller subsections for organizational reasons. As people began to feel increasingly disconnected from information and as its relational and contextual aspects began to fade, we saw a transformation in teaching and learning. Hands-on apprenticeships and small teacher/student cohorts began to disappear, replaced by teachers delivering carefully parsed and categorized information to “standardized” students, all while trapped in classrooms isolated from the world in order to limit “distraction.”
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It has become virtually impossible for a person to assess the quality, relevance, and usefulness of more information than she can process in a lifetime. And this is a problem that will only get worse as information continues to proliferate. But a quick look at popular technologies shows some of the ways people are working to address it. Social networking leverages selected communities to recommend books, restaurants, and movies. Context- and location-aware applications help focus search results and eliminate extraneous complexity. And customization and personalization allow people to create informational spaces that limit the intrusion of informational chaos.
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News: The Mobile Campus - Inside Higher Ed - 0 views
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Powell’s experiment, however, demonstrates the current limitations of Abilene Christian’s mobile learning study. Because the experiment took place on such a small scale, the margins of error were sometimes as high as 13 points, making it impossible to render statistically significant findings.
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Although the university plans to saturate the 4,000-student campus with iPhones and iPod Touches by the fourth year of the study (giving them out to each incoming class), even then it will be difficult to extract good data, said Perkins, the lead researcher. “We could do this study for 10 years, and then maybe we could talk about statistical significance,” he said. “That’s just simply a function of the sample size.” In order to generate data that would comment widely on the uses and effectiveness of mobile technology on campuses, Perkins added, the study would have to partner with other institutions.
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Since not all the students could necessarily afford AT&T service plans for their iPhones, and U.S. tax law would not permit the university to subsidize service plans for its students, Abilene Christian offered students the alternative of an iPod Touch — a device that shares many of the iPhone’s functions, but requires a wireless network to support Web-surfing.
'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,
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
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various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
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the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
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Half of U.S. Adults Use Social Media - 0 views
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Half of U.S. adults use social media.
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Combined
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n the 18-34 year-old demographic
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Print: The Chronicle: 6/15/2007: The New Metrics of Scholarly Authority - 0 views
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Web 2.0 is all about responding to abundance, which is a shift of profound significance.
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Chefs simply couldn't exist in a world of universal scarcity
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When the system of scholarly communications was dependent on the physical movement of information goods, we did business in an era of information scarcity. As we become dependent on the digital movement of information goods, we find ourselves entering an era of information abundance. In the process, we are witnessing a radical shift in how we establish authority, significance, and even scholarly validity. That has major implications for, in particular, the humanities and social sciences.
2010 Horizon Report » One Year or Less: Mobile Computing - 0 views
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In the developed world, mobile computing has become an indispensable part of day-to-day life in the workforce, and a key driver is the increasing ease and speed with which it is possible to access the Internet from virtually anywhere in the world via the ever-expanding cellular network.
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The mobile market today has nearly 4 billion subscribers, more than two-thirds of whom live in developing countries.
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These mobile computing tools have become accepted aids in daily life, giving us on-the-go access to tools for business, video/audio capture and basic editing, sensing and measurement, geolocation, social networking, personal productivity, references, just-in-time learning — indeed, virtually anything that can be done on a desktop.
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Confessions of a Podcast Junkie: A Student Perspective (EDUCAUSE Review) | EDUCAUSE - 3 views
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My experience in creating podcasts came through much nobler endeavors. It began with a research project in the working-class neighborhoods of North Belfast and a frustrated conversation over pints in a pub. I was on a research high after an interview with two women of very different political backgrounds. They were friends, brought together by the work of a local nonprofit, and their mutual admiration shone from the lightning-fast banter that they tossed back and forth throughout the interview. It was clear to me that they were a perfect example of a friendship from different sides of the political divide. But my friend at the pub just couldn't get it. He suggested that their friendship might be contrived, a mere show for my benefit, or that if real, it didn't mean as much as I thought. Exasperated, I pulled out my recorder and played the conversation back to him. As their Belfast accents filled up our corner booth, I could see his posture slacken and the battle turn my way. In that moment, I decided that only a podcast could finish telling my story. Over the next months, armed with just an MP3 player and some freeware suggested by a friend, I worked to piece together the story of North Belfast through interviews, conversations, and the sounds of the streets. The result was crude, elementary, and slightly difficult to listen to. But I was hooked.
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Student Use (and Misuse) of Podcast Technology
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In fact, the iPod topped the list of the most "in" things on campus in 2006, according to Student Monitor's Lifestyle & Media Study.
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How many in our class own an iPod? Other mp3 player?
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I don't have any of them, but after studying and teaching in an American university , I feel it is one of the important things that I have to own!!
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I own an iPod touch and I believe my cellphone is also part mp3 player
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I have 2
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I have a mp3 player, not an iPod and, anyway, I do not see why iPods are so popular...
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I own an iPod but I never use it!
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I don't have an IPod
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You made very interesting comments, Inas! Congratulations!!
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I own one but have yet to use it! :(
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Mine doesn't really work since I put it in the laundry. But I never used it much anyway because it's not compatible with .flac files.
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"Besides the entertainment value, Westfall and Finnegan say that the podcasts were especially useful for reviewing material. They used the podcasts as refreshers throughout the semester and during exam time. In addition, creating a segment meant that they had to brush up on their own knowledge of the subject."
Web 2.0 Storytelling: Emergence of a New Genre (EDUCAUSE Review) | EDUCAUSE - 2 views
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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.
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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
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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.
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Apple's iPhone OS 4.0: What Will It Mean for Mobile Learning? by Bill Brandon : Learni... - 0 views
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This has pretty exciting possibilities for Webinar/virtual classroom applications. The demo this morning was Skype. Until now, if you weren’t running Skype in the foreground on your iPhone, you couldn’t receive calls, and if you left the Skype app during a call, the call would disconnect. Now even when the phone is locked, you will still be able to receive Skype calls. When the phone is asleep or when the user is running other apps, VoIP apps can receive calls. When you send Skype to the background, incoming call invites will appear as the standard iPhone/iPod notification. Clicking the answer button brings the Skype app back. One question in the backchat during the presentation was whether there might be a new iPhone coming with a front-facing camera for such calls, but this went unanswered.
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The new OS, in the background, will use cell towers to detect the phone’s location, in order to minimize power demands. The primary use of this service will be for turn-by-turn navigation. The secondary use will be to support social networking apps, such as Loopt. The OS has privacy protection for this service. An indicator on the status bar lets the user know when an app is using his or her location. The user can enable and disable location use by individual apps. This service could be useful for “location-based learning.”
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Users can read books on any device (iPhone/iPod Touch/iPad). The books sync between devices, so that a user can stop reading a book on one device, then open it on another, and at the same place. This could be extremely handy for textbook use.
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Virtual and Artificial, but 58,000 Want Course - NYTimes.com - 0 views
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The rapid increase in the availability of high-bandwidth Internet service, coupled with a wide array of interactive software, has touched off a new wave of experimentation in education.
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Dr. Widom said she had recorded her video lectures during the summer and would use classroom sessions to work with smaller groups of students on projects that might be competitive and to bring in people from the industry to give special lectures. Unlike the A.I. course, this one will compare online students with one another and not with the Stanford students.
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In place of office hours, they will use the Google moderator service, software that will allow students to vote on the best questions for the professors to respond to in an online chat and possibly video format. They are considering ways to personalize the exams to minimize cheating.
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