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."
Garr Reynolds/Presentations - 0 views
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you have to think very hard about what to include and what can be left out.
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essence
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teachingwithFlickr - home - 0 views
Social Media in Africa, Part 2: Mobile Innovations - ReadWriteWeb - 1 views
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social media technology conference PICNIC2008
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conference featured prolific social entrepreneurs and technology developers from around the world who offered insight into various projects from the African continent.
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Africa is unique in that it seems to have bypassed the same era of community infrastructure building that has occurred in developed nations around the world.
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Wiki:interactive media resources | Social Media CoLab - 0 views
CollaborativeBook - home - 0 views
Education/EduCourse/Announcement - MozillaWiki - 0 views
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The Mozilla Foundation, in collaboration with ccLearn/Creative Commons and the Peer 2 Peer University, launches a practical online seminar on open education. This six week course is targeted at educators who will gain basic skills in open licensing, open technology, and open pedagogy; work on prototypes of innovative open education projects; and get input from some of the world leading innovators along the way.
Technology: The Wrong Questions and the Right Questions | Education | Change.org - 0 views
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we have to create engagement which works educationally for more than 25% of students, precisely because we have to work against the dominant culture - "math is hard," "history is stupid," "languages are un-necessary." And we need to do that using the efficiencies of contemporary technologies.
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So tech, in my view, increases factual knowledge. It also allows a constant check of that knowledge. Math facts may stay fairly stable, but not the nations of Europe. Biological knowledge, chemical knowledge, changes constantly. We obviously need both, but a memorizer is not a person with a trustable education. A "finder" may be.
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the best thing we will have done for our children (and future generations) is to have fully engaged them in empowered learning, building relationships and thinking creatively - and right now technology is one of the tools that facilitates that kind of education, so we need to use it! http://www.iwasthinking.ca/2008/10/09/its-not-about-the-technology/
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Cognitive Surplus: The Great Spare-Time Revolution | Magazine - 0 views
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Somehow, watching television became a part-time job for every citizen in the developed world. But once we stop thinking of all that time as individual minutes to be whiled away and start thinking of it as a social asset that can be harnessed, it all looks very different. The buildup of this free time among the world’s educated population—maybe a trillion hours per year—is a new resource. It’s what I refer to as the cognitive surplus.
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Shirky:
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Pink: A surplus that post-TV media—blogs, wikis, and Twitter—can tap for other, often more valuable, uses.
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jlwagner / MoreThanWordles - 0 views
it-iisd.wikispaces.com - home - 0 views
Seeds to Success with Skype - 0 views
21stcenturylearning - home - 0 views
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