I would add that in soundflower you should set the buffer to 64. It was at 512 as a default.
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open thinking » How to Stream Skype to Ustream (Mac) - 0 views
Digital Ethnography » Blog Archive » How to get students to find and read 94 ... - 1 views
Google For Educators - Web Search - 0 views
The reverse argument for virtual worlds in the enterprise : The Metaverse Journal - Vir... - 0 views
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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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Any genuine solution will have to address the problems of the current informational age — and it will need to continue answering the problems of the previous informational ages. From what I’ve seen, Apple’s new iPad is the first device to promise this (even if that promise isn’t yet fully realized). That is what makes it such a compelling candidate to be the first platform that serves true digital books.
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Books that are static, don’t allow customization, don’t connect with other information on the device, and don’t leverage social connectivity aren’t the future, no matter how sophisticated the device that serves them. They’re simply the past repackaged.
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Given what I’ve seen of its features and approaches, the iPad shows the promise to engender such a change, though much development will have to take place for it to realize its potential. Nonetheless, the innovation it offers in three critical areas is especially compelling: accessibility, participation, and customization. Central to all three of these is the fact that the iPad is not a single-use, standalone device; it’s a powerful, converged platform with robust development tools and capabilities.
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I would argue that the key accessibility feature of the iPad is its apparent “lack” of an interface (a feature Apple’s marketing is working hard to underscore). Unlike all of the other similar devices (including those running Apple’s standard OS), which require users to learn to negotiate complex symbolic interfaces — files, folders, hierarchies, toolbars, navigational buttons — the iPad limits or even eliminates these in favor of touch, an approach intuitive even to those too young to read.
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The collapsing of symbolic complexity into the simplicity of touch enables participation by new groups of people — even relative technophobes — and this mirrors the increased accessibility offered by Gutenberg’s revolution while lowering the barrier characteristic of most recent technologies.
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For those interested in culture and creativity, this is an exciting prospect.
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In Gutenberg’s case, the increase in accessibility led to a dramatic increase in cultural participation, and this is another way the iPad differentiates itself from many of its peer devices.
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Put in the hands of readers and students, the robust capabilities of its new version of iWork, combined with access to the complete range of apps on the App Store and an entirely new generation of native apps, the iPad could provide access to professional-quality creative tools that empower a new set of participants
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the iPad’s blend of social and contextual technologies and its ease of customization offer useful ways for the device to help users sort, focus, and control the information around them. The iPad’s networking capabilities, linked to a new generation of digital books, could help people discover both new texts and the members of a discussion group who could help them process what they’re reading. Combined with a portable format that allows readers to carry their books into various contexts, this could be incredibly powerful. One imagines, for example, a field-guide to forests linked to live discussion partners, allowing a reader to discover the forest in a new and engaging way that offers the advantages of both the first and second informational ages. Yet this sort of capability also reveals an area where the iPad falls surprisingly short: its lack of a camera (let alone two, one forward and one backward facing) means the device has limited capabilities for interesting emerging technologies like augmented reality — a staple of recently-developed apps. In terms of future eBooks, a volume of Hemingway that could alert readers that they were only two blocks from the café Les Deux Magots, for example, and offer an augmented tour of the place or that could direct the reader of Brontë to a moor would be transformational indeed. Perhaps we’ll see such capabilities on iPad 2.0.
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2010 Horizon Report » Electronic Books - 0 views
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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.
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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.
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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.
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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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the notion of open content is to take advantage of the Internet as a global dissemination platform for collective knowledge and wisdom, and to design learning experiences that maximize the use of it.
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The role of open content producers has evolved as well, away from the idea of authoritative repositories of content and towards the broader notion of content being both free and ubiquitous.
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schools like Tufts University (and many others) now consider making their course materials available to the public a social responsibility.
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Many believe that reward structures that support the sharing of work in progress, ongoing research, highly collaborative projects, and a broad view of what constitutes scholarly publication are key challenges that institutions need to solve.
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learning to find useful resources within a given discipline, assess the quality of content available, and repurpose them in support of a learning or research objective are in and of themselves valuable skills for any emerging scholar, and many adherents of open content list that aspect among the reasons they support the use of shareable materials.
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Open content shifts the learning equation in a number of interesting ways; the most important is that its use promotes a set of skills that are critical in maintaining currency in any discipline — the ability to find, evaluate, and put new information to use.
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Communities of practice and learning communities have formed around open content in a great many disciplines, and provide practitioners and independent learners alike an avenue for continuing education.
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Art History. Smarthistory, an open educational resource dedicated to the study of art, seeks to replace traditional art history textbooks with an interactive, well-organized website. Search by time period, style, or artist (http://smarthistory.org).
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American Literature before 1860 http://enh241.wetpaint.com Students in this course, held at Mesa Community College, contribute to the open course material as part of their research. MCC also features a number of lectures on YouTube (see http://www.youtube.com/user/mesacc#p/p).
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Carnegie Mellon University’s Open Learning Initiative http://oli.web.cmu.edu/openlearning/ The Open Learning Initiative offers instructor-led and self-paced courses; any instructor may teach with the materials, regardless of affiliation. In addition, the courses include student assessment and intelligent tutoring capability.
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Connexions http://cnx.org Connexions offers small modules of information and encourages users to piece together these chunks to meet their individual needs.
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eScholarship: University of California http://escholarship.org/about_escholarship.html eScholarship provides peer review and publishing for scholarly articles, books, and papers, using an open content model. The service also includes tools for dissemination and research.
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MIT OpenCourseWare http://ocw.mit.edu The Massachusetts Institute of Technology publishes lectures and materials from most of its undergraduate and graduate courses online, where they are freely available for self-study.
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Open.Michigan’s dScribe Project https://open.umich.edu/projects/oer.php The University of Michigan’s Open.Michigan initiative houses several open content projects. One, dScribe, is a student-centered approach to creating open content. Students work with faculty to select and vet resources, easing the staffing and cost burden of content creation while involving the students in developing materials for themselves and their peers.
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Center for Social Media Publishes New Code of Best Practices in OCW http://criticalcommons.org/blog/content/center-for-social-media-publishes-new-code-of-best-practices-in-ocw (Critical Commons, 25 October 2009.) The advocacy group Critical Commons seeks to promote the use of media in open educational resources. Their Code of Best Practices in Fair Use for OpenCourseWare is a guide for content developers who want to include fair-use material in their offerings.
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Flat World Knowledge: A Disruptive Business Model http://industry.bnet.com/media/10003790/flat-world-knowledge-a-disruptive-business-model/ (David Weir, BNET, 20 August 2009.) Flat World Knowledge is enjoying rapid growth, from 1,000 students in the spring of 2009 to 40,000 in the fall semester using their materials. The company’s business model pays a higher royalty percentage to textbook authors and charges students a great deal less than traditional publishers.
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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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For many people all over the world, but especially in developing countries, mobiles are increasingly the access point not only for common tools and communications, but also for information of all kinds, training materials, and more.
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At Franklin & Marshall College, sixteen faculty in the year-long mLearning Pilot Project are using iPod Touches to explore ways mobile computing can be used in teaching, learning, and research in disciplines like history, psychology, religious studies, world languages, government, classics, and more.
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students noted increased time spent accessing course materials as well as higher levels of collaboration with classmates.
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San Francisco Museum of Modern Art Mobile Tours http://www.sfmoma.org/events/1556
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2010 Horizon Report » The Horizon Project - 0 views
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ongoing series of conversations and dialogs with hundreds of technology professionals, campus technologists, faculty leaders from colleges and universities, and representatives of leading corporations from more than two dozen countries. In each of the past six years, these conversations have resulted in the publication each January of a report focused on emerging technologies relevant to higher education.
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When the cycle starts, little is known, or even can be known, about the appropriateness or efficacy of many of the emerging technologies for these purposes, as the Horizon Project expressly focuses on technologies not currently in widespread use in academe. In a typical year, 75 or more of these technologies may be identified for further investigation; for the 2010 report, more than 110 were considered
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By engaging a wide community of interested parties, and diligently searching the Internet and other sources, enough information is gathered early in the process to allow the members of the Advisory Board to form an understanding of how each of the discovered technologies might be in use in settings outside of academe, to develop a sense of the potential the technology may have for higher education settings, and to envision applications of the technology for teaching, learning, and creative inquiry. The findings are discussed in a variety of settings — with faculty, industry experts, campus technologists, and of course, the Horizon Advisory Board. Of particular interest to the Advisory Board every year is finding educational applications for these technologies that may not be intuitive or obvious.
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ncreasingly the Horizon Project is a global effort. Each year at least a third of the members of the advisory board represent countries outside of North America.
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Each Horizon Report is produced over a period of just a few months so that the information is timely and relevant.
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2010 Horizon Report » Technologies to Watch - 0 views
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The near-term horizon assumes the likelihood of entry into the mainstream for institutions within the next twelve months; the mid-term horizon, within two to three years; and the far-term, within four to five years. It should be noted that the Horizon Report is not a predictive tool. It is meant, rather, to highlight emerging technologies with considerable potential for our focus areas of teaching, learning, and creative inquiry.
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virtually all higher education students carry some form of mobile device, and the cellular network that supports their connectivity continues to grow. An increasing number of faculty and instructional technology staff are experimenting with the possibilities for collaboration and communication offered by mobile computing. Devices from smart phones to netbooks are portable tools for productivity, learning, and communication, offering an increasing range of activities fully supported by applications designed especially for mobiles.
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Far more than a collection of free online course materials, the open content movement is a response to the rising costs of education, the desire for access to learning in areas where such access is difficult, and an expression of student choice about when and how to learn.
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Already in the mainstream of consumer use, electronic books are appearing on campuses with increasing frequency.
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applications for laptops and smart phones overlay digital information onto the physical world quickly and easily.
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Devices that are controlled by natural movements of the finger, hand, arm, and body are becoming more common. Game companies in particular are exploring the potential offered by consoles that require no handheld controller, but instead recognize and interpret body motions.
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Visual data analysis is an emerging field, a blend of statistics, data mining, and visualization, that promises to make it possible for anyone to sift through, display, and understand complex concepts and relationships.
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2010 Horizon Report » Critical Challenges - 0 views
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In a 2007 report, the American Association of Colleges and Universities recommended strongly that emerging technologies be employed by students in order for them to gain experience in “research, experimentation, problem-based learning, and other forms of creative work,” particularly in their chosen fields of study.
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New scholarly forms of authoring, publishing, and researching continue to emerge but appropriate metrics for evaluating them increasingly and far too often lag behind. Citation-based metrics, to pick one example, are hard to apply to research based in social media. New forms of peer review and approval, such as reader ratings, inclusion in and mention by influential blogs, tagging, incoming links, and retweeting, are arising from the natural actions of the global community of educators, with increasingly relevant and interesting results. These forms of scholarly corroboration are not yet well understood by mainstream faculty and academic decision makers, creating a gap between what is possible and what is acceptable.
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despite the widespread agreement on its importance, training in digital literacy skills and techniques is rare in teacher education programs. In higher education, formal training is virtually non-existent.
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This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.
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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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2010 Horizon Report » Executive Summary - 0 views
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The annual Horizon Report describes the continuing work of the New Media Consortium’s Horizon Project, a qualitative research project established in 2002 that identifies and describes emerging technologies likely to have a large impact on teaching, learning, or creative inquiry on college and university campuses within the next five years.
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six emerging technologies or practices are described that are likely to enter mainstream use on campuses within three adoption horizons spread over the next one to five years.
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In the seven years that the Horizon Project has been underway, more than 400 leaders in the fields of business, industry, technology, and education have contributed to this long-running primary research effort. They have drawn on a comprehensive body of published resources, current research and practice, their own considerable expertise, and the expertise of the NMC and ELI communities to identify technologies and practices that are beginning to appear on campuses or are likely to be adopted in the next few years.
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Each topic is introduced with an overview that describes what it is, followed by a discussion of the particular relevance of the topic to education, creativity, or research. Examples of how the technology is being, or could be applied to those activities are given. Finally, each section closes with an annotated list of suggested readings and additional examples that expand on the discussion in the report and a link to the tagged resources collected during the research process
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The annual Horizon Report describes the continuing work of the New Media Consortium's Horizon Project, a qualitative research project established in 2002 that identifies and describes emerging technologies likely to have a large impact on teaching, learning, or creative inquiry on college and university campuses within the next five years.
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Opportunities for Creating the Future of Learning - 2020 Forecast: Creating the Future ... - 0 views
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The globalization of open learning systems characterized by cooperative resource creation, evaluation, and sharing will change how educational institutions view their roles and will offer new forms of value in the global learning ecosystem. Education institutions will no longer be exclusive agents of coordination, service provision, quality assurance, performance assessment, or support. In fact, other players might be more equipped to provide these functions in the distributed ecosystem.
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Authority will be a hotly contested resource, and there will be the potential for conflict and distrust.
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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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communities will become the world’s classrooms. Learning geographies will diversify as some communities become learning deserts barren of learning resources, while others become oases teeming with dynamic learning ecosystems.
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These new dimensions of learning geographies will require new core skills. Among them will be navigating new visual cartographies, identifying learning resources in previously unexpected places, leveraging networks to take advantage of learning opportunities, and creating flexible educational infrastructures that can make use of dispersed community resources.
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