Forget E-Books: The Future of the Book Is Far More Interesting | The Penenberg Post | F... - 0 views
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But technology marches on through predictable patterns of development, with the initial form of a new technology mirroring what came before, until innovation and consumer demand drive it far beyond initial incremental improvements. We are on the verge of re-imagining the book and transforming it something far beyond mere words.
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Like early filmmakers, some of us will seek new ways to express ourselves through multimedia. Instead of stagnant words on a page we will layer video throughout the text, add photos, hyperlink material, engage social networks of readers who will add their own videos, photos, and wikified information so that these multimedia books become living, breathing, works of art. They will exist on the Web and be ported over to any and all mobil devices that can handle multimedia, laptops, netbooks, and beyond.
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where there's chaos, there's opportunity
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But technology marches on through predictable patterns of development, with the initial form of a new technology mirroring what came before, until innovation and consumer demand drive it far beyond initial incremental improvements. We are on the verge of re-imagining the book and transforming it something far beyond mere words.
Global Voices Online » Brazil: Socio-digital Inclusion through the Lan House... - 0 views
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The photo and caption above illustrate the “Lan House Revolution” taking place right now in Brazil.
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The concept of the LAN arrived in Brazil in 1998 but it had been previously observed only in the rich Brazilian neighborhoods.
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Harvard University Library : Publications : News : 9/1/09 - 0 views
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Non-faculty researchers and students are already afforded deposit privileges, and DASH will eventually have collection spaces for each of the 10 schools at Harvard.
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a pro-open-access policy with an "opt out" clause.
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Each Faculty member grants to the President and Fellows of Harvard College permission to make available his or her scholarly articles and to exercise the copyright in those articles. In legal terms, the permission granted by each Faculty member is a nonexclusive, irrevocable, paid-up, worldwide license to exercise any and all rights under copyright relating to each of his or her scholarly articles, in any medium, and to authorize others to do the same, provided that the articles are not sold for a profit.
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read-write web vs. academic publishing « an academic at work - 1 views
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The question I have been pondering lately is this: What role does a read-write web platform play in the dossier of an academic?
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’ve been truly fortunate to have had a paper accepted by the official journal of the American Council for Foreign Language Educators, which has a circulation of approximately 10,000 subscriptions in membership and also has found in approximately 1000 libraries.
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Now, let’s turn to the world of the read-write web. Perhaps I wouldn’t be able to determine with certainty how many people read it, but I could see how many views my article gets,
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The Bamboo Project Blog: Some Video Advice from Two Companies On Using Online Communiti... - 0 views
A Vision of Students Today (& What Teachers Must Do) | Britannica Blog - 0 views
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My teaching assistants consoled me by noting that students have learned that they can “get by” without paying attention in their classes. Perhaps feeling a bit encouraged by my look of incredulity, my TA’s continued with a long list of other activities students have learned that they can “get by” without doing. Studying, taking notes, reading the textbook, and coming to class topped the list. It wasn’t the list that impressed me. It was the unquestioned assumption that “getting by” is the name of the game. Our students are so alienated by education that they are trying to sneak right past it.
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Last year’s U.S. Professor of the Year, Chris Sorensen, began his acceptance speech by announcing, “I hate school.” The crowd, made up largely of other outstanding faculty, overwhelmingly agreed. And yet he went on to speak with passionate conviction about his love of learning and the desire to spread that love. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning.
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Despite my role in the production of the video, and the thousands of comments supporting it, I recently came to view the video with a sense of uneasiness and even incredulity. Surely it can’t be as bad as the video seems to suggest, I thought. I started wrestling with these doubts over the summer as I fondly recalled the powerful learning experiences I had shared with my students the previous year. By the end of the summer I had become convinced that the video was over the top, that things were really not so bad, that the system is not as broken as I thought, and we should all just stop worrying and get on with our teaching.
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My teaching assistants consoled me by noting that students have learned that they can "get by" without paying attention in their classes. Perhaps feeling a bit encouraged by my look of incredulity, my TA's continued with a long list of other activities students have learned that they can "get by" without doing. Studying, taking notes, reading the textbook, and coming to class topped the list. It wasn't the list that impressed me. It was the unquestioned assumption that "getting by" is the name of the game. Our students are so alienated by education that they are trying to sneak right past it.
The Rise of Twitter as a Platform for Serious Discourse - ReadWriteWeb - 0 views
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captured the imagination and become a new hybrid of chat, social networking and blogging."
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Twitter
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Twitter
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Fluid Learning | the human network - 0 views
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There must be a point to the exercise, some reason that makes all the technology worthwhile. That search for a point – a search we are still mostly engaged in – will determine whether these computers are meaningful to the educational process, or if they are an impediment to learning.
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What’s most interesting about the computer is how it puts paid to all of our cherished fantasies of control. The computer – or, most specifically, the global Internet connected to it – is ultimately disruptive, not just to the classroom learning experience, but to the entire rationale of the classroom, the school, the institution of learning. And if you believe this to be hyperbolic, this story will help to convince you.
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A student about to attend university in the United States can check out all of her potential instructors before she signs up for a single class. She can choose to take classes only with those instructors who have received the best ratings – or, rather more perversely, only with those instructors known to be easy graders. The student is now wholly in control of her educational opportunities, going in eyes wide open, fully cognizant of what to expect before the first day of class.
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Edge: NEWSPAPERS AND THINKING THE UNTHINKABLE By Clay Shirky - 0 views
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When someone demands to know how we are going to replace newspapers, they are really demanding to be told that we are not living through a revolution. They are demanding to be told that old systems won't break before new systems are in place. They are demanding to be told that ancient social bargains aren't in peril, that core institutions will be spared, that new methods of spreading information will improve previous practice rather than upending it. They are demanding to be lied to.
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If you want to know why newspapers are in such trouble, the most salient fact is this: Printing presses are terrifically expensive to set up and to run. This bit of economics, normal since Gutenberg, limits competition while creating positive returns to scale for the press owner, a happy pair of economic effects that feed on each other.
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The expense of printing created an environment where Wal-Mart was willing to subsidize the Baghdad bureau.
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"Revolutions create a curious inversion of perception. In ordinary times, people who do no more than describe the world around them are seen as pragmatists, while those who imagine fabulous alternative futures are viewed as radicals. The last couple of decades haven't been ordinary, however. Inside the papers, the pragmatists were the ones simply looking out the window and noticing that the real world was increasingly resembling the unthinkable scenario."
Why Indie Directors Are Releasing Movies Online - For Free - TIME - 0 views
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So Vuorensola took matters into his own hands: he used a Finnish social networking site to build up an online fan base who contributed to the storyline, made props and even offered their acting skills. In return for the help, Vuorensola released Star Wreck in 2005 online for free. Seven hundred thousand copies were downloaded in the first week alone; to date, the total has now reached 9 million.
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"Whether it's through piracy or distribution your film is out there on the Internet, so we decided to harness this."
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"I have my blog, but I essentially gave the film to the audience and they ran with it," Paley says. "It wasn't self-distribution, it was audience distribution."
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Why Indie Directors Are Releasing Movies Online -- For Free - Yahoo! News - 0 views
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"What I have learned is that the more freely you show the film, the more audiences will buy the DVD and surrounding merchandise," she says. "
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And in May, documentary filmmaker Franny Armstrong launched a website called www.indiescreenings.net, where people can buy a license and then screen her climate-change documentary, The Age of Stupid. Armstrong incentivizes buyers by allowing them to keep any profits from ticket sales.
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So Vuorensola took matters into his own hands: he used a Finnish social networking site to build up an online fan base who contributed to the storyline, made props and even offered their acting skills. In return for the help, Vuorensola released Star Wreck in 2005 online for free. Seven hundred thousand copies were downloaded in the first week alone; to date, the total has now reached 9 million.
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Technology in the Middle » Blog Archive » In the Classroom: Global Collaboration - 0 views
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Technology also determined how the project would end. Considering I was using the internet for overseas contact, I decided to look domestically for the conclusion. As a result of just a few minutes effort using emails I found three US museums (see below) who agreed to take our class interview projects for safe keeping in their archives. I was overwhelmed by the interest in our work and was amazed when the US National WWII Museum in New Orleans asked to have us provide links and information for their website. In conclusion, some simple email and wiki-site contact with a handful of schools brought the WWII period to life for Midwestern students in the US like nothing else could have.
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Poland offered vivid stories and images of invasion, concentration camps, and families torn apart, and my students were able examine perspectives that were not to be found in our text book.
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After blanketing the world with polite requests for collaboration things began shaping up. My 6th graders were set to work with schools in Turkey, Lebanon, and Morocco. My 7th graders were set to work with schools in Germany, Denmark, Japan, the Philippines, and most importantly Junior High #4 in Poland.
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