Group items tagged

It took digital-divide researchers a whole decade to figure out that the real issue is not so much about access to digital technology but about the benefits derived from access.

80/20 factor” (in which eighty percent of profit is made by serving the most affluent 20%) causes technology designers to work hard at creating "solutions" specifically for the affluent. The poor are ignored because market forces assume that designing solutions for them will not be profitable*. The result is that even where the poor are provided access to digital technology, it is low-quality and merely “localized” versions of products and services intended for the rich.

1) Closing the Digital Divide is a precondition for reducing poverty.

Movie poster slogan: Peer Review--Though it may check error, its terror is unchecked.

Overall, U.S. colleges and universities are only half way to realizing the 21st-century campus, a new survey suggests

In a recent survey on technology integration in higher education, community colleges actually scored slightly higher than four-year institutions.

U.S. colleges and universities are only half way to fulfilling their potential for 21st-century teaching and learning, according to CDW-G's "21st-Century Campus" report. Only a third of professors said technology is fully integrated into the higher-educational experience, and although 63 percent of students said they use technology to prepare for their classes, just 24 percent said they use it during class.

a panel of university professors has developed a "Code of Best Practices in Fair Use for Media Literacy Education."

The document clarifies how fair use applies to the most common situations where media-literacy educators make use of copyrighted materials in their work. It offers guidance for instructors so they can make informed fair-use judgments

Created though a partnership among the Media Education Lab at Temple University, the Center for Social Media at American University (AU), and AU's Washington College of Law, with funding from the MacArthur Foundation, the code identifies five principles of consensus about acceptable practices for the fair use of copyrighted materials, wherever and however it occurs: in K-12 schools, higher-education institutions, nonprofit groups that offer media-education programs for children and youth, and adult-education programs.

a pair of researchers hopes to give students a method for assessing the reliability of material they find on the internet, whether it's in Wikipedia articles, YouTube videos, or blogs.

The professors' published guideline is formatted as a matrix of questions aimed at helping students decipher what should be used in a research project and what should be ignored. The guide asks if sources are "continuously changeable through repeat performances or revisions," "reviewed by someone with authority or certification prior to publication," and "published and revised by the author." It also prompts students to question if the material was reviewed by other experts in the same profession.

the end goal is for students to learn how to analyze texts without "pigeonholing the material based on where it was found."

I would argue that postliteracy is a return to more natural forms of multisensory communication—speaking, storytelling, dialogue, debate, and dramatization. It is just now that these modes can be captured and stored digitally as easily as writing. Information, emotion, and persuasion may be even more powerfully conveyed in multimedia formats.

Libraries, especially those that serve children and young adults, need to acknowledge that society is becoming postliterate.

PL libraries budget, select, acquire, catalog, and circulate as many or more materials in nonprint formats as they do traditional print materials. The circulation policy for all materials, print and nonprint, is similar.2. PL libraries stock, without prejudice, age-appropriate graphic novels and audio books, both fiction and nonfiction, for informational and recreational use.3. PL libraries support gaming for instruction and recreation.4. PL libraries purchase high-value online information resources.5. PL libraries provide resources for patrons to create visual and auditory materials and promote the demonstration of learning and research through original video, audio, and graphics production. They also provide physical spaces for the presentation of these creations.6. PL libraries allow the use of personal communication devices (MP3 players, handhelds, laptops, etc.) and provide wireless network access for these devices.7. PL library programs teach the critical evaluation of nonprint information.8. PL library programs teach the skills necessary to produce effective communication in all formats.9. PL library programs accept and promote the use of nonprint resources as sources for research and problem-based assignments.10. PL librarians recognize the legitimacy of nonprint resources and promote their use without bias.

an anonymous Wikipedia user deleted 15 paragraphs from an article on e-voting machine-vendor Diebold, excising an entire section critical of the company's machines. While anonymous, such changes typically leave behind digital fingerprints offering hints about the contributor, such as the location of the computer used to make the edits.

the changes came from an IP address reserved for the corporate offices of Diebold itself.

offers users a searchable database that ties millions of anonymous Wikipedia edits to organizations where those edits apparently originated, by cross-referencing the edits with data on who owns the associated block of internet IP addresses.

ePortfolios are not a higher education application. It’s not a K-12 application. It’s a cultural application.

ePortfolios can authenticate what kind of work people do in between the times when they are at the community college studying formally. So, it bridges the gap between informal learning and formal learning

So universities—especially schools of education around the country—are rushing to implement ePortfolio systems so that they can do the kind of reporting the accrediting agencies are asking for.

The question I have been pondering lately is this: What role does a read-write web platform play in the dossier of an academic?

’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.

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,

The other benefit that comes out of that, especially with group work, is you can see what students are doing as they are doing it....

you know what is going on, and you can see from the interaction they are having and the contribution of material in the wiki.