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Barbara Lindsey

Dr. Mashup; or, Why Educators Should Learn to Stop Worrying and Love the Remix (EDUCAUS... - 0 views

  • Remix is the reworking or adaptation of an existing work. The remix may be subtle, or it may completely redefine how the work comes across. It may add elements from other works, but generally efforts are focused on creating an alternate version of the original. A mashup, on the other hand, involves the combination of two or more works that may be very different from one another. In this article, I will apply these terms both to content remixes and mashups, which originated as a music form but now could describe the mixing of any number of digital media sources, and to data mashups, which combine the data and functionalities of two or more Web applications.
  • Electronic transmission has already inspired a new concept of multiple-authorship responsibility in which the specific concepts of the composer, the performer, and, indeed, the consumer overlap. . . . In fact, implicit in electronic culture is an acceptance of the idea of multilevel participation in the creative process.2
  • It is common to assume that remakes or reworkings are inherently lesser forms of creation than something that is "original" and that free reuse somehow degrades the value of the source. Modern copyright law and the intense social stigma associated with a term such as plagiarism speak to such assumptions.
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  • In his recent Harper's article "The Ecstasy of Influence," the novelist Jonathan Lethem imaginatively reviews the history of appropriation and recasts it as essential to the act of creation.3
  • He asserts that visual, sound, and text collage "might be called the art form of the twentieth century, never mind the twenty-first."
  • Lethem concludes: "Finding one's voice isn't just an emptying and purifying oneself of the words of others but an adopting and embracing of filiations, communities, and discourses."
  • It's no mere coincidence that the rise of modernist genres using collage techniques and more fragmented structures accompanied the emergence of photography and audio recording. Reading Walter Benjamin's highly influential 1936 essay "The Work of Art in the Age of Mechanical Reproduction,"4 it's clear that the profound effects of reproductive technology were obvious at that time. As Gould argued in 1964 (influenced by theorists such as Marshall McLuhan5), changes in how art is produced, distributed, and consumed in the electronic age have deep effects on the character of the art itself.
  • The result has been a flood of work created by largely anonymous media artists who are reimagining the iconography of popular culture, unearthing forgotten artifacts and contextualizing them anew. One only has to spend an hour surfing YouTube.com to get a sense of the subversive fun being had by hundreds of thousands of culture mashers.6
  • he statement "users will never add metadata" was becoming a mantra at gatherings of increasingly frustrated learning object promoters (again, I was often present) and when most learning object repositories were floundering, resource-sharing services such as del.icio.us and Flickr were enjoying phenomenal growth, with their user communities eagerly contributing heaps of useful metadata via simple folksonomy-oriented tagging systems.
  • Educators might justifiably argue that their materials are more authoritative, reliable, and instructionally sound than those found on the wider Web, but those materials are effectively rendered invisible and inaccessible if they are locked inside course management systems.
  • It's a dirty but open secret that many courses in private environments use copyrighted third-party materials in a way that pushes the limits of fair use—third-party IP is a big reason why many courses cannot easily be made open.
  • Pageflakes (http://www.pageflakes.com/), another RSS-based personal portal, supports a number of education-specific templates for tracking grades and displaying class schedules along with resources; pages with such sensitive information can also be made private.13
  • nother Pipe that Hirst has created is the "OpenLearn Unit Outlinks Search Hub Pipe," which extracts "all the outgoing links from a course unit, then feeds these into a Yahoo Search pipe, which uses the domains as search limits for the search."20 In other words, this Pipe can create a filtered search of trusted domains that are relevant to a particular course, and the filtered search will adjust automatically as new links are added to the course materials. Of course, this added functionality requires open content and a reusable data format in order to work properly.
  • If the course unit in question is locked away in a course management system behind a password firewall, Pipes cannot access the data required to create the customized search. As with content remixing, open access to materials is not just a matter of some charitable impulse to share knowledge with the world; it is a core requirement for participating in some of the most exciting and innovative activity on the Web.
  • . Working with the Scottish students they could then find out the stories behind these artefacts and create a Google Map which tracks these stories geographically, historically and anecdotally."21
  • All too often, college and university administrators react to this type of innovation with suspicion and outright hostility rather than cooperation. Witness the recent case at Harvard, where students, frustrated with the quality of the official institutional Web portal, decided to build their own portal, entitled Crimson Connect (http://www.crimsonconnect.com/), using RSS feeds and, for the most part, existing free software tools. University officials responded by demanding the removal of material that had been syndicated from password-protected course pages.25
  • those of us in higher education who observe the successful practices in the wider Web world have an obligation to consider and discuss how we might apply these lessons in our own contexts. We might ask if the content we presently lock down could be made public with a license specifying reasonable terms for reuse. When choosing a content management system, we might consider how well it supports RSS syndication.
  • Two of my favorite YouTube clips are the remix of The Shining's trailer (http://www.youtube.com/watch?v=iVjl7gK4HGU) and the mashup of the original Star Trek TV series with a Monty Python song (http://www.youtube.com/watch?v=eEnyT0_BjxA). These two videos themselves illustrate the difference between a remix and a mashup.
Barbara Lindsey

MIT Faculty Adopt Open Access Policy for Scholarly Articles -- Campus Technology - 0 views

  • MIT's faculty members last week decided on a new policy to make all of their scholarly articles available free to the public online.
  • Faculty members voted unanimously to adopt the new policy, which is in effect now.
  • "The vote is a signal to the world that we speak in a unified voice; that what we value is the free flow of ideas,"
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  • MIT said it expects "potentially thousands of papers published by MIT faculty each year will be added to DSpace and made freely available on the web and accessible through search engines such as Google."
  • "In the quest for higher profits, publishers have lost sight of the values of the academy. This will allow authors to advance research and education by making their research available to the world."
  • This resolution changes that by creating a role in the publishing process for the faculty as a whole, not just as isolated individuals."
Barbara Lindsey

Tweeting the terror: How social media reacted to Mumbai - CNN.com - 0 views

  • One tweet from "Dupree" appeared to be coming from inside one of the hotels: "Mumbai terrorists are asking hotel reception for rooms of American citizens and holding them hostage on one floor." A group of Mumbai-based bloggers turned their Metroblog into a news wire service, while the blog MumbaiHelp offered to help users get through to their family and friends in the city, or to get information about them, and has had a number of successes. Flickr also proved a useful source of haunting images chronicling the aftermath of the attacks. Journalist Vinukumar Ranganathan's stream of photos were published by CNN and other major broadcasters. iReport.com: Are you there? Share your photos, videos and stories A Google Map showing the key locations and buildings with links to news stories and eyewitness accounts, and CNN's iReporters flooded the site with their videos and images of the terror attacks.
  • However, as is the case with such widespread dissemination of information, a vast number of the posts on Twitter amounted to unsubstantiated rumors and wild inaccuracies. For example, a rumor that the Indian government was asking tweeters to stop live updates to avoid compromising its security efforts was published and republished on the site.
  • As blogger Tim Mallon put it, "I started to see and (sic) ugly side to Twitter, far from being a crowd-sourced version of the news it was actually an incoherent, rumour-fueled mob operating in a mad echo chamber of tweets, re-tweets and re-re-tweets.
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  • What is clear that although Twitter remains a useful tool for mobilizing efforts and gaining eyewitness accounts during a disaster, the sourcing of most of the news cannot be trusted. A quick trawl through the enormous numbers of tweets showed that most were sourced from mainstream media. Someone tweets a news headline, their friends see it and retweet, prompting an endless circle of recycled information
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    Neha Viswanathan, a former regional editor for Southeast Asia and a volunteer at Global Voices, told CNN, "Even before I actually heard of it on the news I saw stuff about this on Twitter.
Barbara Lindsey

AFP: State Department revamps website in Web 2.0 push - 0 views

  • Public diplomacy is changing so rapidly because of digital media," she said. "You need the tools to communicate constantly in an increasingly interconnected world with 24/7 news feeds, constantly updated blogs, and of course, viral video."
  • "This redesigned website and the redesigned blog, DipNote, both aim to employ the practices of 21st Century statecraft; to educate, listen, learn and engage," Dowd said.
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    Many institutions of of higher ed would do well to consider this approach...
Barbara Lindsey

Overstream -- Add text to google and youtube videos - 0 views

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    Thanks to Russell Tar for the find.
Barbara Lindsey

EduTechie.com - 0 views

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    Blog by Instructional Technologist at U of N. Carolina at Chapel Hill.
Barbara Lindsey

Epic 2014 & Epic 2015 - Museum of Media History - 0 views

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    Who are these people? Not impressed with this video. Better to have some rationale for it creation, documentation for assertions and venue for others to comment and discuss.
Barbara Lindsey

Thirty-Eight Interesting Ways* to use Wordle in the Classroom - 0 views

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    Another of Tom Barrett's great applied examples.
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