Group items tagged

Delicious is the Rome, Jerusalem, and Paris of my existence as an academic these days. It's where I make my friends, how I get the news, and where I go to trade. All this from a little server that does nothing but share bookmarks in public.

I've been building a taxonomy -- the way some people use wikis, the way my boyfriend uses that utterly cool personal software, "the brain;" the way my father uses his vertical file, the way my DC friends use their rolodexes -- so I sort out all the information I take in, annexing technology to memory, sorting factoids and spare threads and notable evidence in neat, interlocking piles where I can find information again, draw connections, and create new connections.

The forty American history students I teach are instructed to go to my delicious page for writing help, research help, maps, and images relating to the class.

According to new research released this week by the University of Wisconsin-Madison involving about 7,500 undergraduate and graduate students, an overwhelming 82 percent of students said they would prefer courses that offer online lectures over traditional classes that do not include an online lecture component. The researchers also pointed out the implications for these findings extend well beyond the classroom.

When asked why they prefer courses that offer streaming lectures online, most students cited making up for missed classes, convenience, improving retention of materials covered, improving test scores, and help with material review prior to class.

72 percent of higher education professionals indicated that, as of mid-August, their institutions did not have any kind of formal intellectual property policy in place to deal with captured lectures or other learning materials placed online, according to one of our informal online polls.

A new report by Josh Bernoff of Forrester Research states that usage of social technologies increased markedly in 2008: three in four US online adults now use social tools to connect with each, up from 56% in 2007. According to the report, the largest growth came from ratings and reviews, "voting" on websites, and user-generated video. Blogging and tagging were also popular.

Forrester has come up with different categories of social media usage (see image below). It claims that Creators are still growing slowly (it's now 21%), but "Critics" have increased more (to 37%). Critics are defined as people who post online reviews and comments. Collectors are at 19%, Joiners 35% and unsurprisingly "Spectators" are the biggest group with 69% of US online adults 'consuming' social media.

As report author Josh Bernoff notes in a blog post, the growth in consumption of online content is mostly coming from older people: "social activity is way up among 35-to-44 year-olds, especially when it comes to joining social networks and reading and reacting to content. Even among 45-to-54 year-olds, 68% are now Spectators, 24% are Joiners, and only 28% are Inactives."

St Johns Grammar is encouraging mobiles as part of an Australian-first trial to promote the benefits of mobile technology in increasing fluency in foreign languages.

The Year 10 students, studying Indonesian, are given a mobile each which they use to call up an automated service that guides them through a menu. They choose from conversations about booking a hotel to a menu and are prompted to go through the details in Indonesian. Their answers are uploaded on to a website and get marked on their use of the language.

unique trial by the the Government's Le@rning Federation's Mobile Applications for Language Learning project.

With tens of millions of people blogging all over the planet, how do you avoid being overwhelmed by the information overload? How do you figure out who are the most influential or respected and credible bloggers or podcasters in any given country, especially those outside your own?

These amazing people are bloggers who live in various countries around the world. We have invited them as contributors or hired them as editors because they understand the context and relevance of information, views, and analysis being posted every day from their countries and regions on blogs, podcasts, photo sharing sites, videoblogs - and other kinds of online citizen media. They are helping us to make sense of it all, and to highlight things that bloggers are saying which mainstream media may not be reporting

At a time when the international English-language media ignores many things that are important to large numbers of the world’s citizens, Global Voices aims to redress some of the inequities in media attention by leveraging the power of citizens’ media. We’re using a wide variety of technologies - weblogs, podcasts, photos, video, wikis, tags, aggregators and online chats - to call attention to conversations and points of view that we hope will help shed new light on the nature of our interconnected world. We aim to do the following:

Over the next few years I discovered that cell phones have the potential to be the ultimate data collection tools for students. Typical data collection devices, such as video camcorders, digital cameras, MP3 recorders and student response systems, often cost hundreds if not thousands of dollars. Many schools cannot afford such luxuries. While educators struggle to give students access to the latest educational technology, they overlook the fact that many secondary students already own an all-in-one data collection tool — their cell phones.

If we want to improve learning ~today~, we have to meet learners where they are ~today~. And today and for the foreseeable future the overwhelming majority of learners will be going to schools and universities where their teachers will adopt textbooks based on things like the name recognition of the author(s), the quality of the textbook, supporting instructional materials like test item banks and PPT notes, and the availability (and marketing!) of review copies.

having said that, there are some additional, very practical benefits of an open textbook for the faculty member who has to make the adoption decision. For example, when the license and the technology allow the faculty member to remove chapters from the book, change the order of chapters in the book, or even edit chapters in the book directly (e.g., adding locally relevant examples) BEFORE her/his students ever see the books online or in print, this gives the faculty member much greater control over the instructional experience. Most faculty members couldn’t care less about “open” for openness sake, but give them greater control over the instructional experience, and suddenly openness is translated into a concrete benefit - a difference beyond “openness for openness sake.”

The Plus in our CC By-NC-SA Plus will indeed be More Permissions - it will grant blanket permissions for anyone and everyone to make Commercial Use of FWK-published textbook materials in the context of the FWK Marketplace. The Marketplace will be an area of the FWK site where people can post and sell their own study guides, audio chapters, flash cards, videos, case studies, and other study materials related to FWK textbooks at whatever price they set (of course, they can alternately choose to openly license the things they put in the Marketplace, too). The Marketplace will be an “eBay for study materials,” and like eBay when somone sells material through the Marketplace, a small portion of the sale will come back to FWK and be shared with the textbook author whose work has been derived from or augmented by the new material.

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.

Universities are inherently conservative organizations. Perhaps Clark Kerr said it best when, after witnessing 20 years of social upheaval, he described universities’ deeply-rooted tendency toward stasis. In The Uses of the University, written in 1982 when he was chancellor of the University of California at Berkeley, he wrote: “About 85 institutions in the Western world established by 1500 still exist in recognizable forms, with similar functions and unbroken histories, including the Catholic church, the Parliaments of the Isle of Man, of Iceland, and of Great Britain, several Swiss cantons, and 70 universities. Kings that rule, feudal lords with vassals, and guilds with monopolies are all gone. These seventy universities, however, are still in the same locations with some of the same buildings, with professors and students doing much the same things, and with governance carried on in much the same ways.”

A decade after the birth of the commercial Internet, a specter began to haunt the hallowed ivory halls of the university campus (and much else around the globe). The DNA of the Internet respects no boundaries, has little use for hierarchy, and flaunts the communication paradigm in which every message needs to have a messenger.

In the gold rush that followed the birth of modern computing, universities were among the few institutions to serve as checks on software companies’ attempts at control. Colleges around the globe invested in standards-based technologies and open-source solutions to prevent domination by any one entity.