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Theron DesRosier

We Are Media » About Project Background - 0 views

www.wearemedia.org/About+Project+Background

university 2.0 community service

shared by Theron DesRosier on 07 Nov 08 - No Cached
  • The We Are Media Project is a community of people from nonprofits who are interested in learning and teaching about how social media strategies and tools can enable nonprofit organizations to create, compile, and distribute their stories and change the world. Curated by NTEN, the community will work in a networked way to help identify the best existing resources, people, and case studies that will give nonprofit organizations the knowledge and resources they need to be the media. The community will help identify and point to the best how-to guides and useful resources that cover all aspects of creating, aggregating, and distributing social media. The resulting curriculum which will live on this wiki and will also cover important organizational adoption issues, strategy, ROI analysis, as well as the tools.
  • Theron DesRosier on 07 Nov 08
     
    The We Are Media Project is a community of people from nonprofits who are interested in learning and teaching about how social media strategies and tools can enable nonprofit organizations to create, compile, and distribute their stories and change the world.\nCurated by NTEN, the community will work in a networked way to help identify the best existing resources, people, and case studies that will give nonprofit organizations the knowledge and resources they need to be the media. The community will help identify and point to the best how-to guides and useful resources that cover all aspects of creating, aggregating, and distributing social media. The resulting curriculum which will live on this wiki and will also cover important organizational adoption issues, strategy, ROI analysis, as well as the tools.
  • Theron DesRosier on 14 Nov 08
     
    Thanks Stephen, great bookmark. We are thinking about Change.gov right now. Wondering how we make it less broadcast and more 2.0.
Nils Peterson

The Web Is Dead. Long Live the Internet | Magazine - 0 views

www.wired.com/...1

shared by Nils Peterson on 18 Aug 10 - Cached
  • Milner sounds more like a traditional media mogul than a Web entrepreneur. But that’s exactly the point. If we’re moving away from the open Web, it’s at least in part because of the rising dominance of businesspeople more inclined to think in the all-or-nothing terms of traditional media than in the come-one-come-all collectivist utopianism of the Web. This is not just natural maturation but in many ways the result of a competing idea — one that rejects the Web’s ethic, technology, and business models. The control the Web took from the vertically integrated, top-down media world can, with a little rethinking of the nature and the use of the Internet, be taken back. This development — a familiar historical march, both feudal and corporate, in which the less powerful are sapped of their reason for being by the better resourced, organized, and efficient — is perhaps the rudest shock possible to the leveled, porous, low-barrier-to-entry ethos of the Internet Age. After all, this is a battle that seemed fought and won — not just toppling newspapers and music labels but also AOL and Prodigy and anyone who built a business on the idea that a curated experience would beat out the flexibility and freedom of the Web.
    • Nils Peterson
      Nils Peterson on 18 Aug 10
       
      An interesting perspective, goes along with another piece I diigoed in Educause Review that was exploring the turning of the tide against EduPunk. What is problematic with the graphic at the lead of this article is that it does not account for the volume of traffic, its all scaled to 100%. So while web's market share is falling as a percent of total packets, and video market share is growing, its not clear that web use (esp for tasks related to learning) is declining.
  • You wake up and check your email on your bedside iPad — that’s one app. During breakfast you browse Facebook, Twitter, and The New York Times — three more apps. On the way to the office, you listen to a podcast on your smartphone. Another app. At work, you scroll through RSS feeds in a reader and have Skype and IM conversations. More apps. At the end of the day, you come home, make dinner while listening to Pandora, play some games on Xbox Live, and watch a movie on Netflix’s streaming service. You’ve spent the day on the Internet — but not on the Web. And you are not alone.
  • This is not a trivial distinction. Over the past few years, one of the most important shifts in the digital world has been the move from the wide-open Web to semiclosed platforms that use the Internet for transport but not the browser for display.
  • ...3 more annotations...
  • A decade ago, the ascent of the Web browser as the center of the computing world appeared inevitable. It seemed just a matter of time before the Web replaced PC application software
  • But there has always been an alternative path, one that saw the Web as a worthy tool but not the whole toolkit. In 1997, Wired published a now-infamous “Push!” cover story, which suggested that it was time to “kiss your browser goodbye.”
  • “Sure, we’ll always have Web pages. We still have postcards and telegrams, don’t we? But the center of interactive media — increasingly, the center of gravity of all media — is moving to a post-HTML environment,” we promised nearly a decade and half ago. The examples of the time were a bit silly — a “3-D furry-muckers VR space” and “headlines sent to a pager” — but the point was altogether prescient: a glimpse of the machine-to-machine future that would be less about browsing and more about getting.
    • Nils Peterson
      Nils Peterson on 18 Aug 10
       
      While the mode is different, does that mean that the independent creation of content and the peer-communities go away because the browser does? Perhaps, because the app is a mechanism to monetize and control content and interaction.
Theron DesRosier

Find Your social media - 0 views

gov2social.cloudapp.net

social networking politics

shared by Theron DesRosier on 29 Apr 10 - Cached
  • State and local governments: Showcase your social media adoption and see what your peers are doing. Government and elected officials: Promote your social media activities and increase your followers. Citizens: Get connected with your local government officials and activities.  Get started now by searching for your city, your state, your county, or a government official!
  • Theron DesRosier on 29 Apr 10
     
    Use this to find social media links to city, state, county, or a government officials.
Peggy Collins

The enterprise implications of Google Wave | Enterprise Web 2.0 | ZDNet.com - 1 views

blogs.zdnet.com/Hinchcliffe

wave collaboration google

shared by Peggy Collins on 01 Oct 09 - Cached
  • Peggy Collins on 01 Oct 09
     
    "What Google has done with the Wave protocol is essentially create a new kind of social media format that is distinctively different from blogs, wikis, activity streams, RSS, or most familiar online communication models except possibly IM. Both blogs and wikis were created in the era of page-oriented Web applications and haven't changed much since. In contrast, Google Wave is designed for real-time participation and editing of shared conversations and documents and is more akin to the simultaneous multiuser experience of Google Docs than with traditional blogs and wiki editing. Though Google is sometimes criticized for missing the social aspect of the Web, that is patently not the case with waves, which are fundamentally social in nature. Participants can be added in real-time, new conversations forked off (via private replies), social media sharing is assumed to be the norm, and connection with a user's contextual server-side data is also a core feature including location, search, and more. The result is stored in a persistent document known as a wave, access to which can be embedded anywhere that HTML can be embedded, whether that's a Web page or an enterprise portal. Users can then discover and interact with the wave, joining the conversation, adding more information, etc. Google has also leveraged its investments in Google Gadgets and OpenSocial, two key technologies for spreading online services beyond the original boundaries of the sites they came from. All in all, Google Wave is a smart and well-constructed bundle of collaborative capabilities with many of the modern sensibilities we've come to expect in the Web 2.0 era including an acutely social nature, rapid interaction, and community-based technology."
Theron DesRosier

Wired Campus: Electronic Portfolios: a Path to the Future of Learning - Chron... - 0 views

chronicle.com/...path-to-the-future-of-learning

wsuctlt in the news eportfolio

shared by Theron DesRosier on 18 Mar 09 - Cached
  • Theron DesRosier on 18 Mar 09
     
    irst, ePortfolios can integrate student learning in an expanded range of media, literacies, and viable intellectual work. As the robust ePortfolio projects at Washington State, Clemson, and Pennsylvania State Universities illustrate, ePortfolios enable students to collect work and reflections on their learning through text, imagery, and multimedia artifacts. Given that we are already living in a culture where visual communication is as influential as written text, the ability to represent learning through integrated media will be essential.
Theron DesRosier

University of the people - 0 views

mashable.com/...education-social-media

education future social eLearning

shared by Theron DesRosier on 27 Jul 09 - Cached
  • One vision for the school of the future comes from the United Nations. Founded this year by the UN’s Global Alliance for Information and Communication Technology and Development (GAID), the University of the People is a not-for-profit institution that aims to offer higher education opportunities to people who generally couldn’t afford it by leveraging social media technologies and ideas. The school is a one hundred percent online institution, and utilizes open source courseware and peer-to-peer learning to deliver information to students without charging tuition. There are some costs, however. Students must pay an application fee (though the idea is to accept everyone who applies that has a high school diploma and speaks English), and when they’re ready, students must pay to take tests, which they are required to pass in order to continue their education. All fees are set on a sliding scale based on the student’s country of origin, and never exceed $100.
  • Theron DesRosier on 27 Jul 09
     
    "One vision for the school of the future comes from the United Nations. Founded this year by the UN's Global Alliance for Information and Communication Technology and Development (GAID), the University of the People is a not-for-profit institution that aims to offer higher education opportunities to people who generally couldn't afford it by leveraging social media technologies and ideas. All fees are set on a sliding scale based on the student's country of origin, and never exceed $100. "
Theron DesRosier

HOW TO 2008: How To Do Almost Anything With Social Media - 0 views

mashable.com/...how-to-2008

web2.0 tutorials socialnetworking howto google

shared by Theron DesRosier on 02 Jan 09 - Cached
  • Theron DesRosier on 02 Jan 09
     
    HOW TO 2008: How To Do Almost Anything With Social Media
Theron DesRosier

techPresident - Daily Digest: Did the Internet Matter? - 0 views

www.techpresident.com/...digest_did_the_internet_matter

techpresident politics 2.0

shared by Theron DesRosier on 01 Dec 08 - Cached
  • "Does the Internet Matter?": That's the title of a new report out from Temple University's Institute for Business and Information Technology. Making use of some techPresident data, Temple's Sunil Wattal, David Schuff, and Munir Mandviwalla considered how social media in particular shaped the '08 presidential primaries. Their conclusion? While YouTube and MySpace may help lesser-known candidates find footing, only blogs seem to correlate with boosts in Gallup poll numbers. ( You might notice that the report requires a password, but we've got one for you: "templeowls.")
  • Theron DesRosier on 01 Dec 08
     
    From the Techapresident post: "Does the Internet Matter?": That's the title of a new report out from Temple University's Institute for Business and Information Technology. Making use of some techPresident data, Temple's Sunil Wattal, David Schuff, and Munir Mandviwalla considered how social media in particular shaped the '08 presidential primaries. Their conclusion? While YouTube and MySpace may help lesser-known candidates find footing, only blogs seem to correlate with boosts in Gallup poll numbers. ( You might notice that the report requires a password, but we've got one for you: "templeowls.")
Theron DesRosier

Is New Media Incompatable with Schooling?: Henry Jenkins Interviews Rich Halverson (Par... - 2 views

henryjenkins.org/...terview_with_rich_halvers.html

halverson jenkins education

shared by Theron DesRosier on 01 Apr 10 - Cached
  • Theron DesRosier on 01 Apr 10
     
    Jenkins interviews Halverson about his new book "Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America." "The authors offer sage new proposals for how we might deal with the apparent tensions and incompatabilities between education as it has been conducted in this country and the new media landscape as it is lived beyond the schoolhouse gates."
Peggy Collins

FERPA and social media - 1 views

www.facultyfocus.com/...ferpa-and-social-media

higher_education web2.0

shared by Peggy Collins on 07 Feb 11 - No Cached
  • Peggy Collins on 07 Feb 11
     
    FERPA is one of the most misunderstood regulations in education. It is commonly assumed that FERPA requires all student coursework to be kept private at all times, and thus prevents the use of social media in the classroom, but this is wrong. FERPA does not prevent instructors from assigning students to create public content as part of their course requirements. If it did, then video documentaries produced in a communications class and shown on TV or the Web, or public art shows of student work from an art class, would be illegal. As one higher education lawyer put it
Corinna Lo

Statistics Show Social Media Is Bigger Than You Think « Socialnomics - Social... - 0 views

socialnomics.net/...media-is-bigger-than-you-think

social_networking stats

shared by Corinna Lo on 25 Aug 09 - Cached
  • Corinna Lo on 25 Aug 09
     
    "People care more about how their social graph ranks products and services than how Google ranks them." "We no longer search for the news, the news finds us... "
Gary Brown

Op-Ed Contributor - Mind Over Mass Media - NYTimes.com - 5 views

www.nytimes.com/...11Pinker.html

learning media

shared by Gary Brown on 11 Jun 10 - Cached
  • Gary Brown on 11 Jun 10
     
    Pinker sets the record straight, and we encounter these concerns regularly in our work. A good resource.
Matthew Tedder

Post Mortem For A Dead Newspaper | Techdirt - 1 views

techdirt.com/...1900266400.shtml

education new media social media

shared by Matthew Tedder on 02 Oct 09 - Cached
  • Matthew Tedder on 02 Oct 09
     
    Not education per se, but certainly educational.
Gary Brown

Views: The White Noise of Accountability - Inside Higher Ed - 2 views

www.insidehighered.com/...adelman

accountability

shared by Gary Brown on 06 Aug 10 - Cached
  • We don’t really know what we are saying
  • “In education, accountability usually means holding colleges accountable for the learning outcomes produced.” One hopes Burck Smith, whose paper containing this sentence was delivered at an American Enterprise Institute conference last November, held a firm tongue-in-cheek with the core phrase.
  • Our adventure through these questions is designed as a prodding to all who use the term to tell us what they are talking about before they otherwise simply echo the white noise.
  • ...20 more annotations...
  • when our students attend three or four schools, the subject of these sentences is considerably weakened in terms of what happens to those students.
  • Who or what is one accountable to?
  • For what?
  • Why that particular “what” -- and not another “what”?
  • To what extent is the relationship reciprocal? Are there rewards and/or sanctions inherent in the relationship? How continuous is the relationship?
  • In the Socratic moral universe, one is simultaneously witness and judge. The Greek syneidesis (“conscience” and “consciousness”) means to know something with, so to know oneself with oneself becomes an obligation of institutions and systems -- to themselves.
  • Obligation becomes self-reflexive.
  • There are no external authorities here. We offer, we accept, we provide evidence, we judge. There is nothing wrong with this: it is indispensable, reflective self-knowledge. And provided we judge without excuses, we hold to this Socratic moral framework. As Peter Ewell has noted, the information produced under this rubric, particularly in the matter of student learning, is “part of our accountability to ourselves.”
  • But is this “accountability” as the rhetoric of higher education uses the white noise -- or something else?
  • in response to shrill calls for “accountability,” U.S. higher education has placed all its eggs in the Socratic basket, but in a way that leaves the basket half-empty. It functions as the witness, providing enormous amounts of information, but does not judge that information.
  • Every single “best practice” cited by Aldeman and Carey is subject to measurement: labor market histories of graduates, ratios of resource commitment to various student outcomes, proportion of students in learning communities or taking capstone courses, publicly-posted NSSE results, undergraduate research participation, space utilization rates, licensing income, faculty patents, volume of non-institutional visitors to art exhibits, etc. etc. There’s nothing wrong with any of these, but they all wind up as measurements, each at a different concentric circle of putatively engaged acceptees of a unilateral contract to provide evidence. By the time one plows through Aldeman and Carey’s banquet, one is measuring everything that moves -- and even some things that don’t.
  • Sorry, but basic capacity facts mean that consumers cannot vote with their feet in higher education.
  • If we glossed the Socratic notion on provision-of-information, the purpose is self-improvement, not comparison. The market approach to accountability implicitly seeks to beat Socrates by holding that I cannot serve as both witness and judge of my own actions unless the behavior of others is also on the table. The self shrinks: others define the reference points. “Accountability” is about comparison and competition, and an institution’s obligations are only to collect and make public those metrics that allow comparison and competition. As for who judges the competition, we have a range of amorphous publics and imagined authorities.
  • There are no formal agreements here: this is not a contract, it is not a warranty, it is not a regulatory relationship. It isn’t even an issue of becoming a Socratic self-witness and judge. It is, instead, a case in which one set of parties, concentrated in places of power, asks another set of parties, diffuse and diverse, “to disclose more and more about academic results,” with the second set of parties responding in their own terms and formulations. The environment itself determines behavior.
  • Ewell is right about the rules of the information game in this environment: when the provider is the institution, it will shape information “to look as good as possible, regardless of the underlying performance.”
  • U.S. News & World Report’s rankings
  • The messengers become self-appointed arbiters of performance, establishing themselves as the second party to which institutions and aggregates of institutions become “accountable.” Can we honestly say that the implicit obligation of feeding these arbiters constitutes “accountability”?
  • But if the issue is student learning, there is nothing wrong with -- and a good deal to be said for -- posting public examples of comprehensive examinations, summative projects, capstone course papers, etc. within the information environment, and doing so irrespective of anyone requesting such evidence of the distribution of knowledge and skills. Yes, institutions will pick what makes them look good, but if the public products resemble AAC&U’s “Our Students’ Best Work” project, they set off peer pressure for self-improvement and very concrete disclosure. The other prominent media messengers simply don’t engage in constructive communication of this type.
  • Ironically, a “market” in the loudest voices, the flashiest media productions, and the weightiest panels of glitterati has emerged to declare judgment on institutional performance in an age when student behavior has diluted the very notion of an “institution” of higher education. The best we can say is that this environment casts nothing but fog over the specific relationships, responsibilities, and obligations that should be inherent in something we call “accountability.” Perhaps it is about time that we defined these components and their interactions with persuasive clarity. I hope that this essay will invite readers to do so.
  • Clifford Adelman is senior associate at the Institute for Higher Education Policy. The analysis and opinions expressed in this essay are those of the author, and do not necessarily represent the positions or opinions of the institute, nor should any such representation be inferred.
  • Gary Brown on 06 Aug 10
     
    Perhaps the most important piece I've read recently. Yes must be our answer to Adelman's last challenge: It is time for us to disseminate what and why we do what we do.
Kimberly Green

Movie Clips and Copyright - 0 views

www.insidehighered.com/...copyright

assessment teaching

shared by Kimberly Green on 28 Jul 10 - Cached
  • Kimberly Green on 28 Jul 10
     
    Video clips -- sometimes the copyright question comes up, so this green light is good news. Video clips may lend themselves to scenario-based assessments -- instead of reading a long article, students could look at a digitally presented case to analyze and critique -- might open up a lot of possibilities for assessment activities. a latest round of rule changes, issued Monday by the U.S. Copyright Office, dealing with what is legal and what is not as far as decrypting and repurposing copyrighted content. One change in particular is making waves in academe: an exemption that allows professors in all fields and "film and media studies students" to hack encrypted DVD content and clip "short portions" into documentary films and "non-commercial videos." (The agency does not define "short portions.") This means that any professors can legally extract movie clips and incorporate them into lectures, as long as they are willing to decrypt them - a task made relatively easy by widely available programs known as "DVD rippers." The exemption also permits professors to use ripped content in non-classroom settings that are similarly protected under "fair use" - such as presentations at academic conferences.
Theron DesRosier

Learning from The Wisdom of Crowds | Carnegie Foundation for the Advancement of Teaching - 1 views

www.carnegiefoundation.org/...learning-the-wisdom-crowds

peerreview learning

shared by Theron DesRosier on 23 Sep 10 - No Cached
  • Theron DesRosier on 23 Sep 10
     
    In The New York Times article, "Scholars Test Web Alternative to Peer Review," Patricia Cohen writes that some humanities scholars are arguing "that in an era of digital media there is a better way to assess the quality of work. Instead of relying on a few experts selected by leading publications, they advocate using the Internet to expose scholarly thinking to the swift collective judgment of a much broader interested audience."
Nils Peterson

stevenberlinjohnson.com: Old Growth Media And The Future Of News - 0 views

www.stevenberlinjohnson.com/...iif-you-happened-to-being.html

future newspapers long tail

shared by Nils Peterson on 17 Mar 09 - Cached
  • In fact, I think in the long run, we’re going to look back at many facets of old media and realize that we were living in a desert disguised as a rain forest. Local news may be the best example of this. When people talk about the civic damage that a community suffers by losing its newspaper, one of the key things that people point to is the loss of local news coverage. But I suspect in ten years, when we look back at traditional local coverage, it will look much more like MacWorld circa 1987. I adore the City section of the New York Times, but every Sunday when I pick it up, there are only three or four stories in the whole section that I find interesting or relevant to my life – out of probably twenty stories total. And yet every week in my neighborhood there are easily twenty stories that I would be interested in reading: a mugging three blocks from my house; a new deli opening; a house sale; the baseball team at my kid’s school winning a big game. The New York Times can’t cover those things in a print paper not because of some journalistic failing on their part, but rather because the economics are all wrong: there are only a few thousand people potentially interested in those news events, in a city of 8 million people. There are metro area stories that matter to everyone in a city: mayoral races, school cuts, big snowstorms. But most of what we care about in our local experience lives in the long tail. We’ve never thought of it as a failing of the newspaper that its metro section didn’t report on a deli closing, because it wasn’t even conceivable that a big centralized paper could cover an event with such a small radius of interest.
Joshua Yeidel

Wired Campus: Randy Bass and Bret Eynon: Still Moving From Teaching to Learni... - 0 views

chronicle.com/...index.php

sotl

shared by Joshua Yeidel on 23 Mar 09 - Cached
  • Joshua Yeidel on 23 Mar 09
     
    What emerged from this work was a picture of learning that drew our attention to a series of intermediate thinking processes that characterize flexible thinking, processes that digital media are especially good at making visible. This includes such things as how students work through difficulty, consider alternative pathways to solve problems, speculate about ideas, and argue with one another about meaning. These kinds of thinking processes turn out to be much more than just cognitive. Motivation, confidence, fear, one's sense of identity, experience, as well as formal knowledge all come to bear on them.
Jayme Jacobson

Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge ... - 0 views

209.85.173.132/search

core skill s 21st century learning transmedia navigation distributed cognition

shared by Jayme Jacobson on 11 Mar 09 - Cached
  • Participatory culture: 21st Century Media Education “We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture:
  • Play — the capacity to experiment with your surroundings as a form of problem-solvingPerformance — the ability to adopt alternative identities for the purpose of improvisation and discoverySimulation — the ability to interpret and construct dynamic models of real world processesAppropriation — the ability to meaningfully sample and remix media contentMultitasking — the ability to scan one’s environment and shift focus as needed to salient details.Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacitiesCollective Intelligence — the ability to pool knowledge and compare notes with others toward a common goalJudgment — the ability to evaluate the reliability and credibility of different information sourcesTransmedia Navigation — the ability to follow the flow of stories and information across multiple modalitiesNetworking — the ability to search for, synthesize, and disseminate informationNegotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.”
  • We need far more knowledge on the development of learning interests and learning pathways over time and space - and their influences.
  • ...3 more annotations...
  • Complex relations of “informal” and “formal” learning
  • The power of the social: How do learners leverage social networks and affiliative ties? What positionings and accountabilities do they enable that matter for learning? The power of the setting: How do learners exploit the properties of settings to support learning, and how do they navigate the boundaries? The power of imagination: What possible courses of action do learners consider, as they project possible selves, possible achievements, and reflect on the learning they need to get there?
  • We have spent too much time in the dark about these issues that matter for learning experiences and pathways.
  • Jayme Jacobson on 11 Mar 09
     
    This is a great list of core competencies. Should use (cite) in forming the participatory learning strategies.
  • Theron DesRosier on 13 Mar 09
     
    Hey Jayme, Nice list. Another skill you talked about earlier was translation. Where does that fit? Is it a subskill of Negotiation?
Joshua Yeidel

Wired Campus: Switch-Tasking and Twittering Into the Future at Library and Mu... - 0 views

chronicle.com/...index.php

web_2.0

shared by Joshua Yeidel on 04 Mar 09 - Cached
  • Joshua Yeidel on 04 Mar 09
     
    Michael Edson, director of digital media strategy at the Smithsonian Institution,... said in a presentation[at that "the future of knowledge creation is about putting it out there and building it collaboratively."
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