A viral video is a video that becomes popular through the process of (most often) Internet sharing, typically through video sharing websites, social media and email.
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Viral Video - 1 views
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Definition - What does Viral Video mean? A viral video is any clip of animation or film that is spread rapidly through online sharing. Viral videos can receive millions of views as they are shared on social media sites, reposted to blogs, sent in emails and so on.
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Creative Commons - 0 views
creativecommons.org/about
copyright creativecommons creative opensource commons Sharing law web2.0 music media licensing legal
shared by Jon Lawson on 18 Nov 12
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Creative Commons is a nonprofit organization that enables the sharing and use of creativity and knowledge through free legal tools. Our free, easy-to-use copyright licenses provide a simple, standardized way to give the public permission to share and use your creative work - on conditions of your choice. CC licenses let you easily change your copyright terms from the default of "all rights reserved" to "some rights reserved."
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Issues to Consider When Implementing Digital and Media Literacy Programs | KnightComm - 0 views
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concern is whether people will be able to transfer their self-developed digital skills beyond their affinity groups, fan communities or local social cliques.
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, we should not assume they are digitally literate in the sense that we are discussing it here (Vaidhyanathan, 2008).
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For young people today, it is vital that formal education begin to offer a bridge from the often insular and entertainment-focused digital culture of the home to a wider, broader range of cultural and civic experiences that support their intellectual, cultural, social and emotional development.
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simply buying computers for schools does not necessarily lead to digital and media literacy education. Schools have a long way to go on this front. Access to broadband is a substantial issue as diffusion is uneven across American cities and towns (Levin, 2010).
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andatory Internet filtering in schools means that many important types of social media are not available to teachers or students. And though there are computers with Internet access in most classrooms, fewer than half of American teachers can display a website because they do not have a data projector available to them.
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Many American parents mistakenly believe that simply providing children and young people with access to digital technology will automatically enhance learning.
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the “soccer mom” has been replaced by the “technology mom” who purchases a Leapfrog electronic toy for her baby, lap-surfs with her toddler, buys a Wii, an xBox and a Playstation for the kids and their friends, puts the spare TV set in the child’s bedroom, sets her child down for hours at a time to use social media like Webkinz and Club Penguin, and buys a laptop for her pre-teen so she will not have to share her own computer with the child.
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In many American homes, the computer is primarily an entertainment device, extending the legacy of the television, which is still viewed for more than 3 hours per day by children aged 8 to 18, who spend 10 to 12 hours every day with some form of media (Kaiser Family Foundation, 2010). The computer is used for downloading music, watching videos, playing games and interacting on social networks.
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Content risks – This includes exposure to potentially offensive or harmful content, including violent, sexual, sexist, racist, or hate material. Contact risks – This includes practices where people engage in harassment, cyber bullying and cyber stalking; talk with strangers; or violate privacy. Conduct risks – This includes lying or intentionally misinforming people, giving out personal information, illegal downloading, gambling, hacking and more.
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For example, when it comes to sexuality, both empowerment and protection are essential for children, young people and their families. Young people can use the Internet and mobile phone texting services to ask difficult questions about sexuality, get accurate information about sexual heath and participate in online communities. The Internet also enables and extends forms of sexual expression and experimentation, often in new forms, including webcams and live chat. Pornography is a multibillion dollar industry in the United States. In a country with the highest teenage pregnancy rate of all Western industrialized countries in the world, a recent report from the Witherspoon Institute (2010) offers compelling evidence that the prevalence of pornography in the lives of many children and adolescents is far more significant than most adults realize, that pornography may be deforming the healthy sexual development of young people, and that it can be used to exploit children and adolescents. Teens have many reasons to keep secret their exposure to pornography, and many are unlikely to tell researchers about their activities. But about 15 percent of teens aged 12 to 17 do report that they have received sexually explicit images on their cell phones from people they knew personally (Pew Internet and American Life Project, 2009).
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Expanding the Concept of Literacy. Make no mistake about it: digital and media literacy does not replace or supplant print literacy. At a time when the word “text” now means any form of symbolic expression in any format that conveys meaning, the concept of literacy is simply expanding. Literacy is beginning to be understood as the ability to share meaning through symbol systems in order to fully participate in society. Print is now one of an interrelated set of symbol systems for sharing meaning. Because it takes years of practice to master print literacy, effective instruction in reading and writing is becoming more important than ever before. To read well, people need to acquire decoding and comprehension skills plus a base of knowledge from which they can interpret new ideas. To write, it is important to understand how words come together to form ideas, claims and arguments and how to design messages to accomplish the goals of informing, entertaining or persuading.
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Smarter Professional Networking and Digital Identity | Follr.com - 0 views
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. Increasingly, you share where you go, what you do and what you think—and in real time—creating a detailed digital footprint. What’s more, by leveraging countless layers of social connections, any one episode in that story can reach a global audience.
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This is the creation of your legacy. This is your Digital Identity.
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With an ever-increasing number of choices for connecting, consuming and sharing information your Digital Identity
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the sum of all digitally available information about an individual.” It’s your digital footprint—the evidence of your life in tweets, Facebook updates, pins, blog posts and other interactions on the Web.
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Digital Identity has been described as "the sum of all digitally available information about an individual."
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With increasing choices for connecting, consuming and sharing information your Digital Identity is arguably your most important asset.
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Digital Literacy Resource - Introduction - 1 views
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What is Digital Literacy? Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet. As a Cornell student, activities including writing papers, creating multimedia presentations, and posting information about yourself or others online are all a part of your day-to-day life, and all of these activities require varying degrees of digital literacy. Is simply knowing how to do these things enough? No—there’s more to it than that.
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What is Digital Literacy? Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet. As a Cornell student, activities including writing papers, creating multimedia presentations, and posting information about yourself or others online are all a part of your day-to-day life, and all of these activities require varying degrees of digital literacy. Is simply knowing how to do these things enough? No-there's more to it than that.
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Cornell University - Digital Literacy Resource - 1 views
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Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet.
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Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet.
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Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet. As a Cornell student, activities including writing papers, creating multimedia presentations, and posting information about yourself or others online are all a part of your day-to-day life, and all of these activities require varying degrees of digital literacy. Is simply knowing how to do these things enough? No—there’s more to it than that.
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http://www.arabmediasociety.com/articles/downloads/20130221104512_Tusa_Felix.pdf - 0 views
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But even though social media and the Internet did not cause the Arab Spring and the fall of President Hosni Mubarak in Egypt, they clearly defined how and when these protests took place, and are thus of direct interest to this article. CMC creates a space between the public and private spheres that was clearly little understood by the authorities in these case studies. Technology allowed people to share not simply information about how and when to protest, but more importantly, to share images and videos that contributed to a different interpretation of events than that which the authorities themselves wished.
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EBSCOhost: SHARING THE TECHNOLOGY: THE CASE OF NEUROSCIENCE AND MARKETING - 0 views
web.ebscohost.com.oclc.fullsail.edu/...detail
research consumer ebscohost sharing neuroscience social
shared by Jose Nieves on 17 Mar 13
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Hurricane Sandy Showing Social Power Of Instagram - Forbes - 0 views
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Instagram has turned my iPhone into a window into all things Sandy with live views of flooding roads, to dangling cranes and drinking friends. It both captures the events unfolding (and unraveling) outside and also gives me a peak into how people are riding out the storm inside.
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The storm has yet make landfall, but already there have are 300,026 photos shared on the mobile site under #sandy; 183,003 under #hurricanesandy, 27,564 photos shared tagged #frankenstorm and 1,467 marked with #huricanesandy
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Hurricane Sandy and Twitter | Project for Excellence in Journalism (PEJ) - 0 views
www.journalism.org/...hurricane_sandy_and_twitter
journal storm media twitter research technology digital literacy
shared by David Bell on 26 May 13
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people sent more than 20 million tweets about the storm from October 27 through November 1. This was more than twice the usage from the two previous days
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largest share of this news and information, fully 34% of the Twitter discourse about the storm, involved news organizations providing content, government sources offering information, people sharing their own eyewitness accounts and still more passing along information posted by others
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Collaboration - Wikipedia, the free encyclopedia - 0 views
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Collaboration is working with each other to do a task.[1] It is a recursive[2] process where two or more people or organizations work together to realize shared goals, (this is more than the intersection of common goals seen in co-operative ventures, but a deep, collective, determination to reach an identical objective[by whom?][original research?]) — for example, an intriguing[improper synthesis?] endeavor[3][4] that is creative in nature[5]—by sharing knowledge, learning and building consensus. Most collaboration requires leadership, although the form of leadership can be social within a decentralized and egalitarian group.[6] In particular, teams that work collaboratively can obtain greater resources, recognition and reward when facing competition for finite resources.[7] Collaboration is also present in opposing goals exhibiting the notion of adversarial collaboration, though this is not a common case for using the word.
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viral video Definition from PC Magazine Encyclopedia - 0 views
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Definition of:viral video viral video A video that spreads quickly via the Internet. It is often a short clip on a video sharing site such as YouTube or Vimeo that people reference in blogs, e-mails and instant messages. In 2012, a half-hour documentary was produced by Invisible Children, Inc. about Joseph Kony, head of the Lord's Resistance Army (LRA) in Uganda, who was indicted for war crimes in 2005 by the International Criminal Court. Uploaded to the YouTube and Vimeo sharing sites, within a week, the video was viewed by more than 80 million people. See viral marketing.
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Viral video - Wikipedia, the free encyclopedia - 0 views
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A viral video is a video that becomes popular through the process of Internet sharing, typically through video sharing websites, social media and email.[
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Viral videos often contain humorous content and include televised comedy sketches, such as The Lonely Island's "Lazy Sunday" and "Dick in a Box", Numa Numa[2][3] videos, The Evolution of Dance,[4] Chocolate Rain[5]
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Video websites such as YouTube often create Internet celebrities, individuals who have attracted significant publicity in their home countries from their videos.[17]
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YouTube has become a means of promoting bands and their music. Many independent musicians, as well as large companies such as Universal Music Group, use YouTube to promote videos.[20]
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EBSCOhost: An Introduction and Guide to Enhancing Online Instruction with Web 2.0 Tool... - 0 views
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hen direct contact with students in a traditional face-to-face classroom is not feasible, instructors must be innovative in content delivery and provide for students a sense of instructor presence. It has been suggested that the online instructor is the critical factor for a successful learning experience
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This article explains how web-based tools can improve education for the online learner. It suggests that faculty plays a large role in educating online learners about the tools available, the tools they will be using, and how the tools are used. Examples of web-based tools are blogs, wikis, RSS feeds, video and photo sharing, avatars, microblogging, social bookmarking, and social media.
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EBSCOhost: An Introduction and Guide to Enhancing Online Instruction with Web 2.0 Tool... - 0 views
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Web 2.0 tools offer ways to personalize classes and demonstrate instructional presence.
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This article explains how web-based tools can improve education for the online learner. It suggests that faculty plays a large role in educating online learners about the tools available, the tools they will be using, and how the tools are used. Examples of web-based tools are blogs, wikis, RSS feeds, video and photo sharing, avatars, microblogging, social bookmarking, and social media.
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Shibboleth Authentication Request - 5 views
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10 Currency-Not current, no updates, can be used in classroom setting 7 Content is credible. the story can be useful to students to educate. The information is valid. 8 Authority- Authors' names are at the top of article, no links to contact author, Authors' Occupation is visible 7 Navigation-No links relevant to topic. everything clear and readable, 10 Experience-Fulfills it's intended purpose. very engaging to me. 0 Multimedia-no multimedia 7 Treatment- Bias toward Democrats, 6 Access-Easy to access page, no relevant links to help further investigate, 7 Miscellaneous-no per-use cost, no inquiring of private info, can be printed with no issues
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WiTricity is also developing technology for wireless charging of electric vehicles and, later, for use in implanted medical devices like heart pumps, said Katie Hall, its chief technology officer.
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The technology is based on magnetic induction -- the process used to recharge electric toothbrushes. In the toothbrush, the base has a magnetic coil that generates a magnetic field. A second coil in the toothbrush captures some of that field, inducing an electric current.But electric toothbrushes transfer power only from the primary coil to the secondary one at very close range. Move the brush a short distance from the base, and it won't charge.
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WiTricity has signed a technology transfer and licensing agreement with MediaTek, a semiconductor company in Taiwan, to collaborate on systems for wireless charging of mobile handsets, tablet computers, game controllers and other devices, Mr. Giler said.
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1) Content and Credibility a. Is the article accurate & thorough i. Yes, very much so. It paints a positive image on the tragedy. b. Does it answer your questions about the topic i. Yes, it focuses on information about the plane and the information surrounding its disappearance. 2) Currency a. What is the date or timestamp of the article? Has it been revised? i. This Article was updated 03/16/2014. There is no record of it being altered or revised since upload. b. Is there information that could be updated? i. No. Because this article was uploaded and published today the information is current. 3) Authority and Credibility a. Is the author identified? i. Yes, Larry McShane b. Can we see their job title or description? i. No. But it is assumed that he is a reporter for the New York Daily News c. Can you see where the article originates? i. Yes. New York Daily News, Page 5 4) Continuity and Comparability a. Will the internet site be maintained and updated? i. Yes. This site is updated often to maintain the most accurate information. b. Can you rely on this source over time to provide up-to-date information? i. Yes. It may not be bleeding edge down to the second up to date, but it is at best only a few hours old. c. Does the internet site contain complete information as found in the comparable article? i. No. Not in the article itself. It does provide options to search for additional articles and provides a way to narrow your search 5) Biases and Censorship a. Does that article seem biased in any way in its point of view? i. Yes, but not in a bad way. It was about how hope hasn't been lost in the search for the plane. b. Is there information included or not included that is found in the comparable article? i. Not currently. Because of how new the article is there isn't really any more information on it. If it included all the information available it would be come hard to read.
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1) Content and Credibility a. Is the article accurate & thorough i. This article seems to be accurate and thorough. It's well written. b. Does it answer your questions about the topic i. This article answered basic questions on my topic but to the exact information I was looking for. 2) Currency a. What is the date or timestamp of the article? Has it been revised? i. September 26th, 2013 b. Is there information that could be updated? i. Yes there was, this article focused on more on Russian oil running low and how the Kremlin was looking towards Siberian shale to replenish it and not at all about the interactions of the US in that regard. 3) Authority and Credibility a. Is the author identified? i. Yes. His name is Guy Chazan. b. Can we see their job title or description? i. No. c. Can you see where the article originates? i. Yes. It originated in the Financial Times (London, England) 4) Continuity and Comparability a. Will the internet site be maintained and updated? i. For the most part yes. It seems that it is often update but not current. b. Can you rely on this source over time to provide up-to-date information? i. No. It does update but not often enough to provide up-to-date information. c. Does the internet site contain complete information as found in the comparable article? i. Yes it does at least about the value of Russian oil. It doesn't contain anything about how people are reacting to the current foreign policy from President Obama. 5) Biases and Censorship a. Does that article seem biased in any way in its point of view? i. No. It seems unbiased and direct in its point of view. It doesn't take either side, but still relates all the information properly. b. Is there information included or not included that is found in the comparable article? i. It didn't have any information on the actions or reaction of the US or the world.
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1) Content and Credibility a. Is the article accurate & thorough i. Yes, very much so. It paints a positive image on the tragedy. b. Does it answer your questions about the topic i. Yes, it focuses on information about the plane and the information surrounding its disappearance. 2) Currency a. What is the date or timestamp of the article? Has it been revised? i. This Article was updated 03/16/2014. There is no record of it being altered or revised since upload. b. Is there information that could be updated? i. No. Because this article was uploaded and published today the information is current. 3) Authority and Credibility a. Is the author identified? i. Yes, Larry McShane b. Can we see their job title or description? i. No. But it is assumed that he is a reporter for the New York Daily News c. Can you see where the article originates? i. Yes. New York Daily News, Page 5 4) Continuity and Comparability a. Will the internet site be maintained and updated? i. Yes. This site is updated often to maintain the most accurate information. b. Can you rely on this source over time to provide up-to-date information? i. Yes. It may not be bleeding edge down to the second up to date, but it is at best only a few hours old. c. Does the internet site contain complete information as found in the comparable article? i. No. Not in the article itself. It does provide options to search for additional articles and provides a way to narrow your search 5) Biases and Censorship a. Does that article seem biased in any way in its point of view? i. Yes, but not in a bad way. It was about how hope hasn't been lost in the search for the plane. b. Is there information included or not included that is found in the comparable article? i. Not currently. Because of how new the article is there isn't really any more information on it. If it included all the information available it would be come hard to read.
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AFP - RELAXNEWS (English International Version) Two film stars, Michael Douglas and Paul Rudd, are to share the title role in the next film from "The World's End" director Edgar Wright, due 2015. After Robert Redford's stint in "Captain America: The Winter Soldier," Marvel has recruited another legendary actor for an upcoming blockbuster in Michael Douglas. The 69-year-old will become the face of Henry Pym and hand over the Ant-Man moniker to Scott Lang, the new hero played by Paul Rudd. Ant-Man first appeared in print in 1962 and has become the alter ego for a number of Marvel characters; the film sees Lang succeed Pym as the electronics whizz in charge of wearing the Ant-Man mantle, able to shrink, grow, and communicate with insects. Dated for July 31, 2015, "Ant-Man" should also result in the character's addition to the supporting cast of the next Avengers film, set for mid-2018.
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Adknowledge is a leading digital marketing company working with some of the worldâs top brands. Adknowledge designs, manages and measures campaigns for companies including Audi, Starbucks, LG, Disney and LâOréal to unlock digital audiences using multiple channels: social media, mobile, apps, email, display ads and audience engagement. A proprietary database of more than 600 million internet and mobile users steers Adknowledgeâs targeting; user preferences, online behavior and unsurpassed optimization ensure surgical message precision. In addition, Adknowledge helps publishers monetize their sites and lists effectively, with great attention to contextual relevance. Since it was founded 2004, Adknowledge has grown organically and through acquisitions. This includes a 2011 purchase of Toronto-based AdParlor, one of the first Facebook Strategic Preferred Marketing Developers (sPMD). Adknowledge is based in Kansas City, Missouri; it also has North American offices in San Francisco, New York Fort Myers and Toronto. It has overseas locations in London, Paris, Munich and Shanghai with sales presence in Australia and Brazil. Today, there are approximately 300 Adknowledge employees located around the world.
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How Collaboration Tools Can Improve Knowledge Work - Brad Power - Harvard Business Review - 0 views
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We can’t rely on people to pass on the best way to do work by word of mouth. Instead, we need to document and share them, before they become lost.
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Like Facebook, the Nationwide network enables people to share with groups or friends, with easy access through mobile devices. When workers ask questions of the community, they usually get faster answers than from the help desk or e-mail. Some leaders are now posting quick (less than two minutes) video announcements about new or changed processes, instead of sending e-mail.
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Nationwide’s social collaboration tools help people get conversations started, make faster decisions, get work done more quickly, communicate better top to bottom, recognize peers and better engage workers.
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Nationwide has been successful because it has managed its adoption of collaboration tools as part of a broader cultural change program. Chris Plescia, leader of marketing, collaboration and corporate Internet solutions, told me that the first step for leaders is a little bit of a leap: “We’ve made it okay to try something new. A couple years ago, it took me about five minutes to post my first question. I was worried I might make a mistake, so I spell-checked it several times before I sent it out. When people responded I realized I needed to quickly interact with them and eventually became comfortable with potential spelling errors. Another challenge was knowing that these conversations are public. So we spent time up front to define policies for compliance and governance.”
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CNN - Does technology make the grade? - August 3, 1998 - 0 views
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schools are rising to the challenge of bringing technology into the classroom and trying to figure out what to do with it once it's there. In
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his brave new high-tech world, art teachers can take students on a digital trip to the Louvre in Paris for a look at the Mona Lis
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teachers use a remote control to access video, satellite, cable and laser- disc technology from the school district's media distribution center without leaving their students.
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The system delivers information where and when it's needed, and we get the most value for the dollars spent,"
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In the 1996-97 school year, 6.3 million computers were used for instruction in U.S. public schools, a whopping 186-percent increase from just five years earlier, according to the most recent figures from Market Data Retrieval, which surveys schools on technology use.
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more computers means fewer kids sharing each one--an average of 7.3 students per computer in 199697, compared with 19.2 students per terminal just five years earlier, according to Market Data Retr
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78 percent of public schools had at least one computer hooked up to the Internet, as did 27 percent of classrooms, up from only 3 percent of classrooms in 1994,