Protecting Your Scholarship: Copyrights, Publication Agreements, and Open Access | Berk... - 0 views
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Kenneth Crews will provide an engaging review of the issues affecting authors and creators of copyrightable works. Copyrightable works include not only the traditional products of academic activity and inquiry, including books, articles, lectures and class notes, but also software, databases, websites, schematics, drawings, blueprints, renderings, movies, songs, lyrics, sculpture, choreography, landscape designs, and many other products of human creativity. As more channels become available for access to these works, the issues surrounding control and use are becoming ever more complex. Dr. Crews will discuss ways for scholars and other creators of copyrightable works to operate this new environment. Event has a webcast and was Liveblogged.
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Kenneth Crews will provide an engaging review of the issues affecting authors and creators of copyrightable works. Copyrightable works include not only the traditional products of academic activity and inquiry, including books, articles, lectures and class notes, but also software, databases, websites, schematics, drawings, blueprints, renderings, movies, songs, lyrics, sculpture, choreography, landscape designs, and many other products of human creativity. As more channels become available for access to these works, the issues surrounding control and use are becoming ever more complex. Dr. Crews will discuss ways for scholars and other creators of copyrightable works to operate this new environment. Event has a webcast and was Liveblogged.
Enhancing the agency of the listener: introducing reception theory in a lecture - Journ... - 0 views
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Enhancing the agency of the listener: introducing reception theory in a lecture Author: Karen Elaine Smyth a Affiliation: a School of Literature and Creative Writing, University of East Anglia, Norwich, Norfolk, UK DOI: 10.1080/03098770902856660 Publication Frequency: 4 issues per year Published in: journal Journal of Further and Higher Education, Volume 33, Issue 2 May 2009 , pages 131 - 140 Subject: Higher Education; Abstract This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross-disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning 'dialogue strategies'. This case study of the potentials in using dialogue strategies during a lecture illustrates how students' conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. Keywords: lecturing; cognitive; interactional; reception theory; active; learning
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Article could be used to more substantially position projected Twitter or live blogging in a classroom environment. Enhancing the agency of the listener: introducing reception theory in a lecture Author: Karen Elaine Smyth a Affiliation: a School of Literature and Creative Writing, University of East Anglia, Norwich, Norfolk, UK DOI: 10.1080/03098770902856660 Publication Frequency: 4 issues per year Published in: journal Journal of Further and Higher Education, Volume 33, Issue 2 May 2009 , pages 131 - 140 Subject: Higher Education; Abstract This article explores a teaching approach that aims to engage learners more fully in the deep learning process that is characterised by the development of critical thinking skills. The concept of critical thinking skills is reconsidered in the context of the need to shift focus away from teaching teachers about learning to teaching students about learning. A cross-disciplinary approach is used, with the educational theory of interactional learning being placed alongside the literary theory of reception study. The result of placing these hitherto unconnected theories side by side is to open up a debate concerning the rhetoric we use when discussing the value of learning, by introducing a new discourse concerning 'dialogue strategies'. This case study of the potentials in using dialogue strategies during a lecture illustrates how students' conceptual sophistication in cognitive thinking is achieved by asking them to scrutinise their own involvement in the learning experience. Keywords: lecturing; cognitive; interactional; reception theory; active; learning
Social tagging, online communication, and Peircean semiotics: a conceptual framework --... - 0 views
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Social tagging, online communication, and Peircean semiotics: a conceptual framework Andrea Wei-Ching Huang Institute of Information Science, Academia Sinica, Taipei, Taiwan, andreahg@iis.sinica.edu.tw Tyng-Ruey Chuang Institute of Information Science, Academia Sinica, Taipei, Taiwan One of the recent web developments has focused on the opportunities it presents for social tagging through user participation and collaboration. As a result, social tagging has changed the traditional online communication process. The interpretation of tagging between humans and machines may create new problems if essential questions about how social tagging corresponds to online communications, what objects the tags refer to, who the interpreters are, and why they are engaged are not explored systematically. Since such reasoning is an interpretation of social tagging among humans, tags and machines, it is a complex issue that calls for deep reflection. In this paper, we investigate the relevance of the potential problems raised by social tagging through the framework of C.S. Peirce's semiotics. We find that general phenomena of social tagging can be well classified by Peirce's 10 classes of signs for reasoning. This suggests that regarding social tagging as a sign and systematically analyzing the interpretation are positively associated with the 10 classes of signs. Peircean semiotics can be used to examine the dynamics and determinants of tagging; hence, the various uses of this categorization schema may have implications for the design and development of information systems and web applications. Key Words: categorization * C.S. Peirce * interpretant * online communication * semiotics * social tagging * 10 classes of signs * triadic sign
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Article in new Journal of Information Science. Here's the abstract: Social tagging, online communication, and Peircean semiotics: a conceptual framework Andrea Wei-Ching Huang Institute of Information Science, Academia Sinica, Taipei, Taiwan, andreahg@iis.sinica.edu.tw Tyng-Ruey Chuang Institute of Information Science, Academia Sinica, Taipei, Taiwan One of the recent web developments has focused on the opportunities it presents for social tagging through user participation and collaboration. As a result, social tagging has changed the traditional online communication process. The interpretation of tagging between humans and machines may create new problems if essential questions about how social tagging corresponds to online communications, what objects the tags refer to, who the interpreters are, and why they are engaged are not explored systematically. Since such reasoning is an interpretation of social tagging among humans, tags and machines, it is a complex issue that calls for deep reflection. In this paper, we investigate the relevance of the potential problems raised by social tagging through the framework of C.S. Peirce's semiotics. We find that general phenomena of social tagging can be well classified by Peirce's 10 classes of signs for reasoning. This suggests that regarding social tagging as a sign and systematically analyzing the interpretation are positively associated with the 10 classes of signs. Peircean semiotics can be used to examine the dynamics and determinants of tagging; hence, the various uses of this categorization schema may have implications for the design and development of information systems and web applications. Key Words: categorization * C.S. Peirce * interpretant * online communication * semiotics * social tagging * 10 classes of signs * triadic sign
DHQ: Digital Humanities Quarterly: Designing Choreographies for the New Economy of Atte... - 0 views
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n an information society, the scarce commodity is not information — we are choking on that — but the human attention required to make sense of it.
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the scarce commodity is not information — we are choking on that — but the human attention required to make sense of it.
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Are these new technologies reshaping human attention in ways that undermine key practices of teaching and learning? Or do they provide a framework for new curricular designs and alternative conceptions of attention that occur at an order of complexity appropriate to teaching and learning in this "new economy"?
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Is There Social Capital in a Social Network Site?: Facebook Use and College Students' L... - 0 views
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Is There Social Capital in a Social Network Site?: Facebook Use and College Students' Life Satisfaction, Trust, and Participation1 Sebastián Valenzuela 1 Namsu Park 1 Kerk F. Kee 1 1 University of Texas at Austin 1 Earlier versions of this study were presented at the 2008 International Symposium on Online Journalism and the 2008 APSA Preconference on Political Communication. For intellectual and financial support on this research, we thank Sharon Strover. Helpful comments at various stages were provided by Jeff Gulati and Talia Stroud. Corresponding author: Sebastián Valenzuela [sebastianvalenzuela@mail.utexas.edu] ABSTRACT This study examines if Facebook, one of the most popular social network sites among college students in the U.S., is related to attitudes and behaviors that enhance individuals' social capital. Using data from a random web survey of college students across Texas (n = 2,603), we find positive relationships between intensity of Facebook use and students' life satisfaction, social trust, civic engagement, and political participation. While these findings should ease the concerns of those who fear that Facebook has mostly negative effects on young adults, the positive and significant associations between Facebook variables and social capital were small, suggesting that online social networks are not the most effective solution for youth disengagement from civic duty and democracy.
Children, Youth, and Environments 19(1) 2009 - 0 views
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Children, Youth and Environments Vol. 19, No.1 (2009) > The Fast-Paced Change of Children's Technological Environments > Nathan G. Freier and Peter H. Kahn, Jr. > > Environments Expanded: Interactive Humanoid Robots and Androids in Children's Lives > Takayuki Kanda, Shuichi Nishio, Hiroshi Ishiguro and Norihiro Hagita > > Cultural Environments: From New Zealand to Mongolia: Co-Designing and Deploying a Digital Library for the World's Children > Allison Druin, Benjamin B. Bederson, Anne Rose and Ann Weeks > ________________________________________ >Teaching with Hidden Capital: Agency in Children's Computational Explorations of Cornrow Hairstyles > Ron Eglash and Audrey Bennett > > Natural Environments: An Ethnographic Comparison of Real and Virtual Reality Field Trips to Trillium Trail: The Salamander Find as a Salient Event > Maria C.R. Harrington > > Youth Day in Los Angeles: Evaluating the Role of Technology in Children's Nature Activities > Deborah J. Chavez > > Underwater Explorers: Using Remotely Operated Vehicles (ROVs) to Engage Youth with Underwater Environments > Laurlyn K. Harmon and Mark Gleason > > The Developing Child: Accounting for the Child in the Design of Technological Environments: A Review of Constructivist Theory > Nathan G. Freier > > Do Stereotypic Images in Video Games Affect Attitudes and Behavior? Adolescent Perspectives > Alexandra Henning, Alaina Brenick, Melanie Killen, Alexander O'Connor and Michael J. Collins > > Cookie Monsters: Seeing Young People's Hacking as Creative Practice > Gregory T. Donovan and Cindi Katz > > The Sirens' Song of Multiplayer Online Games > Nicholas A. Holt and Douglas A. Kleiber > > Learning in Technological Environments: Neomillennial Learning Styles and River City > Edward Dieterle > > Cultural Historical Activity Theory as a Tool for Informing and Evaluating Technology in Education > Kim Rybacki > > Video Games as Learning Environments for Students with Learning Disabilities > Elizabeth S. Simpson > > Lea
"Living and Learning with Social Media" - 0 views
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Today's teens are still more interested in their friends than their lessons. They're still resistant to power and authority at variable levels. They still gossip, bully, flirt, joke around, and hang out. The underlying dynamics are fairly consistent. That said, technology is inflecting these practices in unique ways. And my goal here today is to talk about these inflection points.
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They use these sites to connect to people that they already know from school, church, activities, summer camp, etc.
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One of the most problematic mistakes adults make when trying to make sense of social network sites is to presume that kids interact on these sites just like they do
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