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Stephen Bresnick

Video: An Automatic Text-To-Sign-Language Translation System | Popular Science - 0 views

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    In the USDOE Educational Technology plan, Universal Design for Learning standards require that information be presented in a way that is accessible to people with disabilities such as sight or hearing impairment. I found this article about automatic text-to-sign avatar software that would seem to be a no-brainer for anybody who is creating an eLearning experience that is primarily text-based. We have text-to-speech, which is as easy as opening a document and having a robot read the text for you. I wonder if there are any text-to-sign avatars that are available in English.
anonymous

Texting and Risky Behavior - KIMT.com - Iowa & Minnesota Together - 2 views

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    A new survey is showing one in five students are "hyper texters" - texting 120 times a day. This group is three and half times more likely to have had sex with their peers. The study goes on to show those who just text a lot, are more likely to fight, drink and take illegal drugs.
Ayelet R

Texting in the Classroom: Not Just a Distraction | Edutopia - 5 views

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    Ideas for using texting at school.
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    great article. relevant to today's discussion about web 2.0 / social media. for those who didn't read it. Here's there article's list of interesting sms based tools for education use: Remind101: Remind101 allows teachers to send text messages (and email) home -- to students and/or to parents -- to offer reminders and updates for class. Remind101 allows teachers to communicate with their classes without either teacher or students having to share their phone numbers. Poll Everywhere: As the name suggests, Poll Everywhere allows teachers to use cellphones for polling in class. Students text their responses, using their cellphones to give feedback, answer questions, take quizzes. Celly: Celly provides SMS-based group messaging. Classrooms can use the service to take quick polls and quizzes, filter messages, get news updates, take notes, and organize and hold study groups. The groups can be public or private, moderated or open. StudyBoost: StudyBoost allows students to study via SMS-based quizzes. The questions can be self- or teacher-created, and can be multiple choice or open-ended.
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    I like Celly for its group messaging and polling applications. Note: The link to "Poll Anywhere" is broken.
Irina Uk

Research: Texting is a Bane to Proper Grammar...Or Is It? | Education News - 0 views

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    "This article talks about the negative effects of texting on learning. I thought about the OneVille project when reading this. Perhaps, if implementing texting as an educational tool, ground rules about grammar need to be implemented in conjunction with other rules that we talked about in section."
Britt Harris

In class, texting is the new doodling - Technology & science - Wireless - msnbc.com - 1 views

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    We are working on student texting in the Oneville project so this article is very relevant. Especially since texting has surpassed the doodling and passing notes around class.
Megan Johnston

The Greatest Generation (of Networkers) - WSJ.com - 0 views

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    WSJ looks at teenagers' text messaging habits and whether texting will be accepted in the workplace, and whether technological multitasking will be beneficial to the next generation of workers.
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    I'm seeing a lot of this "today's kids are just different" rhetoric. Do you buy it?
Stephen Bresnick

Top Ed-Tech Trends of 2011: Text-messaging | Hack Education - 2 views

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    Here is a list of the top trends in Ed-TEch for 2011. Some of the highlights include Mobile Learning, BYOD, and text-messaging startups.
Cole Shaw

NYC School Districts allow texting - 0 views

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    Although, funny enough, it's not texting for learning, but rather they are communicating information to parents, to keep them engaged and involved. I did think the part about the NH school allowing cell phone use to reduce distractions and allow teachers to focus on teaching instead of enforcement was also interesting. Technology-bans were affecting their effectiveness!
Uche Amaechi

Texting: It's Not Just for Teenagers Anymore - 0 views

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    More adults text that teenagers
Maura Wolk

During boring classes, texting is the new doodling - Boston.com - 1 views

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    Interesting connection between texting and doodling. Will boredom persevere no matter what?
Uly Lalunio

Using computers to analyse sentiments: Software that can tell when people are getting u... - 1 views

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    "An attempt to enable computers to assess the emotional meaning of text. The software can construct sentiment scores for the concepts mentioned in the text, as a combination of positive, negative and neutral results."
Tomoko Matsukawa

Japan's LINE social network could challenge global competitors | The Japan Times Online - 0 views

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    Do any of you know 'LINE'? as of last months, 80mn users globally (36mn users in Japan) and its pace of growth is exceeding that of any other types of social media in the country (Facebook, Twitter, etc). They target 1) users who have smartphones but not PC, 2) those who are interested in communication emotions effectively through ''emoticons'. If some people are concerned about how twitter/facebook/texting would have adverse impact on children language skill, let's talk about the implication of this thing if kids learn to communicate just by selecting emoticons (whose designs and variety are great by the way) and sending that to each other. I still have LINE on my PC but seeing this rapid growth in my home country concerns me a bit. 
Harvey Shaw

Text Messages Help Smokers Kick the Habit - 0 views

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    A study in NZ found that supportive text messages doubled the chance of quitting smoking within six months. Just-in-time learning, indeed.
Carine Abi Akar

On First Day of School, Mayor Announces New Text Message Service - 1 views

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    Interesting article. I am still trying to figure out what Prof Dede said on the first day of class about top down vs bottom up and the characteristics of education in this country. (I am not from the states and I haven't worked at schools either so still struggling to understand the overall context of this article). From Japanese standard, this thing happening in NY (I am suspecting it is happening else where too like IL?) is pretty progressive. One thing I didn't really get here .... what kind of 'school information' will be texted going forward??
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    Found http://www.oecd.org/edu/eag2012%20(eng)--Ebook%20(FINAL%2011%2009%202012).pdf Chart D6.1. Percentage of decisions taken at each level of government in public lower secondary education (2011) in P500 to be somewhat helpful to answer my own question. (the first one)
Harley Chang

The King of MOOCs Abdicates the Throne - 3 views

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    Sebastian Thrun, CEO of Udacity, has openly admitted that his company's MOOC courses are a lousy replacement for actual university class and instead will be taking his company to focus more on corporate training. I personally will reserve further judgement until after I finish the readings for next week.
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    I posted this article in G+ a day or two ago. Some of the better commentary surrounding this article below. Tressie McMillan Cottom: "Thrun says it wasn't a failure. It was a lesson. But for the students who invested time and tuition in an experiment foisted on them by the of stewards public highered trusts, failure is a lesson they didn't need." Rebecca Schuman: "Thrun blames neither the corporatization of the university nor the MOOC's use of unqualified "student mentors" in assessment. Instead, he blames the students themselves for being so poor." Stephen Downes: "I think that what amuses me most about the reaction to the Thrun story is the glowing descriptions of him have only intensified. "The King of MOOCs." "The Genius Godfather of MOOCs." Really now. As I and the many other people working toward the same end have pointed out repeatedly, the signal change in MOOCs is openess, not whatever it was (hubris? VC money?) that Thrun brought to the table. Rebecca Schuman claims this is a victory for "the tiny, for-credit, in-person seminar." It's not that, no more than the Titanic disaster was a victory for wind-powered passenger transportation."
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    Grif - where did the Stephen Downes quote come from ? I read the Rebecca Schuman article and don't really agree with her. To expand on the Schuman quote you posted - it's really interesting how she says the massive lecture format doesn't work but then provides two examples of massive technology that do work - texting and World of Warcraft. This relates directly to some of what we talked about earlier this semester. I don't think it's the 'massive,' as Schuman implies, that causes the failure of a MOOC. It's part of the design. Once the design is better and more engaging, then MOOCs may find that they have higher retention rates. Schuman: Successful education needs personal interaction and accountability, period. This is, in fact, the same reason students feel annoyed, alienated, and anonymous in large lecture halls and thus justified in sexting and playing World of Warcraft during class-and why the answer is not the MOOC, but the tiny, for-credit, in-person seminar that has neither a sexy acronym nor a potential for huge corporate partnerships.
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    The Downes quote was from OLDaily, which is a daily listserve of his that I subscribe too. I think the difference between texting/WoW and MOOCs is that, while both have many many users, the former two have means in which those groups are disaggregated into smaller units that are largely responsible for the UX/individual growth that goes on. I agree with you that massive is not necessarily the failure, in fact, I think it's the best thing they have going for them. However, until the design can leverage meaningful collaboration, like WoW and texting, the massive will remain a burden.
kshapton

The Web Is Dead. Long Live the Internet | Magazine - 2 views

  • a good metaphor for the Web itself, broad not deep, dependent on the connections between sites rather than any one, autonomous property.
  • According to Compete, a Web analytics company, the top 10 Web sites accounted for 31 percent of US pageviews in 2001, 40 percent in 2006, and about 75 percent in 2010. “Big sucks the traffic out of small,” Milner says. “In theory you can have a few very successful individuals controlling hundreds of millions of people. You can become big fast, and that favors the domination of strong people.”
  • Google was the endpoint of this process: It may represent open systems and leveled architecture, but with superb irony and strategic brilliance it came to almost completely control that openness. It’s difficult to imagine another industry so thoroughly subservient to one player. In the Google model, there is one distributor of movies, which also owns all the theaters. Google, by managing both traffic and sales (advertising), created a condition in which it was impossible for anyone else doing business in the traditional Web to be bigger than or even competitive with Google. It was the imperial master over the world’s most distributed systems. A kind of Rome.
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  • This was all inevitable. It is the cycle of capitalism. The story of industrial revolutions, after all, is a story of battles over control. A technology is invented, it spreads, a thousand flowers bloom, and then someone finds a way to own it, locking out others. It happens every time.
  • Enter Facebook. The site began as a free but closed system. It required not just registration but an acceptable email address (from a university, or later, from any school). Google was forbidden to search through its servers. By the time it opened to the general public in 2006, its clublike, ritualistic, highly regulated foundation was already in place. Its very attraction was that it was a closed system. Indeed, Facebook’s organization of information and relationships became, in a remarkably short period of time, a redoubt from the Web — a simpler, more habit-forming place. The company invited developers to create games and applications specifically for use on Facebook, turning the site into a full-fledged platform. And then, at some critical-mass point, not just in terms of registration numbers but of sheer time spent, of habituation and loyalty, Facebook became a parallel world to the Web, an experience that was vastly different and arguably more fulfilling and compelling and that consumed the time previously spent idly drifting from site to site. Even more to the point, Facebook founder Mark Zuckerberg possessed a clear vision of empire: one in which the developers who built applications on top of the platform that his company owned and controlled would always be subservient to the platform itself. It was, all of a sudden, not just a radical displacement but also an extraordinary concentration of power. The Web of countless entrepreneurs was being overshadowed by the single entrepreneur-mogul-visionary model, a ruthless paragon of everything the Web was not: rigid standards, high design, centralized control.
  • Blame human nature. As much as we intellectually appreciate openness, at the end of the day we favor the easiest path. We’ll pay for convenience and reliability, which is why iTunes can sell songs for 99 cents despite the fact that they are out there, somewhere, in some form, for free. When you are young, you have more time than money, and LimeWire is worth the hassle. As you get older, you have more money than time. The iTunes toll is a small price to pay for the simplicity of just getting what you want. The more Facebook becomes part of your life, the more locked in you become. Artificial scarcity is the natural goal of the profit-seeking.
  • Web audiences have grown ever larger even as the quality of those audiences has shriveled, leading advertisers to pay less and less to reach them. That, in turn, has meant the rise of junk-shop content providers — like Demand Media — which have determined that the only way to make money online is to spend even less on content than advertisers are willing to pay to advertise against it. This further cheapens online content, makes visitors even less valuable, and continues to diminish the credibility of the medium.
Katherine Tarulli

Many U.S. Schools Adding iPads, Trimming Textbooks - 0 views

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    Giving all students in a school district iPads could have some really positive results. Having all textbooks combined on a tablet has the potential not just to aid in convenience, but can also allow for students to access more up to date texts. I think that there is also a lot to be said for the potential of an iPad to help engage students in the classroom.
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    While in theory, the "allow for students to access more up to date texts" is a fantastic purpose for putting content on line and not burning it to a CD or printing the pages, it is the text book adoption laws in each state that publishers battle with every cycle, many of which won't allow for updates or changes to the one they purchase for the length of the adoption.
Jennifer Jocz

Google to Caption YouTube Videos - NYTimes.com - 1 views

  • In addition to helping people who are deaf or do not speak English, the captions will make it easier for anyone to search text inside videos and find specific snippets within a video.
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    Google brings text captions to YouTube videos
Bridget Binstock

Putting Text Messaging BACK in the Classroom - 0 views

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    See a need, build something to meet the need, and go from there... StudyBoost is the result of a brother watching his brother and friend try to study for the GMAT without carrying around the book. Born: an IM client that allows for collaboration on questions and answers applicable to the test by both students and teachers - wherever and whenever. For Wiske's class - wouldn't this fit nicely into the CoI and PI models? If so, why wouldn't school embrace this use instead of worrying about inappropriate use of phones in class? Make the lesson or assignment engaging enough - generative enough - to hook and sustain appropriate interaction on the device that 93% of children have ACCESS to? Sounds like a win-win?
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