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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.”
  • 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.
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  • 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.
  • 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.
Bharat Battu

Tap Fish Dealer - The Daily Show with Jon Stewart - 12/08/11 - Video Clip | Comedy Central - 5 views

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    The Daily Show takes on iPads educational games and the 'freemium' pay model (free to get a game, costs $ to get desired add-ons and content). They specifically look at the game Tapfish.  Pretty funny - but I think hits the dangers of this model head on
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    Battu!!! You stole my thunder. I wanted to post this but I'm glad you did because I think it is one of the real hazards of education fronting for the products of private companies. We need to be ahead of the curve.
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    agreed - I think awareness of this growing model is crucial. But with the increasing occurrence of the pay-for-more mantra in mobile apps (especially those made by big publishers & developers-- even educational apps)--- will small-time efforts (solo developers, non-profits) be able to compete? Is this model reflecting the true nature of app development? It's already hard for small/independent efforts to match the polish and amount of content of stuff made by the 'pros' (big publishers & devs). Is it the constant revenue the big apps are getting from in-app purchases that allows their stuff to rise and stay steps ahead? I wonder if there'll be an obvious and real difference in the quality of free vs paid/pay-to-play apps down the road, enough that certain apps won't even be available in one category or the other.
Daniel Melia

Saying Goodbye to Now: How Do iPhone Photos Impact Our Experience? : The New Yorker - 0 views

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    No hard news here; but this reminded me of Sherry Turkle and her (misguided, I think) argument that parents are too caught up with their phones to pay attention to their kids. There's a lot more subtlety in this piece. And even though this is literary and not academic, I think there's valuable food for thought re: T561 because of big questions about "real" experience vs. digital or "virtual" experience.
Bharat Battu

What Would You Pay for a Great Educational App? | MindShift - 1 views

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    full disclosure: classmate Alex Schoenfeld first shared this with the us in the TIE facebook group :). But it brings an interesting trend in the adoption and pricing of mobile apps: Article outlining what lots of us know when it comes to moblie apps and pricing - free, $1, and $2 are the price-points that sell, and allow us to try out an app with minimal regret. But with the rise of more and more high-quailty, high-profile, and high-budget educatioanl apps, will the pricing structure change? Will parents and educators be willing to spend the prices of traditional computer software ($50 or more?) for really great mobile apps? The article brings up an interesting model that seems to already be coming to life looking at how apps are being sold and updated lately: "Donahoo and Russell propose there's a better way: subscriptions and content expansion packs.  Launchpad Toys follows the latter tact. The initial price the Toontastic app for $3 (though it's currently free). Users can use that fully functioning app, or choose to add additional characters and themes with $.99 expansion packs. This way, they contend, costs are controlled; it's cheap for parents and children to evaluate an app, and the model encourages regular updates."
Maung Nyeu

Home - Floating University - 0 views

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    Floating University, a profit venture, which takes a set of online courses taught by academic superstars (from Harvard, Yale, etc.), repackages and sells to Ivy League colleges and to anyone who wants to pay for them.
Diego Vallejos

In Praise of Performance Pay-for Online Learning Companies - 1 views

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    Opinion in EducationNext
Stephen Bresnick

400 Free Online Courses from Top Universities | Open Culture - 7 views

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    Here is a highly populated list of open course offerings at various universities on the internet. This is certainly going to be disruptive to the pay-for-learning model of higher education. Some issues: does it make sense to attach some sort of certification of completion? Is it feasible or desirable to offer complete open courses, or would it be better to make the offerings more granular in nature? Should users be able to remix offerings from various courses to create custom courses?
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    This is fantastic! Thank, Steve.
Jessica O'Brien

First virtual school in Mass. opens Thursday - Boston.com - 4 views

    • Jessica O'Brien
       
      Poor student health is associated with educational gaps. It seems possible that virtual schools may one day offer an effective alternative to traditional schools for children with chronic disease. However, it seems far too premature to consider that application yet.
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    Very few virtual schools have worked with students this young, so there are interesting questions about jumping from no virtual schooling all the way to this model.
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    I wonder what the purpose would be of having a school entirely virtual. I can see this being a better opportunity for children in rural communities who are limited by distance (overlooking the financial aspect, of course). I also see this as a subtle way to eventually reduce staffing (not as many teachers and support staff workers needed). Have we evaluated the physical effects of children being glued to a screen for six hours a day?
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    There is a really fascinating and controversial policy story behind this. Through "legislative sausage-making" the states first virtual school is being run by a single district out in Western Mass., mostly as a result of the entrepreneurial spirit of the superintendent. There are big questions about what will happen as students across the state sign up for the virtual school and their districts are required to pay tuition to Greenfield. And Greenfield isn't really providing a school, they are just enrolling students to be taught by a for-profit company, K-12. There are quite a few very interesting policy issues that would be worth digging into as the state launches this new venture in an unusual way.
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    When I first read the article, I immediately thought "an idealist gone rogue." I wondered if there was even any research/method behind this decision, and you mentioned there is a fee. Did I understand correctly that the school district will have to pay this fee for the student like some sort of voucher? If I get a chance I'm going to look for more articles out there on this project. Thanks for mentioning it, Justin. Interesting, indeed.
Devon Dickau

The End of the Textbook as We Know It - Technology - The Chronicle of Higher Education - 3 views

  • For years observers have predicted a coming wave of e-textbooks. But so far it just hasn't happened. One explanation for the delay is that while music fans were eager to try a new, more portable form of entertainment, students tend to be more conservative when choosing required materials for their studies. For a real disruption in the textbook market, students may have to be forced to change.
  • saying that e-textbooks should be required reading and that colleges should be the ones charging for them
  • radical shift
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  • Here's the new plan: Colleges require students to pay a course-materials fee, which would be used to buy e-books for all of them (whatever text the professor recommends, just as in the old model).
  • they're far cheaper to produce than printed texts
  • publishers could eliminate the used-book market and reduce incentives for students to illegally download copies as well
  • When students pay more for new textbooks than tuition in a year, then something's wrong
  • Tricky issues remain, though. What if a professor wrote the textbook assigned for his or her class? Is it ethical to force students to buy it, even at a reduced rate? And what if students feel they are better off on their own, where they have the option of sharing or borrowing a book at no cost?
  • In music, the Internet reduced album sales as more people bought only the individual songs they wanted. For textbooks, that may mean letting students (or brokers at colleges) buy only the chapters they want. Or only supplementary materials like instructional videos and interactive homework problems, all delivered online. And that really would be the end of the textbook as we know it.
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    I would be for this. I could not believe a place so big on recycling (Harvard) murdered so many trees with the printing of course packs. I like this idea if you could get the material from other sources than just the school (say the author or publisher directly or something like Amazon). Otherwise, there is no opportunity for competition or bargaining.
Devon Dickau

BBC News - The rights and wrongs of digital books - 2 views

  • The latter part of 2010 may mark the point from which future historians date the transition to screen-based reading for literary fiction as well as reference works
  • However, even they are not yet willing to accept that the price of electronic texts is too high, and that readers will not pay the same for a bunch of bits as they will for a bound book, since the market knows that it costs less to send electrons over a network than it does to buy paper, make books out of it and ship the physical objects around the world
  • When you buy an digital copy to read on your e-book reader, phone or laptop all you get is the copyrighted bit, and what you pay for is a licence to have a copy or copies of the text.
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  • Amazon recently announced that it will let Kindle owners "lend" books, but only for two weeks and only once per title.
  • The idea of "intellectual property" deliberately conflates the two and allows politicians to pretend that laws about physical property should extend to digital downloads. We need to challenge this unjustifiable elision if we are to think seriously about copyright and business models in the age of electronics.
Stephen Bresnick

momswithapps.com - - 1 views

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    With all of the unfounded claims being made by developers of early childhood learning toys regarding the educational efficacy of their products (read BABY EINSTEIN), I think that groups such as this one that review apps for safety and quality issues will become increasingly important. It's crazy that Android requires nothing of their Android Market developers than to pay a fee and submit a description and a few screenshots. App quality control will become a big deal, I'm predicting...
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    Stephen, Looks like a great business opportunity - an Apps Rating Agency like Moodys or S&P?
Xavier Rozas

-CALICO Awards - CALICO - 0 views

  • Language-learning Website Award--The Esperanto "Access to Language Education Award" CALICO, Lernu.net, and the Esperantic Studies Foundation present this award to a website offering exceptional language-learning resources. The winning website is recognized at CALICO's annual conference banquet, and its developers are presented with an Award Certificate and a prize. Noncommercial (cost-free) websites, created and/or maintained by CALICO members, are eligible for this award.
  • Award Winners 2009 Français interactif [visit the website]
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    Good list of free and pay online language learning resources. See the awards list.
Jennifer Hern

The Goods May Be Virtual, but the Profit Is Real - NYTimes.com - 0 views

  • But it is quickly becoming commonplace for people to spend a few dollars on them to get ahead in an online game or to give a friend a gift on a social network.
  • Most of the momentum in the virtual goods market comes not from gifts but from social games, where people buy items to improve their performance in the game or just to build up a collection that will impress friends.
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    If only educational games were engaging enough for students to want to pay to play...
Erin Sisk

For-Profit Colleges: Targeting People Who Can't Pay - 0 views

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    An interesting complement to our reading for Oct 24th "Disrupting College."
Maung Nyeu

New Digital Tools Let Professors Tailor Their Own Textbooks - Technology - The Chronicl... - 2 views

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    "As professors mix and match book chapters, case studies, and journal articles, the site keeps track of how much royalties are going to cost. Once the book is made, students have the option of buying it digitally or paying an extra $10 (with an additional 3 cents per page if the book is more than one hundred pages) for the textbook"
Katherine Tarulli

Cellphone Ban Is a Tale of Two City Schools - 3 views

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    Cell phones are banned in NYC public schools, but it is the norm for students who attend schools without metal detectors to bring their phones anyway. If caught teachers are confiscating phones for up to a week, or longer, at their discretion. At schools with metal detectors small businesses have popped up around schools, storing students' phones for the school day for a small fee, similar to a coat check system. Instead of harnessing the power of mobile phones that almost every student already has, they are punishing them and/or causing them to pay money to keep them stored for the school day so that they can have them before and after school. I think this is a missed opportunity for the NYC school system not only because they are missing out on mobile learning opportunities with technology the district doesn't have to buy, but they could also be teaching the students responsible and appropriate use of mobile phones in public spaces.
Mohit Patel

20+ Tips From The Most Effective Online Teachers | Edudemic - 0 views

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    This is a list of helpful comments about what to pay attention to by people actively using online platforms to teach.
Emily Watson

College Credit Eyed for Online Courses - 0 views

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    The possibility for MOOC's to gain some legitimacy by offering credit through the administration of a fee-based exam.
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    There is an "uncollege" movement that encourages people to complete college degrees by pursuing self-study, then taking CLEP exams to gain college credits. The problem has always been that many higher-priced/name-brand colleges (e.g. Harvard) don't accept CLEP credits, requiring students to pay for credits the old-fashioned way. I wonder whether established schools will accept credits from MOOC courses.
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