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Bill Genereux

Share your story – LIFE101 - 0 views

life101.audio/share

storytelling digitalmedia digitalstorytelling tools tutorials resources reference

shared by Bill Genereux on 01 Sep 16 - No Cached
  • Bill Genereux on 01 Sep 16
     
    …
Bill Genereux

The art of storytelling according to StoryCorps and Humans of New York | ideas.ted.com - 0 views

ideas.ted.com/rycorps-and-humans-of-new-york

storytelling digitalstorytelling digitalmedia

shared by Bill Genereux on 10 Jul 15 - No Cached
  • Bill Genereux on 10 Jul 15
     
    Dave Isay of StoryCorps and Brandon Stanton of the website, Humans of New York, share thoughts on how to get the best stories out of people.
Bill Genereux

Dear Teens: Stop Putting Your Sex Selfies on Twitter, You Idiots  - 0 views

jezebel.com/elfies-on-twitter-y-1677976940

teens selfie sex pornography crime criminal law legal abuse sexabuse childabuse twitter socialmedia

shared by Bill Genereux on 08 Jan 15 - No Cached
  • Bill Genereux on 08 Jan 15
     
    Three teenage boys in Michigan are facing charges of criminal sexual conduct and distributing child pornography after they engaged in a sex act with a 15-year-old girl and one of them posted a photo of it to Twitter. Other students who shared the photo could also face child porn charges. Which raises the question: are we talking to our teens enough about how they can be less dumb?
Bill Genereux

The Public Domain: Enclosing the Commons of the Mind by James Boyle » Chapter... - 0 views

yupnet.org/85

copyright fairuse publicdomain

shared by Bill Genereux on 03 Oct 13 - No Cached
    • Bill Genereux
      Bill Genereux on 03 Oct 13
       
      This is true of all technology, by the way.
  • What the Net takes away with one hand, it often gives back with the other.
  • We should not assume that intellectual property and material property are the same in all regards.
  • ...27 more annotations...
  • The goal of creating the limited monopoly called an intellectual property right is to provide the minimum necessary incentive to encourage the desired level of innovation
  • When someone takes your car, they have the car and you do not. When, because of some new technology, someone is able to get access to the MP3 file of your new song, they have the file and so do you. You did not lose the song. What you may have lost is the opportunity to sell the song to that person or to the people with whom they “share” the file. We should not be indifferent to this kind of loss; it is a serious concern.
  • we should pause before increasing the level of rights, changing the architecture of our communications networks, creating new crimes, and so on.
  • The downside dominates the field, the upside is invisible.
  • Until the triumph of DVDs, the videocassette rental market made up more than 50 percent of the movie industry’s revenues
  • A cheaper copying technology definitely caused losses. But it also provided substantial gains, gains that far outweighed the losses.
  • “fair use”
  • The defense is not “I trespassed on your land, but I was starving.” It is “I did not trespass on your land. I walked on the public road that runs through it, a road you never owned in the first place.”
  • “Yes, I trespassed on your land, which was wrong, I admit. But I was starving and looking for food. Please give me a break.” This is simply inaccurate.
  • One cannot start from the presumption that the rights holder has absolute rights over all possible uses and therefore that any time a citizen makes use of the work in any way, the rights holder is entitled to get paid or to claim “piracy” if he does not get paid.
  • Fair use
  • for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright.
  • purpose and character of the use
  • nature of the copyrighted work
  • amount and substantiality of the portion used in relation to the copyrighted work as a whole
  • effect of the use upon the potential market
  • a multitude of dangers:
  • overly broad rights will chill speech, criticism, or scientific progress
  • discourage “follow-on” innovation;
  • hurts consumers or citizens while being less subject to antitrust regulation
  • We restrict the length of intellectual property rights. (At least, we used to. The framers thought it so important to do so that they put the need to have a limited term in the Constitution itself
  • when the content industries come asking for additional or new rights, for new penalties, for the criminalization of certain types of technology, we should take into account the gains that the Internet has brought them, as well as the costs
  • “Decompilation” was fair use
  • Without interoperability, we could never take our existing documents or spreadsheets or datasets and move to a new program, even if it was better
  • Internet Threat—“cheaper copying requires greater control
  • The Sony Court declared that because video recorders were capable of substantial noninfringing uses, the manufacturers of those devices were not guilty of contributory infringement.
    • Bill Genereux
      Bill Genereux on 03 Oct 13
       
      A current example - DVD Recorders. This technology used to be widely available, but good luck finding one today.
Bill Genereux

Andy Carvin's Waste of Bandwidth: Alan Alda on Science, Improv and Richard Feynman - 0 views

www.andycarvin.com/...cience_improv_and_richard.html

alda improv science engineering acting

shared by Bill Genereux on 18 Mar 09 - Cached
  • I was interested in seeing these improv games would be useful to improve the communications skills of these young scientists. Every one of those young people last night, you could see how much they loved what they were talking about.
    • Bill Genereux
      Bill Genereux on 18 Mar 09
       
      I want Alan Alda to share his improv games with the rest of us. I think this could be very useful in engineering education.
Bill Genereux

Hacking Teaching - Hacking the Academy - 0 views

www.digitalculture.org/...hacking-teaching

education highered learning academia digitalgeneration internet technology culture future research

shared by Bill Genereux on 10 Sep 11 - No Cached
  • physical schools and structured curricula and degree-seeking programs form a system that makes enormous demands upon you but which is fundamentally out of sync with the fact that your identity, development, education, and success will be intimately intertwined with the digital domain.
  • Modes of creative expression are being opened to your generation that none have known before.
  • This alternative to college credentials is as huge as the Stay Puft marshmallow man from Ghostbusters and he’s towering over the skyline right where town meets gown: online identity.
  • ...25 more annotations...
  • Who you are and what you’ve done will in the very near future be so well documented by your online activities that a resume will be redundant.
  • a college degree will be suspect if not complemented by an admirable online record—
  • Cyberspace is already more real to you than the physical space of your college campus—it is becoming so for your future employers.
  • Instead of giving tests to find out what they’ve learned, we should test to find out what they don’t know. Their wrong answers aren’t failures, they are needs and opportunities.
  • But the problem is that we start at the end, at what we think students should learn, prescribing and preordaining the outcome: We have the list of right answers. We tell them our answers before they’ve asked the questions.
  • It’s easy to educate for the routine, and hard to educate for the novel
  • Why shouldn’t every university—every school—copy Google’s 20% rule, encouraging and enabling creation and experimentation, every student expected to make a book or an opera or an algorithm or a company. Rather than showing our diplomas, shouldn’t we show our portfolios of work as a far better expression of our thinking and capability?
  • As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information.
  • Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0″ buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration.
  • Radical experiments in teaching carry no guarantees and even fewer rewards in most tenure and promotion systems, even if they are successful.
  • Nothing is easier to assess than information recall on multiple-choice exams, and the concise and “objective” numbers satisfy committee members busy with their own teaching and research.
  • Blogging came along and taught us that anybody can be a creator of information.
  • Wikipedia has taught us yet another lesson, that a networked information environment allows people to work together in new ways to create information that can rival (and even surpass) the content of experts by almost any measure.
  • many students are now struggling to find meaning and significance in their education.
  • When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension.
  • How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
  • Digital Literacy and the Undergraduate Curriculum | Jeff McClurken
  • digital literacy: How does one find and evaluate online materials
  • digital identity. How should we present ourselves to the online world
  • willingness to experiment with a variety of online tools, and then to think critically and strategically about a project and to identify those tools that would be most useful to that project.
  • There certainly needs to be some basic exposure and technical support, but part of the goal is to get students to figure out how to figure out how a new tool (system, software, historical process) works on their own.
  • it’s good for college classes to shake students (and faculty) out of their comfort zone. Real learning happens when you’re trying to figure out the controls, not when you’re on autopilot.
  • be completely transparent with students regarding my use of technology. I provide links to my blog, my Twitter account, my Flickr account, my YouTube and Vimeo usernames, my Facebook page, and my instant messenger screennames.
  • I think that I use technology and social media responsibly (though I could work on the efficiency part). Setting an example that students can follow is important if we want those students to be more critical about their use of technology.
  • I have an assignment that asks students to research and write an article on Wikipedia.
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