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timmhaubrich532

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timmhaubrich532

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hairyirockm33

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Aemina Turner

Getting Started with Diigolet - Diigo help - 0 views

  • Tags help you find and organize your bookmarks by letting you select all of your bookmarks with a certain tag or combination of tags. Quickly add relevant tags to a bookmark by clicking on any of the recommended tags that appear under the description field on the “Save Bookmark” pop-up. When you are satisfied with the information in the “Save Bookmark” pop-up, click the “Save Bookmark” button. Now a link to the page is stored in your Diigo library, and the information you entered is stored with it.
  • Highlight Highlighting lets you denote important information on a page, just like highlighting in a book, but with Diigo, the highlighted text will be conveniently saved to your library as well. There are some important things for me to denote on my recipe. My wife doesn’t like pineapple, my grandfather can’t have eggs or chocolate, and I don’t like coconut very much, so I highlight those items on the recipe to let me know I need to deal with them. Highlight by clicking “Highlight” on the Diigolet. Then select the text you want to highlight. The text will be visually highlighted and the text is now stored in your library. It’s that easy. Click the button again to exit highlighter mode. You can also change the color of a highlight by clicking the downward-pointing arrow next to “Highlight” and choosing a color. Colors are useful for differentiating different types of highlights. I will use a different color for each of the different people I need to consider.
  • To add a sticky note to a highlight, simply move your mouse cursor over a highlight. When the little pop-up tab with the pencil on it appears, move the cursor to it and a menu will appear. Choose “Add Sticky Notes”. Now you can type and post a sticky note just like before, but this time it will be tied to the highlighted text.
ring11

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Ultimate Stock

Getting Started with Diigolet - Diigo help - 0 views

  • Tags help you find and organize your bookmarks by letting you select all of your bookmarks with a certain tag or combination of tags. Quickly add relevant tags to a bookmark by clicking on any of the recommended tags that appear under the description field on the “Save Bookmark” pop-up. When you are satisfied with the information in the “Save Bookmark” pop-up, click the “Save Bookmark” button. Now a link to the page is stored in your Diigo library, and the information you entered is stored with it.
  • Highlight Highlighting lets you denote important information on a page, just like highlighting in a book, but with Diigo, the highlighted text will be conveniently saved to your library as well. There are some important things for me to denote on my recipe. My wife doesn’t like pineapple, my grandfather can’t have eggs or chocolate, and I don’t like coconut very much, so I highlight those items on the recipe to let me know I need to deal with them. Highlight by clicking “Highlight” on the Diigolet. Then select the text you want to highlight. The text will be visually highlighted and the text is now stored in your library. It’s that easy. Click the button again to exit highlighter mode. You can also change the color of a highlight by clicking the downward-pointing arrow next to “Highlight” and choosing a color. Colors are useful for differentiating different types of highlights. I will use a different color for each of the different people I need to consider.
  • To add a sticky note to a highlight, simply move your mouse cursor over a highlight. When the little pop-up tab with the pencil on it appears, move the cursor to it and a menu will appear. Choose “Add Sticky Notes”. Now you can type and post a sticky note just like before, but this time it will be tied to the highlighted text.
Jacques Reynold

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Mike Wesch

How anonymous are you online? Examining online social behaviors from a cross-cultural p... - 0 views

  • Visual anonymity exists in an online community if individuals communicate with each other without their physical appearances attached to their messages.
  • A second level of anonymity is the dissociation of real and online identities. In online communities, there is ample anecdotal evidence that many individuals create a new persona for themselves using nicknames and avatars
  • A third level of anonymity is the concept of lack of identifiability, in which an individual’s behaviors are not distinguishable from others’ behaviors
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  • A quick glimpse of the table confirms our prediction that Japanese people would prefer to discuss or voice their opinions when there is a lack of identifiability. The US Slashdot has a much lower rate of anonymous cowards, indicating a preference to be identifiable. For the most active topics, 25% of comments on average were made as anonymous coward in the US, compared to 69% in Japan.
  • Due to the industrialization and modernization of the past several decades, changes in social and economic structure have inevitably caused East Asian countries, such as Japan and Korea, to become more westernized. Due to this fact, some argue that Japan should not be considered as an exemplar of collectivistic societies (Takano and Osaka 1999). Yet the striking cultural differences, in the normative degree of anonymity, found in this study suggests that there continues to be a difference between Eastern and Western cultures in how people are motivated to seek and interact with others online.
Mike Wesch

Zoho Creator - Anonymity Project - 0 views

  • What's to stop an online mass of anonymous but connected people from suddenly turning into a mean mob, just like masses of people have time and time again in the history of every human culture? It's amazing that details in the design of online software can bring out such varied potentials in human behavior. It's time to think about that power on a moral basis.
  • In this research, Durkheim's theory of the universalization of religious beliefs is extended to analyze the occurrence of religious rituals. Drawing upon Schutz's phenomenology of social relations, we amplify theoretically the Durkheimian perspective and suggest that the universalization process is stimulated by an increase in anonymity (as opposed to intimacy) in society. Structural factors consistent with anonymity--i.e., increasing population density, political and economic differentiation, and monetary exchange--are hypothesized to influence the universalization of ritual occurrence
  • In a rather wet community, members easily specify other members. This is effective for managing memberships and changing knowledge from tacit to formal. In a rather dry community, members barely identify with other members at all. This method is suitable for the formal-to-tacit phase of knowledge creation. Finally, it is discussed how social intelligence should be designed and what features are needed to support knowledge-creating communities.
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  • Three studies examined the notion that computer-mediated communication (CMC) can be characterised by high levels of self-disclosure. In Study One, significantly higher levels of spontaneous self-disclosure were found in computer-mediated compared to face-to-face discussions. Study Two examined the role of visual anonymity in encouraging self-disclosure during CMC. Visually anonymous participants disclosed significantly more information about themselves than non-visually anonymous participants. In Study Three, private and public self-awareness were independently manipulated, using video-conferencing cameras and accountability cues, to create a 2 × 2 design public self-awareness (high and low)×private self-awareness (high and low). It was found that heightened private self-awareness, when combined with reduced public self-awareness, was associated with significantly higher levels of spontaneous self-disclosure during computer-mediated communication.
  • "The principle of anonymity has an immense spiritual significance. It reminds us that we are to place principles before personalities."
    • Mike Wesch
       
      citation: Alcoholics Anonymous 568
  • A laboratory experiment was used to evaluate the effects of anonymity and evaluative tone on computer-mediated groups using a group decision support system to perform an idea-generation task. Evaluative tone was manipulated through a confederate group member who entered supportive or critical comments into the automated brainstorming system. Groups working anonymously and with a critical confederate produced the greatest number of original solutions and overall comments, yet average solution quality per item and average solution rarity were not different across conditions. Identified groups working with a supportive confederate were the most satisfied and had the highest levels of perceived effectiveness, but produced the fewest original solutions and overall comments.
  • The results suggest that increased visual anonymity is not associatedwith greater self-disclosure, and the findings about the role of discursive anonymity aremixed.
  • Three levels of anonymity, visual anonymity, dissociation of real and online identities, and lack of identifiability, are thought to have different effects on various components of interpersonal motivation
  • suggesting that individuals in Western societies will gravitate toward online communities that allow lower levels of anonymity, while individuals in Eastern societies will be more likely to seek out online communities that promote higher levels of anonymity.
Mike Wesch

'Online Social Networking on Campus' :: Inside Higher Ed :: Higher Education's Source f... - 0 views

  • Facebook, for example, is understood by students as “real” with a complex web of rules that guide playful misrepresentation, for example.
  • In our study, it was evident that student use of Facebook was governed by the degree to which students felt that they controlled self-presentation or digital agency
  • A code of Facebook ethics for faculty currently exists on the site and I would recommend that faculty review it.
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  • I don’t see a problem with accepting a students’ friend request. And you can do so as a professor, and still make your profile as personal as you want it for your friends. How? Facebook has amazing privacy settings. You can make a friend list (all students, for instance) and then restrict how much of your profile they can see, and how much of your activity they can see. Students can see my basic work, school and contact info, but cannot see my status updates, photos tagged of me, or what my friends write on my wall.
  • There are ways to interact with students via Facebook without being friends. Facebook provides the Groups feature, but I recommend building your own application or choosing an application provider like ourselves. Applications allow users to interact with one another outside of being Facebook Friends. In our app, Instructors can send gifts, post on walls, share links, see status updates, and play a name game — all without being friends.
  • As someone who has built an LMS on Facebook, I can tell you the more you move towards “instructional tool” the more resistance and less use you will end up with.
Mike Wesch

January 2008 UTubeDrama.com = UTubeDrama = YouTube Drama by Trevor Rieger - 0 views

  • January 31 1. MadV HACKS HIS OWN CHANNEL just so he can be on UTubeDrama. Signed, Anonymous.
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    January 31 1. MadV HACKS HIS OWN CHANNEL just so he can be on UTubeDrama. Signed, Anonymous.
Mike Wesch

Anshe Chung - Wikipedia, the free encyclopedia - 0 views

  • In December 2006, while conducting an interview for CNET with Daniel Terdiman on her economic assets, the virtual studio in which the interview took place was bombarded by flying animated penises and copies of a photo of Graef modified to show her holding a giant penis in her arms. The griefers managed to disrupt the interview sufficiently that Chung was forced to move to another location and ultimately crashed the simulator entirely.[18] Video and images of the incident were posted to the "Second Life Safari" section of Something Awful, and the incident received international notice via blogs including Boing Boing and the online edition of the Sydney Morning Herald. Two weeks later, Anshe's husband, Guntram Graef, issued takedown notices under the DMCA, demanding that newspapers and websites remove photos and videos of the incident and claiming that they violated Graef's copyright in her avatar and other virtual creations. YouTube pulled the videos of the incident as a DMCA violation and banned the account of Second Life Safari, bringing objections from legal experts who considered the work "fair use".[19] A Linden Labs spokesperson suggested that the taking of videos and photos in Second Life should be governed by the same rules as in real life,[20] and an attorney for the Electronic Frontier Foundation compared it "to Armani attempting to restrict news photos of a car crash where one of the drivers was wearing an Armani suit."[21]
  • After news of these events and the legal objections spread across a number of sites including Slashdot, YouTube changed its rationale for removing copies of the video to terms of use violation, and in an interview Guntram Graef said that issuing the takedown notices had been a mistake. He referred to the images as 'pornographic material' and said The video and pictures are clearly defaming and constitute a sexual assault. He stated that he had originally tried to have the videos removed as a personal attack and infringement on rights, but later changed to a copyright claim when that didn't produce a response. When he realized the issues of censorship, he dropped the copyright claim.[19] In 2008 Russian opposition leader Gary Kasparov was attacked at a real public event with a flying penis helicopter and what appeared as a real life adaption of the flying penis attack on Anshe Chung. The Kasparov attack was ended within seconds by a guard who destroyed the flying penis aparatus. In contrast CNet and the company Millions of Us who were responsible for securing the event in Second Life had failed to remove the virtual objects for an extended period of time
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    In December 2006, while conducting an interview for CNET with Daniel Terdiman on her economic assets, the virtual studio in which the interview took place was bombarded by flying animated penises and copies of a photo of Graef modified to show her holding a giant penis in her arms. The griefers managed to disrupt the interview sufficiently that Chung was forced to move to another location and ultimately crashed the simulator entirely.[18] Video and images of the incident were posted to the "Second Life Safari" section of Something Awful, and the incident received international notice via blogs including Boing Boing and the online edition of the Sydney Morning Herald. Two weeks later, Anshe's husband, Guntram Graef, issued takedown notices under the DMCA, demanding that newspapers and websites remove photos and videos of the incident and claiming that they violated Graef's copyright in her avatar and other virtual creations. YouTube pulled the videos of the incident as a DMCA violation and banned the account of Second Life Safari, bringing objections from legal experts who considered the work "fair use".[19] A Linden Labs spokesperson suggested that the taking of videos and photos in Second Life should be governed by the same rules as in real life,[20] and an attorney for the Electronic Frontier Foundation compared it "to Armani attempting to restrict news photos of a car crash where one of the drivers was wearing an Armani suit."[21] After news of these events and the legal objections spread across a number of sites including Slashdot, YouTube changed its rationale for removing copies of the video to terms of use violation, and in an interview Guntram Graef said that issuing the takedown notices had been a mistake. He referred to the images as 'pornographic material' and said The video and pictures are clearly defaming and constitute a sexual assault. He stated that he had originally tried to have the videos removed as a personal attack and infringement on rights,
Adam Bohannon

SLumming » Almost a Year: Education (in SL) - 0 views

  • I believe that any college or university which accepts US federal dollars and requires students to use second life as a classroom space is in violation of regulation 508 because SL is not accessible to individuals who are blind.
  • I’ll be anxious to see how long it takes the educational community to realize that SL affords capabilities that transcend and exceed the capabilities of the classroom.
  • The much bruited installation of “voice chat” as accessibility option is merely an indication of how very little the educational establishment actually understands the issue of accessibility.
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  • Second, the main instantiation of educational activity in SL seems to be the recreation of the classroom in virtual space.
  • Third, efforts to introduce games and problem-based instruction as educational strategies have focused on adding a “game layer” on top of the SL environment rather than using the environment itself as a game.
  • The creation of an inaccessible school is a de facto violation of US laws governing accessibility including IDEA, and regulations 504 and 508.
  • Fourth, my sense is that educators are generally tourists — outsiders looking in, just visiting — in the environment.
  • Few hold jobs. Comparatively few even “get off the island.” This is especially true of those educators who participate through the auspices of a private island. They’re very busy controlling the environment to suit their own purposes without really taking the time to understand the culture and environment. It’s no wonder they’re unable to recognized the inherent value of the space.
  • Fifth, everybody is interested in the space as an educational environment and almost nobody is looking at it as a learning environment.
  • They still think that there’s a direct correlation between teaching and learning in RL as well. That bias has been brought in world.
  • Conclusion: Teachers want to use the space. Most of them want to use it for the wrong reasons. Many don’t have a clue what it means to be “in the world” in any real sense, instead focusing on imposing RL constraints on SL constructs — even when those constraints are irrelevant.
Adam Bohannon

Teens' Self-Image Shaped by Friends, Family, TV - MarketingVOX (Teens tend to be happie... - 0 views

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    Eight in 10 teenagers (81 percent) are at least somewhat happy - 36 percent say very happy - and they list girlfriends/boyfriends, religion, friends and parents as positive influences, according to a recent OTX Research and Intelligence Group study, writes MarketingCharts. Relationships with friends ranked highest in the areas where teens feel happy (85 percent put this category in the top two positions), followed by personal talents or abilities (80 percent) Moreover, teens tend to be happier with how they look online (e.g., their MySpace profile) than with their actual looks - 78 percent vs. 68 percent.
Mike Wesch

Patriotic Nigras - Wrecking Second Life Since 2006 - 0 views

  • the next form of social evolution on the Internet.
  • As the internet has grown in popularity, a disturbing phenomenon has occurred: Everyone thinks they they are SPECIAL.
  • We have news for you... You aren't special.
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  • You are a mindless horde of filth, traversing the universe on a small ball of dirt. A speck upon a speck in the vastness of existance.
  • We are here to remind you of this.
  • deindividuality
  • We will take all of the filth in the world; images you never want to see, stories you never want to hear, memories you never want to see again, we will bring it all into the light of day and laugh at it as you run screaming,
  • We cannot be stopped. We have no leader. We have no true names. We are Anonymous, and our numbers are vast. We are everywhere, and we never forgive.
  • Wherever someone takes themselves too seriously, we will be there. Wherever someone has an inflated ego, we will be there.
  • We will do it through madness. And we will remove you from the high place you have built yourself.
Adam Bohannon

Social Capital in Virtual Learning Communities and Distributed Communities of Practice - 0 views

  • Researchers in the social sciences and humanities consider social ties to be a social resource. Such a resource is referred to as social capital.
  • Narayan and Pritchett (1997) suggested that communities with high social capital have frequent interaction, which in turn cultivates norms of reciprocity through which learners become more willing to help one another, and which improve coordination and dissemination of information and knowledge sharing. Social capital has been used as a framework for understanding a wide range of social issues in temporal communities. It has been used for the investigation of issues such as trust, participation, and cooperation.
  • In one of the earliest definitions of social capital, Hanifan (1916) stated that social capital included "those intangible substances [that] count for most in the daily lives of people - namely goodwill, fellowship, sympathy and social intercourse among the individuals and families who make up a social unit." Many years later, Coleman (1988) followed a similar line of thinking when he suggested that social capital refers to supportive relationships among adults and children that promote the sharing of norms and values.
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  • Woolcock (1998) argues that social capital `encompasses the norms and networks facilitating collective action for mutual benefit.'
  • Fountain (1998) defines social capital as the institutional effectiveness of inter-organizational relationships and cooperation—horizontally among similar firms in associations, vertically in supply chains, and multidirectional links to sources of technical knowledge, human resources, and public agencies.
  • Nahapiet and Ghoshal (1998) defined social capital as the sum of actual and potential resources embedded within, available through and derived from the network of relationships possessed by an individual or social unit.
  • And Fukuyama (1999) included informal norms that promote cooperation between two or more individuals. The norms that constitute social capital can range from a norm of reciprocity between two friends, all the way up to complex and elaborately articulated doctrines like Christianity, Islamism or Confucianism. And so by definition, trust, networks, civil society, and the like which have been associated with social capital are all epiphenomenal, arising as a result of social capital but not constituting social capital itself.
  • A meta-societal definition of social capital was offered by the World Bank (1999), which referred to the institutions, relationships, and norms that shape the quality and quantity of a society's social interactions. In this view, social capital is seen not merely as the sum of the institutions that underpin a society _ it is the glue that holds them together.
  • Cohen and Prusak (2001) extend Putnam's definition to define social capital as a stock of active connections among people, which covers the trust, mutual understanding, and shared values and behaviours that bind people as members of human networks and communities.
  • As a working definition, we define social capital in virtual learning communities as . common social resource that facilitates information exchange, knowledge sharing, and knowledge construction through continuous interaction, built on trust and maintained through shared understanding.
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    Social capital has recently emerged as an important interdisciplinary research area. It is frequently used as a framework for understanding various social issues in temporal communities, neighbourhoods and groups. In particular, researchers in the social sciences and the humanities have used social capital to understand trust, shared understanding, reciprocal relationships, social network structures, common norms and cooperation, and the roles these entities play in various aspects of temporal communities. Despite proliferation of research in this area, little work has been done to extend this effort to technology-driven learning communities (also known as virtual learning communities). This paper surveys key interdisciplinary research areas in social capital. It also explores how the notions of social capital and trust can be extended to virtual communities, including virtual learning communities and distributed communities of practice. Research issues surrounding social capital and trust as they relate to technology-driven learning communities are identified.
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