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al-saggaf_begg_2004_jices.pdf (application/pdf Object) - 0 views

www.ccsr.cse.dmu.ac.uk/...al-saggaf_begg_2004_jices.pdf anonymity gender arab muslim online communication culture
shared by Jessica Ice on 26 Jan 09 - No Cached
  • Jessica Ice on 26 Jan 09
     
    There is a major transformation taking place in the Arab and Muslim worlds. People in these nations are poised on the edge of a significant new social landscape. Called the Internet, this new frontier not only includes the creation of new forms of private communication, like electronic mail and chat, but also webbased forums, which for the first time enables public discussion between males and females in conservative societies. This paper has been written as a result of an ethnographic study conducted in Saudi Arabia during the period 2001-2002. The purpose of the study was to understand how online communities in Saudi Arabia are affecting people. The results of the study indicate that while participants to a large extent used online communities in accordance with their cultural values, norms and traditions, the communication medium and the features associated with it, such as the anonymity and lack of social cues, have affected them considerably. For example, many participants became more flexible in their thinking, more aware of the diverse nature of people within their society, less inhibited about the opposite gender, and more self-confident. On the other hand, participants neglected their family commitments, became less shy and some became confused about some aspects of their culture and religion. These findings and their implications for the Arab and Muslim worlds will be highlighted in this paper.
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Are the Creators of Twitter Living in the Last Dreamworld on Earth? -- New York Magazine - 0 views

nymag.com/...index2.html twitter ambientintimacy microcelebrity microblogging
shared by Mike Wesch on 13 Feb 09 - Cached
  • That is to say: Are we really becoming a nation of people who reflexively share information with everyone the minute we have it? We might be. Twitter has no choice but to hope so. They might be right.
  • He would have been vilified by bloggers and Twitterers alike. His is a culture of sharing information. This is the culture Twitter is counting on. Whatever your thoughts on its ability to exist outside the collapsing economy or its inability (so far) to put a price tag on its services, that’s a real thing. That’s the instinct Stone was talking about. If the nation has tens of millions of people like Krums, that’s a phenomenon. That’s what Twitter is waiting for.
  • On his personal blog, Krums, five days before the crash, posted that one of his goals for 2009 was to “Have over 1000 followers on Twitter,” adding, “this goal has no real purpose other that to prove that I can do it. It will make me feel better about myself.” Needless to say, after the crash, it worked: He’s at more than 4,000.
  • Mike Wesch on 13 Feb 09
     
    That is to say: Are we really becoming a nation of people who reflexively share information with everyone the minute we have it? We might be. Twitter has no choice but to hope so. They might be right.
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SLumming » Almost a Year: Education (in SL) - 0 views

durandus.org/...almost-a-year-education education elearning secondlife
shared by Adam Bohannon on 03 May 08 - Cached
  • 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.
  • The creation of an inaccessible school is a de facto violation of US laws governing accessibility including IDEA, and regulations 504 and 508.
  • 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.
  • ...8 more annotations...
  • 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.
  • 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.
  • 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.
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The Code of Best Practices in Fair Use for Media Literacy Education -- Publications -- ... - 0 views

www.centerforsocialmedia.org/...e_for_media_literacy_education medialiteracy fairuse copyright education ELI2009
shared by Mike Wesch on 09 Jan 09 - Cached
  • Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms.
  • Like literacy in general, media literacy is applied in a wide variety of contexts—when watching television or reading newspapers, for example, or when posting commentary to a blog. Indeed, media literacy is implicated everywhere one encounters information and entertainment content.
  • The foundation of effective media analysis is the recognition that: • all media messages are constructed • each medium has different characteristics and strengths and a unique language of construction • media messages are produced for particular purposes • all media messages contain embedded values and points of view • people use their individual skills, beliefs, and experiences to construct their own meanings from media messages • media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
  • Mike Wesch on 09 Jan 09
     
    Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms.
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The New Atlantis » Is Stupid Making Us Google? - 0 views

www.thenewatlantis.com/...is-stupid-making-us-google Carr Bowman socialmedia critic learning effects
shared by Mike Wesch on 03 Jan 09 - Cached
  • “as we come to rely on computers to mediate our understanding of the world, it is our own intelligence that flattens into artificial intelligence.”
  • what we are witnessing is not just an educational breakdown but a deformation of the very idea of intelligence.
  • Even those who have come to the Web late in life are not so very different, then, from the fifth-graders who, as an elementary school principal told Bauerlein, proceed as follows when they are assigned a research project: “go to Google, type keywords, download three relevant sites, cut and paste passages into a new document, add transitions of their own, print it up, and turn it in.”
  • ...11 more annotations...
  • even those who are most gung-ho about new ways of learning probably tend to cling to a belief that education has, or ought to have, at least something to do with making things lodge in the minds of students—this even though the disparagement of the role of memory in education by professional educators now goes back at least three generations, long before computers were ever thought of as educational tools.
  • adapting its understanding of what education is to the new realities of how the new generation of “netizens” actually learn (and don’t learn) rather than trying to adapt the kids to unchanging standards of scholarship and learning.
  • “lower-order skills” in comparison with the spatial, information-gathering, and pattern-recognition skills fostered by hours at the computer screen
  • can’t imagine a mathematician saying the same thing about math, or a biologist about biology, yet, sad to say, scholars, journalists, and other guardians of culture accept the deterioration of their province without much regret.
  • humanities stopped being, or even wanting to be, “guardians of culture” a long time ago.
  • In other words, the “mentors” have not only betrayed their pupils, they have denounced the very idea of mentorship in anything but the tools of deconstruction which allow them to set themselves up as superior to—rather than the humble acolytes of—the culture they study.
  • redefining education as the acquisition of information-retrieval skills
  • No one has ever taught them that books can be read for pleasure or enlightenment—or for any other purpose than to be exposed as the coded rationalization for the illegitimate powers of the ruling classes that they really are
  • But while Bauerlein takes Johnson to task on several points, he seems to suggest that all our educators have to do is expose their charges to some superior alternative to “the ordinary stuff of youth culture”
  • “Young people,” he rightly notes, “need mentors not to go with the youth flow, but to stand staunchly against it, to represent something smarter and finer than the cacophony of social life.” He’s also right that they need more time away from the computer in order to acquire the skills of “deep reading” recommended by Nicholas Carr.
  • But they are not likely to get either one so long as so many educators cling as they do now to the axiomatic belief not just that “learning can be fun” but that it must be fun, and the equally axiomatic rejection of that which may cause pain and humiliation, even if these are productive of real learning
    • Kevin Champion
      Kevin Champion on 04 Jan 09
       
      Well, learning certainly is fun! The process of learning can often times be difficult, terrifying, exciting, depressing, saddening etc. What's interesting is that there is no mention of relevance here. Learning is not always fun, but I think it is always fun when it is relevant. It also seems that the subjective experience of learning only occurs when it is fun. It doesn't feel like learning to me unless it is relevant to me; if it is relevant to me, it is fun! By extension, perhaps we benefit from thinking about learning from both subjective and objective perspectives, including both singular and collective objects (learning of an individual subjectively and objectively + learning of a group subjectively and objectively).
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South American writing systems - 1 views

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shared by Shawna Allen on 15 Feb 11 - No Cached
  • Shawna Allen on 15 Feb 11
     
    he earliest form of a writing system found in the Incan Empire of South America prior to colonialism was the Quipu. Although writing system may not be fitting, it served as some sort of a "transmittal system." The quipu is colored strings made of wool and cotton which are joined in many different ways and knotted in order to communicate. Several South American societies were capable of reading it. Upon the arrival of the Spanish in 1531, the conquistadors were suspicious of the quipu and burned most of them. To this day, only 300 quipu's remain. As to what the Incans were communicating with each other about, archaeologists remain uncertain. They do know however that they were used for administrative purposes such as tracking tributes. They might also have been used as maps or legends to be told orally in the future. Little is still known about this fascinating system of communication.
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Lessig's talk at CERN - 8 views

vimeo.com/22633948 Lessig CERN copyright academic journal jstor accessibility
shared by presentsavage on 01 May 11 - No Cached
  • presentsavage on 01 May 11
     
    Larry Lessig gives his latest presentation about copyright, gives some interesting examples of ways in which material isn't practically accessible. Debates the purpose of copyright (whether it does/should benefit authors or publishers). Promotes the dissemination of knowledge to the populace.

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shared by steelsparrow123 on 29 Nov 14 - No Cached
  • steelsparrow123 on 29 Nov 14
     
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  • steelsparrow123 on 14 Nov 14
     
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