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This paper explores the potential of artificial intelligent (AI) systems in the university's core functions of teaching, learning and knowledge nexus, against the background of rapid technological change, globalisation and challenges facing universities to respond to societies' needs in the knowledge age. As knowledge and innovation will drive competitive economic advantage in increasingly Internet defined infrastructures, a new university paradigm is needed where telecommunications and computers replace roads, buildings and transport technology that underpinned the industrial university that operated in the industrial age. As the Internet a global communication tool continues to impact on all human activities and enterprise changing the way we shop, bank, do business, entertain ourselves, communicate and think, it is radically changing how, when and what we learn. This paper introduces the idea of a HyperClass based on HyperReality, an advanced form of distributed virtual reality where physical reality and virtual reality, and human intelligence and artificial intelligence intermesh and interact to provide anyone, anywhere, anytime learning, in which teaching could be done by Just in Time Artificially Intelligent Tutors (JITAITs) that will pop up when needed, whilst students use avatars -online simulacra of themselves - to interact as telepresences in classes from different countries and locations.

Online schools are changing education

The nature of the academic lecture has changed with the introduction of wi-fi and cellular technologies. Interacting with personal screens during a lecture or other live event has become commonplace and, as a result, the economy of attention that defines these situations has changed. Is it possible to pay attention when sending a text message or surfing the web? For that matter, does distraction always detract from the learning that takes place in these environments? In this article, we ask questions concerning the texture and shape of this emerging economy of attention. We do not take a position on the efficiency of new technologies for delivering educational content or their efficacy of competing for users' time and attention. Instead, we argue that the emerging social media provide new methods for choreographing attention in line with the performative conventions of any given situation. Rather than banning laptops and phones from the lecture hall and the classroom, we aim to ask what precisely they have on offer for these settings understood as performative sites, as well as for a culture that equates individual attentional behavior with intellectual and moral aptitude.

Interview with Clay Shirky, Part I "There's always a new Luddism whenever there's change."

But we note two trends that suggest a bleak future: the increase in non-anonymous mob participation and the evolution of online services towards ever more efficient and real time communication platforms that facilitate mob creation and growth like never before. Things are changing online way too fast for society and culture to adapt. Something will eventually break. I'm going to pick on FriendFeed in this post because I believe it is the nearest thing to Shangri-La for mob justice enthusiasts.

Certainly, there is a powerful new force developing here. Citizens who previously had little voice in public are using cheap Web tools to tell the world about the drama that has unfolded since President Mahmoud Ahmadinejad was declared the winner of Iran's presidential election. The government succeeded last week in exerting control over Internet use and text-messaging, but Twitter has proven nearly impossible to block. The most common search topic on Twitter for days has been "#iranelection" -- the "hashtag" for discussions about Iran -- and international media outlets are relying on information and images disseminated by ordinary citizens via Twitter feeds. Yet for all its promise, there are sharp limits on what Twitter and other Web tools such as Facebook and blogs can do for citizens in authoritarian societies. The 140 characters allowed in a tweet do not represent the end of politics as we know it -- and at times can even play into the hands of hard-line regimes. No amount of Twittering is going to force Iranian leaders to change course, as Ayatollah Ali Khamenei, the country's supreme leader, made clear during Friday prayers with his stern rebuke of the protesters. In Iran, as elsewhere, true revolution can only happen offline.

The architects of education 2.0 predict that traditional universities that cling to the string-quartet model will find themselves on the wrong side of history, alongside newspaper chains and record stores. "If universities can't find the will to innovate and adapt to changes in the world around them," professor David Wiley of Brigham Young University has written, "universities will be irrelevant by 2020."

Abstract: We borrow from computer-supported collaborative work (CSCW) the lessons learned from the eight challenges of business groupware. Groupware decentralizes communication and control across existing institutional boundaries, often leading to organizational change. We will share how Georgia Gwinnett College applies CSCW challenges to select, deploy, and evaluate collaborative technology.

TinyChat, the simple, free web-based chat room we wrote about here, is now adding video conferencing and screen sharing to its list of features.\n\nOnce you create a chat room on TinyChat's site, TinyChat will generate a unique URL that you can share with whoever you choose to invite to the virtual chat room. When users click on the link, they will enter the interface and will be able to input messages, change their usernames and enable video and audio conferencing. Powered by Adobe Flash, the video conferencing feature allows up to 12 different users in the chat room

Delivering 'Anytime, anywhere computing' was identified as the top concern in the UCISA Top Concerns survey of 2005. Delivery is a difficult balancing act - staff and students require access to office tools and applications, filestore and business applications from a variety of devices and locations (mobile phones, PDAs, laptops as well as home desktops). Service heads have to try and provide this securely to protect their institutions' assets, but in a way where authentication does not compromise ease of access and where managing connectivity does not come at the cost of a heavy demand on resources. Governance and security issues require appropriate policies for remote use of corporate information and applications, particularly on systems that may not be owned by the institution, and maintenance of security patches and antivirus software on remote systems add to the complexity. The growing use of mobile devices, increasing student ownership of 'cutting edge' devices, growth in the use of online learning and demographic changes in the student body have all contributed to systems resilience and availability becoming the major new concern for IT Directors. The expectation that services, particularly e-learning, are available 24x7 brings new demands - achieving this is a significant investment in infrastructure and maintenance and operational resource. Network security continues to be a concern - although many institutions have external antivirus and spam filter mechanisms in place, there is often a threat from within from poorly maintained systems.

Since then, the idea of the 'digital native' has gained a lot of traction and, like many memes, has evolved into a set of assumptions about what makes one person a digital native and another person a digital immigrant. I have heard the term used in all sorts of contexts, from business to media, and often it's used in a discussions about how "We must hire more digital natives", (where "we" is the company or organisation that the speaker represents), "Digital natives will change everything", or "Digital natives will expect us to use social software".\n\nBut what is a digital native? How can we tell one when we see one? For many, the assumptions about what makes a person a digital native revolve around age: The "net generation" are all digital natives because they have grown up with technology embedded so firmly in their lives that they barely recognise it as tech.\n\nThis assumption, that a given generation is automatically imbued with a natural understanding of technology in general and the web in particular, is wrong. I have spoken to many an undergraduate class, as has Kevin, made up primarily of people who did not have an interest in the web at all, who distrust it, feel it has no place in their work (and sometimes personal) lives. There is a tendency amongst each generation to believe that the generations that come afterwards are in some way fundamentally different, and it seems to be a natural part of being human to dissociate oneself from younger generations. Maybe that is why we name each generation, from Baby Boomers to Gen X to the Net Generation, so that we can talk about them as if they are 'other' to us. Is not 'digital natives' just another way to achieve that?

Gates: U.S. ed has no choice but to improve Microsoft co-founder said education is the field that has changed the least with technology

Video describes how education is changing.

Video about our changing world and shifting the way we think about education.

Social network sites (SNSs) are increasingly attracting the attention of academic and industry researchers intrigued by their affordances and reach. This special theme section of the Journal of Computer-Mediated Communication brings together scholarship on these emergent phenomena. In this introductory article, we describe features of SNSs and propose a comprehensive definition. We then present one perspective on the history of such sites, discussing key changes and developments. After briefly summarizing existing scholarship concerning SNSs, we discuss the articles in this special section and conclude with considerations for future research.

\n \nProtected\ntitle.jpg\nTable of Contents\nWelcome to the 21st Century\nStarter Sheets\nBloom's Taxonomy\nLearning styles and ICT\nICT integration and Management\nManaging Complex Change\nWeb 2.0 and other tools\nEducational Origami is a blog , and a wiki, about the integration of ICT (Information and Communication Technologies) into the classroom,

Did Biz Stone, Evan Williams, Jack Dorsey or even Mark Zuckerberg ever portend that their means of connecting among social circles would be the news du jour in many newsrooms across the country? Social networking sites are some of the newest tools for reporters to use in news gathering, networking and promoting their work. But many newsrooms are fuzzy on the usage.

A report and podcast on the use of Web 2.0 technologies in education.

In a 1999 presentation for the Montreal Institute for Genocide and Human Rights Studies, Professor Frank Chalk noted five circumstances that would allow the maximum intensity of a media-driven response to a crisis: 1. the introduction of a new medium of communication, such as radio [or Twitter]; 2. the use of a completely new style of communication; 3. the wide-spread perception that a crisis exists; 4. a public with little knowledge of the situation from other sources of information, and 5. a deep-seated habit of obeying authority among the target audience. All of these circumstances pertain to the promulgation of the genocide in Rwanda in 1994 and many of them are found in other cases of genocide and genocidal killings, as well. It's easy to see how well this model applies to the Iranian situation, too. This shouldn't be read as an indictment of social networking technologies in general, or of Twitter in particular. As I said at the outset, I'm thrilled at how critical this technology has been to the viability and potential success of the pro-democracy demonstrations. As the cat-and-mouse game around proxy servers further suggests, the only way for a state to entirely cut off the use of these kinds of tools is to kill its own information networks, blinding itself and effectively removing itself from the global economy. What I'm arguing, however, is that we shouldn't see the positive political successes of emerging social tools as being the sole model. We should be aware that, as these tools proliferate, they will inevitably be used for far more deadly goals.

Ruminations of technology, leadership, and the future of our schools