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Ronda Wery

JOLT - Journal of Online Learning and Teaching - 0 views

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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.
Chris Andrews

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

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    This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling. Indeed, such an environment might encourage students to readily and happily pick up new knowledge and skills as the world shifts beneath them.
K Dunks

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

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    How to learn in new media environments.
K Dunks

YouTube - A Portal to Media Literacy - 0 views

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    Becoming knowledgeable.
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    Becoming knowledgeable and the path to media literacy.
Ronda Wery

The Dark Side of Twittering a Revolution | Open The Future | Fast Company - 0 views

  • n noting the potential power of social networking tools for organizing mass change, I thought out loud for a moment about what kinds of dangers might emerge. It struck me, as I spoke, that there is a terrible analogy that might be applicable: the use of radio as a way of coordinating bloody attacks on rival ethnic communities during the Rwandan genocide in the early 1990s. I asked, out loud, whether Twitter could ever be used to trigger a genocide.
  • 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: the introduction of a new medium of communication, such as radio [or Twitter]; the use of a completely new style of communication; the wide-spread perception that a crisis exists; a public with little knowledge of the situation from other sources of information, and 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.
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    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.
Chris Andrews

Connexions - Sharing Knowledge and Building Communities - 0 views

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    Connexions is: a place to view and share educational material made of small knowledge chunks called modules that can be organized as courses, books, reports, etc. Anyone may view or contribute: * authors create and collaborate * instructors rapidly build and share custom collections * learners find and explore content
Ronda Wery

E-Learning Curve Blog: E-Learning Authoring Tools Characterized - 0 views

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    Michael Hanley's elearning blog about enhancing performance, knowledge, and expertise through technology in learning.
K Dunks

Education 2.0 Designing the web for teaching and learning - 0 views

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    A commentary by the Technology Enhanced Learning Phase for the University of London, London Knowledge Lab.
Chris Andrews

Zotero | Groups > metaAcademia - 0 views

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    A Public (invitation/application) group for collecting references and resources about Web 2.0 use in Academia--for teaching, for learning, for scholarly practice; 21st Century higher education, social networking, social media, and social knowledge creation in general.
Chris Andrews

Is College Necessary in a Knowledge-Drenched World? -- Campus Technology - 0 views

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    Discussion of what the new form of expertise might need to look like in college classrooms.
Ronda Wery

Blended Learning with Drupal - 0 views

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    This case study describes the design and implementation of a foundations of educational technology course with the support of a web-based application known as Drupal. Drupal is a powerful free and open source web application framework in which one can use wikis, blogs, groups, and other tools to support the classroom learning experiences of students. In this course, distance masters students used these tools to build their own wiki-based knowledge base about the field of educational technology.
Ronda Wery

Rapid E-Learning 101 - The Rapid eLearning Blog - 0 views

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    Rapid elearning is about getting the right information to people at the right time. It's more than the tools. It's about empowering people with the knowledge that they need to operate at the speed of business.
Ronda Wery

Papers in Current Issue - 0 views

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    Web 2.0-Mediated Competence - Implicit Educational Demands on Learners
Ronda Wery

The Genius Index: One Scientist's Crusade to Rewrite Reputation Rules - 0 views

  • After two years of number-crunching in his cluttered office at UC San Diego, Hirsch had it—an invention important enough to warrant publication in the (very prestigious) Proceedings of the National Academy of Sciences. In his 2005 article, Hirsch introduced the h-index (named after himself, of course). The key was focusing not on where you published but on how many times other researchers cited your work. In practice, you take all the papers you've published and rank them by how many times each has been cited. Say paper number one has been cited 10,000 times. Paper number two, 8,000 cites. Paper number 32 has 33 citations, but number 33 has received just 28. You've published 32 papers with more than 32 citations—your h-index is 32. Or to put it more technically, the h-index is the number n of a researcher's papers that have been cited by other papers at least n times. High numbers = important science = important scientist.
  • The Web of Knowledge now comprises 700 million cited references from 23,000 journals published since 1804. It's used by 20 million researchers in nearly 100 countries. Anyone—scientist, dean, lab director—can sort the entries and tell someone's fortune. Nothing approaches it for breadth and longevity. Though the Journal Impact Factor has competitors, it remains the gold standard. "You may not like the database, but it has not been replaced," Garfield says.
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    After two years of number-crunching in his cluttered office at UC San Diego, Hirsch had it-an invention important enough to warrant publication in the (very prestigious) Proceedings of the National Academy of Sciences. In his 2005 article, Hirsch introduced the h-index (named after himself, of course). The key was focusing not on where you published but on how many times other researchers cited your work. In practice, you take all the papers you've published and rank them by how many times each has been cited. Say paper number one has been cited 10,000 times. Paper number two, 8,000 cites. Paper number 32 has 33 citations, but number 33 has received just 28. You've published 32 papers with more than 32 citations-your h-index is 32. Or to put it more technically, the h-index is the number n of a researcher's papers that have been cited by other papers at least n times. High numbers = important science = important scientist.
Ronda Wery

Conversation Agent: Creating Movements - 0 views

  • 1. the passion conversation, not the product conversation -
  • 2. begin with the first conversation
  • 3. have inspirational leadership
  • ...7 more annotations...
  • 4. there's a barrier to entry in movements
  • 5. empower people with knowledge
  • 6. shared ownership
  • 7. powerful identities
  • 8. live both online and off line
  • 9. make advocates feel like rock stars
  • 10. get result
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    The best way of movement is "let's do this together" kind of experience. This is the job description shared by Brains on Fire (how great is having a name like that?) in their manifesto 10 Lessons Learned in Igniting Word of Mouth Movements. What are movements about? They are about:
Ronda Wery

educational-origami - 21st Century Pedagogy - 0 views

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    The key features of 21st Century Pedagogy are:\n\n * building technological, information and media fluencies[Ian Jukes]\n * Developing thinking skills\n * making use of project based learning\n * using problem solving as a teaching tool\n * using 21st C assessments with timely, appropriate and detailed feedback and reflection\n * It is collaborative in nature and uses enabling and empowering technologies\n * It fosters Contextual learning bridging the disciplines and curriculum areas\n
Chris Andrews

News: 'Scholarship in the Digital Age' - Inside Higher Ed - 0 views

  • Taken together, this environment offers a wealth of opportunities for new kinds of data-and information-intensive, distributed, collaborative, interdisciplinary scholarship.
  • it doesn’t shift quickly.
  • tenure system is a much stronger driver of scholarly infrastructure than is technology
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  • cholars have been complaining about too many books and journals since Francis Bacon’s (1561-1626) day
  • “control” is more the issue than is “ownership.”
  • open access repository.
  • support both collaborative and independent
  • ccess to information resources and to the tools to use them
  • ability to use their own research data and that of others to ask new questions and to visualize and model their data in new ways
  • ew ways to explore and explain culture – and to mine all those books being digitized by Google, Open Content Alliance, and other international project
  • sustainable
  • Open access
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