Group items tagged

"In addition to all the lies, the story was laced with creepy sexual imagery: I'd had my "panties ripped off" and was like "a dog wagging her tail trying to attract a mating partner." I felt overwhelmed; it was as if something heavy were pressing into my forehead. I wanted to fight back, and I also wanted to hide. I haven't been able to do either."

"works that benefit from being searchable and portable, such as the Oxford English Dictionary, to be more quickly embraced than the typical monograph. "Reference works will be the vanguard." He also points to disciplines where research moves fast and works are prone to quick obsolescence as being natural adopters of e-books - information technology, business and engineering, for example."

Nancy and I decided to organize the special issue around "socially mediated publicness," both because we find that topic to be of great interest and because we felt like there was something fun about talking about publicness in truly public form. We weren't sure what the response to our call would be, but were overwhelmed with phenomenal submissions and had to reject many interesting articles.

"Overall, 117 of 485 (24.1%) of respondents used social media daily or many times daily to scan or explore medical information, whereas 69 of 485 (14.2%) contributed new information via social media on a daily basis. On a weekly basis or more, 296 of 485 (61.0%) scanned and 223 of 485 (46.0%) contributed. In terms of attitudes toward the use of social media, 279 of 485 respondents (57.5%) perceived social media to be beneficial, engaging, and a good way to get current, high-quality information. In terms of usefulness, 281 of 485 (57.9%) of respondents stated that social media enabled them to care for patients more effectively, and 291 of 485 (60.0%) stated it improved the quality of patient care they delivered. The main factors influencing a physician's usage of social media to share medical knowledge with other physicians were perceived ease of use and usefulness. Respondents who had positive attitudes toward the use of social media were more likely to use social media and to share medical information with other physicians through social media. Neither age nor gender had a significant impact on adoption or usage of social media."

Amid continued debate over whether or not Sochi is prepared to host the 2014 Olympics, which begins Thursday, reporters from around the world are starting to check into local hotels - to their apparent grief. Some journalists arriving in Sochi are describing appalling conditions in the housing there, where only six of nine media hotels are ready for guests. Hotels are still under construction. Water, if it's running, isn't drinkable. One German photographer told the AP over the weekend that his hotel still had stray dogs and construction workers wandering in and out of rooms.

"This kind of learning can't be scaffolded or too-carefully architectured but must be discovered in the act. In A New Culture of Learning: Cultivating the Imagination for a World of Constant Change, Douglas Thomas and John Seely Brown write, "Our understanding comes not through a linear progression, in which each step confirms that you are on the right path. Rather, it arises through approaching the problem from many angles and ultimately seeing its logic only at the end" (98)."

Why expose oneself to Internet trolls and conspiracy theorists? It doesn't "pay." It doesn't explicitly count for tenure or promotion. In fact, it puts one at risk of being labeled a popularizer or even being criticized by one's own colleagues as a less-than-serious scholar. But having opened the door to public engagement, I can't walk away now.

if curation is done accurately and fairly, it "is of tremendous benefit to the creators of the content, because it brings them many more eyeballs, a lot more traffic, which they can monetize." Now, curation is a common practice among news organizations of all statures.

Twenty-first-century learners have expectations that are not met within the current model of higher education. With the introduction of online learning, the anytime/anywhere mantra taken up by many postsecondary institutions was a first step to meeting learner needs for flexibility; however, the choice and determination of delivery mode still resides with the institution and course instructors. Recently, the massive open online course (MOOC) movement has been introduced as an undeniable force in higher education, and the authors argue that it is distracting leadership from focusing on alternative options for supporting the needs of learners who demand both personalization and real access to learning opportunities. The key element to the MOOC movement is its openness that enables student access to education. In this article, the authors present the multi-access learning framework that envelops the MOOC phenomenon and merges course access modes enabling student choice and agency. The authors report results from a pilot study on one type of multi-access course, where students were able to choose their mode of access. In this case, remote students accessed the course via webcam and joined their on-campus classmates and instructor who were together face-to-face. Implications for multi-access learning in relation to the MOOC movement are discussed.

"On Sunday, a salacious article flew across numerous news channels. In print, it was given titles like "Teenagers can no longer tell the real world from the internet, study claims" (Daily Mail) and "Real world v online world: teens do not distinguish" (The Telegraph). This claim can't even pass the basic sniff test, but it was picked up by news programs and reproduced on blogs."

After the April 15 bombings of the Boston Marathon, crowdsourcing groups drawing upon photos released by the FBI of a suspect erroneously reported via Reddit, a social news website, that the person in a baseball cap strongly resembled the missing student. At one point, Tripathi's name landed on the Twitter top trends list.

Intellectually rigorous work lives, thrives, and teems proudly outside conventional notions of academic rigor. Although institutions of higher education only recognize rigor when it mimics mastery of content, when it creates a hierarchy of expertise, when it maps clearly to pre-determined outcomes, there are works of exception - multimodal, collaborative, and playful - that push the boundaries of disciplinary allegiances, and don't always wear their brains on their sleeves, so to speak.

"Digital medicine is poised to transform biomedical research, clinical practice and the commercial sector. Here we introduce a monthly column from R&D/venture creation firm PureTech tracking digital medicine's emergence."

"How can critical pedagogy help to examine, dismantle, or rebuild the structures, hierarchies, institutions, and technologies of education? And how can we gather together generously to bring critical digital pedagogy more fully into the conversation about the changing landscape of education?"

"Contrary to a progressive lens of technology where asynchronous patterns replace older asynchronous patterns, I like to think that the big picture here is that the gathering collection of asynchronous technology over time - with all of its varieties of communication frequency and durability - gives humans more choice and autonomy over how we interact and what we interact about. Radio has not been replaced by television or even podcasts, but only declined in popularity and taken its place among what is now available. An abundance of asynchronous options is not really a shift that we have been experiencing, but liberation from a narrow range of vastly different options."

"The beauty in opening with "tell me about yourself" is that it allows you to start a conversation without the fear that you're going to inadvertently make someone uncomfortable or self-conscious. Posing a broad question lets people lead you to who they are"

"Even smart people are shockingly bad at analyzing sources online. This might be an actual solution."