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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.

"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."

A couple of books on Lulu about digital identity.

Blog post looking at the role of colour in learning spaces.

Interesting service - an 'Internet OS' - which replicates and extends some of the Google Applications.

Article / teaching resource on social bookmarking.

Debate on digital identity with minors.

"We have heard the complaint or issued it ourselves one too many times: 'They don't read'!"

Students creating high tech augmented reality music video with crowdsourced material - and made for a real band.

Some stuff on the #8songs project to develop a crowdsourced augmented reality music video.

Great site that lets you watch YouTube video in synch across the web. Add a Skype feed for great interaction - let's go to he movies together!

Another nice ds106 idea: students contribute and vote on assignment ideas.

"Are we ceding mankind's last best hope of free and open information to marketers and corporations?"

Some materials from FutureLab on social media (with a cost$)