Tuesday, February 23, 2010
Question for ePortfolio segment
How many of my classmates have begun organizing past work into an ePortfolio for their own benefit?
Question on ethics
WHy was Disney allowed the freedom to parody the Keaton film and be rewarded, not punished?
Review of Lawrence Lessig's article
FREE CULTURE:
HOW BIG MEDIA USES TECHNOLOGY
AND THE LAW TO LOCK DOWN CULTURE
AND CONTROL CREATIVITY
Lawrence Lessig
Lessig uses three main ideas in his essay.
We are allowing those most threatened by the use of technology to control it.
Mickey Mouse was Disney’s parody of the Buster Keaton movie.
Dojinshi is a Japanese art form which is the retelling by adding components to existing comics. It is similar to having a jazz composer rewrite a popular song.
Web 2.0 is a retelling of copyrighted material with something new added to it. It is similar to Disney’s efforts and the Japanese comic form, Dojinshi.
HOW BIG MEDIA USES TECHNOLOGY
AND THE LAW TO LOCK DOWN CULTURE
AND CONTROL CREATIVITY
Lawrence Lessig
Lessig uses three main ideas in his essay.
We are allowing those most threatened by the use of technology to control it.
Mickey Mouse was Disney’s parody of the Buster Keaton movie.
Dojinshi is a Japanese art form which is the retelling by adding components to existing comics. It is similar to having a jazz composer rewrite a popular song.
Web 2.0 is a retelling of copyrighted material with something new added to it. It is similar to Disney’s efforts and the Japanese comic form, Dojinshi.
Response to Ethics Video
Lessig brings up an interesting premise - that technologies have generally stifled the creativity of its users. Overboard prosecutions of copyright laws have resulted in some ridiculous court rulings. Judges, however, are beginning to move to the other side of the question and are ruling more in favor with the creative, common people. This will especially be helpful as Web 2.0 becomes more and more mainstream.
Tuesday, February 16, 2010
A response to the video, "E-portfolios for Starters"
This short video is packed with information on the "why" of e-portfolios. The creator does such a good job, that I couldn't wait to start my own. As a matter of fact, I wanted to go through all my documents, presentations, and spreadsheets from the M.Ed. program here at UWA and organize them into one universal portfolio. Watch this video and see the compelling arguments for this tool. It is easy to see that e-portfolios will become a major factor in all school work in the coming years.
Article Review on E-portfolios
Open Source Eportfolio
Meeus, Wil, Questier, Frederik and Derks, Thea(2006) 'Open source eportfolio: development and
implementation of an institution-wide electronic portfolio platform for students', Educational Media International, 43: 2,
133 — 145
To link to this Article: DOI: 10.1080/09523980600641148
URL: http://dx.doi.org/10.1080/09523980600641148
Vrije Universiteit Brussel, Belgium
There are many articles out there that describe the implementation of e-portfolios in an educational setting. This article does just that thoroughly in a logical way that keeps the reader interested and wanting more information. By describing the problems encountered and reporting the solutions to these problems as they were discovered, the authors, Meeus, Questier, and Derks, clearly tell the history of the e-portfolio phenonmenon in their university in Brussels. They began by telling the reader, in simple terms, what an e-portfolio is, its purpose, and its creator. Basic e-portfolios are student created portfolios that are portable and sharable among their peers and teachers. Aggregating all student e-portfolios with teacher portfolios, professional portfolios, and administrative portfolios, the total set of portfolios of one complete and entire university can be published. The authors of this article describe the decision paths taken to create and install a universal portfolio management platform at the Vrije Universiteit in Belgium.
Meeus, Wil, Questier, Frederik and Derks, Thea(2006) 'Open source eportfolio: development and
implementation of an institution-wide electronic portfolio platform for students', Educational Media International, 43: 2,
133 — 145
To link to this Article: DOI: 10.1080/09523980600641148
URL: http://dx.doi.org/10.1080/09523980600641148
Vrije Universiteit Brussel, Belgium
There are many articles out there that describe the implementation of e-portfolios in an educational setting. This article does just that thoroughly in a logical way that keeps the reader interested and wanting more information. By describing the problems encountered and reporting the solutions to these problems as they were discovered, the authors, Meeus, Questier, and Derks, clearly tell the history of the e-portfolio phenonmenon in their university in Brussels. They began by telling the reader, in simple terms, what an e-portfolio is, its purpose, and its creator. Basic e-portfolios are student created portfolios that are portable and sharable among their peers and teachers. Aggregating all student e-portfolios with teacher portfolios, professional portfolios, and administrative portfolios, the total set of portfolios of one complete and entire university can be published. The authors of this article describe the decision paths taken to create and install a universal portfolio management platform at the Vrije Universiteit in Belgium.
Wednesday, February 10, 2010
Gutenberg in a new light!
The video below is a sort of adjunct to the Lessig article. The segment here about Gutenberg could have been used by Lessig in his article.
Tuesday, February 9, 2010
A personal vision of learning and Web 2.0
A personal theory of learning with Web 2.0
The most salient point of all the theories concerning “how humans learn” is the constructivist idea that new learning can only be assimilated onto old knowledge. As each one of us has a unique set of learned concepts, singular facts, etc. we can learn only by attaching something new to our existing knowledge framework. Web 2.0 gives us as learners a venue to approach new information socially, thereby assimilating through observation and modeling of others with which we share our Web 2.0 experiences. Web 2.0 experiences are found through all formats, not just data that is read on a screen. Web 2.0 is audio and video. Web 2.0 learning provides the means to teach all, no matter the learning style they prefer. Web 2.0 content can be created and published for all in a matter of seconds by anyone, no matter what assistive technologies were used to channel the thoughts onto the web.
Web 2.0 is social media based on the input of many members of groups. It has evolved from the original Web 1.0 that was published only by a few who exercised some authority over the availability and dissemination of information held in their sites. Web 2.0 is created by many and is freely shared and updated.
The active learner assimilates new information through socially interacting with others who share similar interests and goals. The collective schemata of group members is harnessed to disseminate evenly among its members all that is known and understood. The world of knowledge and understanding can become better in that everyone can share a more perfect grasp on the world. Web 2.0 provides a venue for this phenomenon. Learning by observing others, modeling their behaviors and understanding, is the very definition of social learning. Web 2.0 is the very definition of social media. Therefore, it can be confidently stated that social media is the venue for learning.
The most salient point of all the theories concerning “how humans learn” is the constructivist idea that new learning can only be assimilated onto old knowledge. As each one of us has a unique set of learned concepts, singular facts, etc. we can learn only by attaching something new to our existing knowledge framework. Web 2.0 gives us as learners a venue to approach new information socially, thereby assimilating through observation and modeling of others with which we share our Web 2.0 experiences. Web 2.0 experiences are found through all formats, not just data that is read on a screen. Web 2.0 is audio and video. Web 2.0 learning provides the means to teach all, no matter the learning style they prefer. Web 2.0 content can be created and published for all in a matter of seconds by anyone, no matter what assistive technologies were used to channel the thoughts onto the web.
Web 2.0 is social media based on the input of many members of groups. It has evolved from the original Web 1.0 that was published only by a few who exercised some authority over the availability and dissemination of information held in their sites. Web 2.0 is created by many and is freely shared and updated.
The active learner assimilates new information through socially interacting with others who share similar interests and goals. The collective schemata of group members is harnessed to disseminate evenly among its members all that is known and understood. The world of knowledge and understanding can become better in that everyone can share a more perfect grasp on the world. Web 2.0 provides a venue for this phenomenon. Learning by observing others, modeling their behaviors and understanding, is the very definition of social learning. Web 2.0 is the very definition of social media. Therefore, it can be confidently stated that social media is the venue for learning.
Wednesday, February 3, 2010
Monday, February 1, 2010
Enabling an Accessible Web 2.0
Becky Gibson
IBM Emerging Technologies
5 Technology Park Drive
Westford, MA USA
Web 2.0, the interactive, dynamic web we know and use, is constantly being rewritten with new features and tools for construction of sites. Every application that appears now is just an incremental improvement over what has been available. Who are the people creating this environment we all live in and work in this present time? What drives them? Do they have common goals? Do they have a common vision?
For one small part, they do share a common goal, making the web accessible to all – even those who rely on assistive technologies. In order to carry the load of extra inputs, queries, and devices used for assistive technologies, an “undercurrent” channel for conveying this information was created. This article states that this web enhancement is still being constructed at the present and has some way to go before it is universally accepted and utilized. The article names one of the goals as the ARIA, or Accessible Rich Internet Application. In order for ARIA to be utilized, the browser must have the semantic width and depth necessary to handle these several channels of information concurrently. The idea driving developers is “is to provide data on the Web in a universal format that can be interpreted by software agents.” Of course, these agents are the browsers with which we interface the web. The article finishes up with a brief description of the tools available to developers for creating a semantically enhanced WEB 2.0 environment.
I like this short video as it explains in easy-to-understand terms exactly what "assistive technology" means. She says that computer assistive technologies are just one of many aids available.
Becky Gibson
IBM Emerging Technologies
5 Technology Park Drive
Westford, MA USA
Web 2.0, the interactive, dynamic web we know and use, is constantly being rewritten with new features and tools for construction of sites. Every application that appears now is just an incremental improvement over what has been available. Who are the people creating this environment we all live in and work in this present time? What drives them? Do they have common goals? Do they have a common vision?
For one small part, they do share a common goal, making the web accessible to all – even those who rely on assistive technologies. In order to carry the load of extra inputs, queries, and devices used for assistive technologies, an “undercurrent” channel for conveying this information was created. This article states that this web enhancement is still being constructed at the present and has some way to go before it is universally accepted and utilized. The article names one of the goals as the ARIA, or Accessible Rich Internet Application. In order for ARIA to be utilized, the browser must have the semantic width and depth necessary to handle these several channels of information concurrently. The idea driving developers is “is to provide data on the Web in a universal format that can be interpreted by software agents.” Of course, these agents are the browsers with which we interface the web. The article finishes up with a brief description of the tools available to developers for creating a semantically enhanced WEB 2.0 environment.
I like this short video as it explains in easy-to-understand terms exactly what "assistive technology" means. She says that computer assistive technologies are just one of many aids available.
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