Obama’s Community College Booster: $
by Mark Silva
June 17, 2009, Chicago Tribune
“President Obama soon will be announcing a plan to substantially boost funding for the nation’s community colleges, with an aim of helping more workers get the job-training they need in the coming decade. Rahm Emanuel, the White House chief of staff, outlined the goals of this program in an address today to the Democratic Leadership Council. ‘In the next couple of weeks, you will see a major announcement by the president on community colleges and job training and the rewriting of all the legislation related to job training and community ed. in the country – but, most importantly, in the area of community colleges,’’ Emanuel told the DLC.” . . .
Online Trends and Insight: Annual Report 2008
2009, Bay-TSP (Bay-Area Track, Security, Protect)
Bay-TSP; a California-based company that offers tracking applications for copyrighted works, has released its annual report which provides an analysis of data collected using piracy-network crawling software. The company does not track all instances of Internet-based piracy, but monitors violations of movies, videos, TV shows, or software that clients ask the company to follow. Bay-TSP’s clients include motion-picture studios; software, video-game and publishing companies; and sports and pay-per-view television networks. According to the report:
P2P – BitTorrent and eDonkey expanded their dominance as the preferred P2P protocols for downloading pirated content, according to a threat level research project tracking unauthorized downloads of BayTSP client content. Second tier and older P2P distribution protocols, like Ares, Gnutella and DirectConnect, continued to decline in 2008 and account for close to 10% of infringement found during the year.
Streaming – Youtube continued to have the highest number of infringements of BayTSP client content in 2008 and MySpace increased toward the end of the year. Infringements found on Google Video dropped substantially by the end of the year because they stopped hosting their own content. Stage6 disappeared completely due to potential copyright litigation and significant costs in keeping the site running.
The ten US universities with the most infringements: Massachusetts Institute of Technology, University of Washington. Boston University, Columbia University, University of Pennsylvania, Vanderbilt University, University of Massachusetts, Purdue University, Iowa State University, Amateur Radio Digital Communications.
New Business for ‘U.S. News’
by Scott Jaschik
June 17, 2009, Inside Higher Ed
“U.S. News & World Report is on the verge of officially announcing a major expansion of its rankings Web site. The announcement will focus on the new “University Directory” that has been in beta. The directory has a broader focus than the rankings — with extensive listings in distance education and adult continuing education, not just the four-year residential colleges that are the focus of the rankings.”
“At the end of a draft of the announcement is a brief reference to U.S. News entering a partnership with Bisk Education Inc. — a company that provides online instruction in professional education areas for various colleges — to manage the advertising on the new site.”
“What is only hinted at is that U.S. News is (through Bisk) entering the “lead generation” business, in which entities sell colleges lists of names of prospective students. While experts predicted that some colleges may well buy the new options U.S. News is offering, several also said that the move reinforced their sense that U.S. News is primarily interested in making money — and that this could add to concerns about manipulation of rankings and the kinds of decisions colleges make to look good in the magazine.” . . .
“The lead generation will take place when a Web site user is looking at the details on a given college or program. There is a button that someone can click for more information. Currently, with the rankings, this takes the user to the college’s home page. For colleges paying for lead generation, this will lead to a page where they will be asked questions based on what the college wants to know about them. In lead generation, such questions typically may focus on academic or personal interests, academic achievement, demographics and so forth. Then the college gets not only the information that a student is interested in the institution, but some sense of whether the student is a good candidate. That’s the “validation” portion of the magazine’s pitch, and is generally a hot area in lead generation, which is by no means unique to higher education.” . . .
Glogster EDU Partners with SchoolTube to Enable School-Safe File Sharing
June 16, 2009, Glogster EDU
“Glogster EDU, the education platform from Glogster.com that provides teachers and students with a revolutionary way of expressing their mood, feelings and ideas, today announces a partnership with SchoolTube, a leading website that provides students and educators with a world-class, safe, and free media sharing environment.”
“The partnership allows the students and teachers using Glogster EDU” now more than 450,000 around the world” to share their Glogs using the popular SchoolTube sharing site, and also allows them to easily import multimedia elements found on the SchoolTube site into their Glogs. All student-created materials on SchoolTube must be approved by registered teachers, follow local school guidelines, and adhere to the company’s high standards. This partnership reflects Glogster EDU’s tremendous growth as an important education tool for teachers of any subject.” . . .
Studies Explore Whether the Internet Makes Students Better Writers
by Josh Keller
June 15, 2009, Chronicle of Higher Ed
. . .“The rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students’ writing and for the college curriculum.”
“Some scholars say that this new writing is more engaged and more connected to an audience, and that colleges should encourage students to bring lessons from that writing into the classroom. Others argue that tweets and blog posts enforce bad writing habits and have little relevance to the kind of sustained, focused argument that academic work demands.”
See Alex Reid’s response posted to his blog on June 16
Student Beats Cheating Charges for Posting Work Online
by Marc Beja
June 15, 2009, Chronicle of Higher Education
“A student majoring in computer science at San Jose State University said he fought against a professor who had tried to force him to remove his homework from the Internet, and won.”
“On his blog, Kyle Brady explained that he had posted his computer code assignments online after the due date, in an attempt to help others and serve as a reference for future employment. But Mr. Brady says his professor, Michael Beeson, demanded he remove the content, or he would fail the course for breaking the university’s policies for cheating. Mr. Brady said the professor said students in the future would be explicitly forbidden from publishing their work in other courses. Professor Beeson did not respond to messages requesting comment.” . . .
The Kindle Factor
by Charles Crowell
June 15, 2009, Inside Higher Ed
“Recent announcements of a series of new experiments with Amazon’s Kindle reader have prompted much discussion about how it can be used to help students learn and, perhaps, save money at the same time. Naturally, some academics — having been burned before — are dubious of claims of technology revolutionizing instruction. But as one who has been using Kindle well before the recent announcements, I think there is real promise. Here’s what I’ve found.” . . .
How Tweet It Is
by Scott McLemee
June 17, 2009, Inside Higher Ed
“Only during the final week of 2008 did it become clear to me that Twitter is now a full-fledged widget within the discursive apparatus of academe. I had opened a Twitter account a few months earlier. (Everyman his own panopticon administrator.) But it was the Modern Language Association convention in San Francisco that made me conscious, for the first time, that microblogging was something more than just another way for the Internet to get me to write things for free.” . . .
Comment from Christopher Phelps, “I believe that is the longest column ever written on tweeting.”
Social Networks Spread Defiance Online
by Brad Stone and Noam Cohen
June 15, 2009, New York Times
“As the embattled government of President Mahmoud Ahmadinejad appears to be trying to limit Internet access and communications in Iran, new kinds of social media are challenging those traditional levers of state media control and allowing Iranians to find novel ways around the restrictions.”
“Iranians are blogging, posting to Facebook and, most visibly, coordinating their protests on Twitter, the messaging service. Their activity has increased, not decreased, since the presidential election on Friday and ensuing attempts by the government to restrict or censor their online communications.” . . .
Social Network Analysis: An Introduction
by Alexandra Marin and Barry Wellman
June 11, 2009, Department of Sociology, University of Toronto
“Social network analysis takes as its starting point the premise that social life is created primarily and most importantly by relations and the patterns formed by these relations. Social networks are formally defined as a set of nodes (or network members) that are tied by one or more types of relations (Wasserman and Faust, 1994). Because network analysts take these networks as the primary building blocks of the social world, they not only collect unique types of data, they begin their analyses from a fundamentally different perspective than that adopted by individualist or attribute-based social science.”
“For example, a conventional approach to understanding high-innovation regions such as Silicon Valley would focus on the high levels of education and expertise common in the local labour market. Education and expertise are characteristics of the relevant actors. By contrast, a network analytic approach to understanding the same phenomenon would draw attention to the ways in which mobility between educational institutions and multiple employers has created connections between organizations (Fleming et al., forthcoming). Thus, people moving from one organization to another bring their ideas, expertise, and tacit knowledge with them. They also bring with them the connections they have made to coworkers, some of whom have moved on to new organizations themselves. This pattern of connections between organizations, in which each organization is tied through its employees to multiple other organizations, allows each to draw on diverse sources of knowledge. Since combining previously disconnected ideas is the heart of innovation and a useful problem-solving strategy (Hargadon and Sutton, 1997), this pattern of connections — not just the human capital of individual actors — leads to accelerating rates of innovation in the sectors and regions where it occurs (Fleming et al., forthcoming).” . . .
U.S. Public Libraries and E-Government Services
June 2009, American Library Association
U.S. public libraries are on the front lines of connecting people with essential government resources – including unemployment benefits, federal and state emergency assistance, tax filing and more. “U.S. Public Libraries and E-Government Services” describes the increased use of online government information and services, the critical role of public libraries in helping provide access and assistance using these resources and the challenges that must be addressed to improve e-government at the local, state and federal level.
Supporting Learners in Public Libraries
March 2009, American Library Association
The public library is a key agency in supporting the educational and learning needs of every person in the community. Libraries offer vital resources for early literacy development, homework help, homeschool families, continuing education and lifelong avocations. “Supporting Learners in U.S. Public Libraries” outlines many of the technology resources public libraries provide learners of all ages, challenges libraries face in meeting growing demand, and describes how sustained funding enables public libraries to offer increased assistance and services to their communities.
Job-Seeking in US Public Libraries
February 2009, American Library Association
Library staff in 10 states report increased use of library computers for job-seeking as more and more employers – from grocery stores to casinos to state governments – require people to apply for jobs online. Americans are depending on libraries not only for free access to computers and the Internet, but also for the assistance and training library staff offer every day. “Job-seeking in U.S. Public Libraries” discusses the range of library resources available to job seekers and challenges to maintaining these services.
Internet Connectivity in U.S. Public Libraries
March 2009 (Updated, Originally published April 2008), American Library Association
Today’s public libraries are thriving technology hubs that millions rely on for Internet access. In addition to providing free access to computers and the Internet, the majority of public libraries offer Wi-fi access, digital reference and downloadable media. As online services and programs become more sophisticated, the need for higher Internet access speeds for libraries grows. “Internet Connectivity in U.S. Public Libraries” describes the varied opportunities and obstacles facing libraries in acquiring and providing high-speed Internet access in rural, suburban and urban libraries.
Paulo Freire and Ivan Illich: Technology, Politics and the Reconstruction of Education
by Richard Kahn, University of North Dakota, and Douglas Kellner, University of California, Los Angeles
2007, Policy Futures in Education
Abstract: This article examines the theories of education and technology held by two of the most important philosophers of education during the last few decades, Paulo Freire and Ivan Illich. These two related thinkers each charted a unique approach to the questions surrounding modern education and technology, and despite their widely acknowledged brilliance, and in Freire’s case the establishment of an entire field of critical pedagogy throughout North America, almost no attention has been paid to examining their views on educational technology.
This article fills that important gap and attempts to dialectically mediate their two positions towards a broader critique of media culture and the role of educational technology generally. By utilizing both Freire and Illich, it is argued, a critical pedagogy of technology can be reconstructed that is capable of speaking to today’s needs, and this critical pedagogy itself can be reconstructive of the current terrain in education as it works to overcome inequalities through the appropriate use of technology and the establishment of critical consciousness on the issues surrounding technology and society.
Professional Development Grants for Archives and Historical Publishing
National Historical Publications and Records Commission
CFDA No.: 89.003
Application Deadline (Optional Draft): Aug. 3, 2009
Application Deadline (Final): Oct. 6, 2009
The National Historical Publications and Records Commission seeks proposals to improve the training and education of professionals in the archival and historical publishing communities. Projects can be for professional education curriculum development; for basic and advanced institutes; or research seminars. Surveys, focus groups, and other activities to understand these professions and their educational and training needs are also eligible. This program does not support requests from individuals for their own training, education, or professional advancement.
Award Information: A grant normally is for one to three years and up to $150,000. The Commission expects to make up to 4 grants in this category, for a total of up to $300,000 during the two competitions.
Eligibility: Nonprofit organizations or institutions with IRS 501(c)(3) tax exempt status; Colleges, universities, and other academic institutions; State or local government agencies; Federally-acknowledged or state-recognized Native American tribes or groups
Cost sharing is required. It is the financial contribution the applicant pledges to the cost of a project. Cost sharing can include both direct and indirect expenses, in-kind contributions, non-Federal third-party contributions, and any income earned directly by the project. The NHPRC ordinarily provides no more than 50 percent of the total project costs for Professional Development projects.