October 2011 - Air-L - lists.aoir.org

from cyborgs to fb (be) + fb generation (de) + spion sota (be)
by Seda Guerses 20 Oct '11

20 Oct '11

hey everyone, here an announcement of three social network related events and publications. i apologize for cross-postings. friday 21. of october, there is an event in brussels titled: from cyborgs to facebook: technological dreams and feminist critiques (in english/french/dutch) taking place at amazone. entrance costs 8-12euros. the event is organized by the sophia network. http://www.sophia.be/index.php/nl/events/view/1631 oliver leistert and theo roehle have edited a compilation with the title: generation facebook: ueber das leben im social net (in german) published by transcript http://www.transcript-verlag.de/ts1859/ts1859.php In diesem Band kommen internationale Autorinnen und Autoren zu Wort, die erstmals eine umfassende medien- und kulturkritische Perspektive auf Facebook entwickeln. In fundierten theoretischen Beiträgen – u.a. von Geert Lovink – sowie perspektivenreichen Kommentaren – u.a. von Saskia Sassen – werden die wichtigsten Facetten des Phänomens untersucht und die Konsequenzen dieser neuen Form von Sozialität analysiert. and, finally, in the belgium based international project spion we just completed a report on state-of-the-art of research in certain subfields of computer science, communication studies, educational science, behavioral economics, and legal studies with respect to privacy and security in online social networks. you can download the document here (in english) http://www.cosic.esat.kuleuven.be/publications/article-2077.pdf we look forward to any comments and questions. kindly, s.

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Help with upload speeds in New York City: Occupy Wall Street
by Monica Barratt 20 Oct '11

20 Oct '11

The following message is from John Anderson: ---------- Forwarded message ---------- From: John Anderson <john(a)diymedia.net> Date: 19 October 2011 19:54 Subject: Re: [Air-L] Help with upload speeds in New York City: Occupy Wall Street To: Monica Barratt <tronica(a)gmail.com> Hey Monica - Could you forward the txt below to the AIR-L list in my stead? I have changed e-mail addresses recently and am awaiting re-approval to post --- The feed from Liberty Plaza (nee Zuccotti Park) is running off a very weak mesh wi-fi connection and wi-fi cell cards (expensive!). For folks who would like to help the #OWS media team: Follow and DM on Twitter: @globalrevlive and @nycrevmedia (tell 'em @rotundaradio sent ya!) Join the channel #mediateams on Internet Relay Chat: http://chat.indymedia.org/ (or direct thru an IRC client) irc://irc.indymedia.org If all else fails, contact Dan Feidt - hongpong(a)hongpong.com - who is effectively curating the feed at http://livestream.com/globalrevolution/ (tell 'em @rotundaradio sent ya!) There's only a handful of us on the #OWS media team, and very few are in NYC proper. Help! -John -------------------- John Anderson, Ph.D. http://www.diymedia.net

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social media and Occupy Wall Street - talk tonight in NYC
by Paul Levinson 19 Oct '11

19 Oct '11

Connected the Film <https://www.facebook.com/connectedthefilm> after Wednesday Oct 19, 7:15pm screening: Media Theorist and Fordham University Professor Paul Levinson will discuss how the current evolution of media has led to a revitalization of direct democracy, percolating in the world-wide Occupy Wall Street protests. http://paullevinson.blogspot.c om/2011/10/occupy-wall-street-direct-democracy.html NYC at the Angelika Film Center! West Houston & Bway. Please share with your friends in NYC:) Buy tickets here. http://www.fandango.com/angeli kafilmcenter_aaeci/theaterpage?date=10%2F19%2F2011 -Paul

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How to record online video interviews (audio and video)?
by Karin Bolldén 19 Oct '11

19 Oct '11

Dear all I've been a lurker on this list for a while now, but now it's time to come forth :) My name is Karin Bolldén and I am a doctoral student in Educational Research at the Department of Studies in Adult, Popular and Higher Education, Linköping university, Sweden. My research interests concerns ICT and learning in general, and specifically teaching and learning in online environments. I am going to do synchronous online inteviews, probably through Skype or Adobe Connect and am looking for ways of recording both my and my interviewee's voices and outputs from webcams. I guess Camtasia could be a solution, but there seem to be some issues in capturing both my and my interviewee's audio sources. I've been browsing Janet Salmons book entitled 'Online inteviews in real time' (2010) but am still lacking hands on advice. Does anyone here have hands on experience on this issue and/or reading suggestions concerning the method? I will appreciate anything you have in mind on this! Best wishes Karin --- *Karin Bolldén* PhD Student in Adult Learning Department of Behavioural Sciences and Learning Linköping University S-581 83 Linköping, Sweden E-mail: karin.bollden(a)liu.se Phone: +46 (0)13 282108 www.karinbollden.se

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Help with upload speeds in New York City: Occupy Wall Street
by Monica Barratt 18 Oct '11

18 Oct '11

This request is less about research and more about practical assistance for an activist. My friend, Phil Airey, recently quit his job in Australia and moved to New York City to document the Occupy Wall Street movement. You can read more about him and his work at http://philamerica.wordpress.com His recent post on my Facebook reads: "I seriously need help with upload speeds... 45 minute video of Times Square taking a day and a bit from current location, I then have 60 minute video showing entire General Assembly. Anyone who knows a place I can go in New York City with blistering upload speeds, please contact." So I'm wondering if anyone on this list knows of anyone who may be able to help Phil. If you can assist, he can be contacted at phillip.airey(a)gmail.com Thank you Monica Monica Barratt Research Fellow National Drug Research Institute Curtin University Melbourne, Australia http://monicabarratt.net

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Posting copyrighted works to a public website
by Gordon Carlson 18 Oct '11

18 Oct '11

Hi All, I am working on a free, non-profit, academic website and as part of it we would like to include copies of famous/influential/interesting articles from journals (and possibly book chapters as well). Anyone have some guidance in terms of what fair use would allow us to post without acquiring explicit permission and how best to approach authors/publishers/etc. to get permission where needed? You can mail on or off list but I will happily post an aggregate of the feedback I get. Thanks, Gordon -- Gordon Carlson Executive Director, Society for Conceptual Logistics in Communication Research http://www.sclcr.com

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compelling SNA examples?
by dan mcquillan 18 Oct '11

18 Oct '11

i'm writing/running a new undergrad course on social computing (http://y2socialcomputing.doc.gold.ac.uk/syllabus/) and i'm looking for one or two compelling examples of social network analysis leading to actionable insights. counter-examples also welcome :) dan

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CFP: ICQI Panel - Gender Practices, Technology, and Teens: New Perspectives from Qualitative Research
by Lois Scheidt 18 Oct '11

18 Oct '11

Greetings, Following is a call for abstracts to be part of a proposed panel for the International Congress on Qualitative Inquiry.(May 16-19m 2012) held annually at the University of Illinois. My co-chair Judith Davidson and I encourage researchers who are interested in any of the issues outlined in the call to submit their work for presentation as part of the panel. I am happy to answer questions about the panel or the conference. Thanks Lois ______________ Panel Presentation ICQI 2012 Gender Practices, Technology, and Teens: New Perspectives from Qualitative Research Gender practices, that is, acts of definition, identification, and interaction with others in ways that demonstrate one’s gendered perspective has been with us as long as we have been human. Not surprisingly, in today’s digital world, gender is closely intertwined with emerging technologies. Gendered images and assumptions are built into the presentation and uses of technologies, and technology users make use of digital modes to practice gender, that is to define, identify, and interact in ways that demonstrate their gendered perspectives. This is as true, for teens, as it is for other age groups. Teens, who are in a gendered transition as they are leaving childhood and entering adulthood, can offer particular insights into issues of gendered practice. In this session, we present a collection of papers that employ qualitative research to look at the intersection of the teenage years and emerging technologies, using this focal point as a lens for examining gender practices. Our goal is to enlarge our understanding of gendered practices, technology, and teens through the presentation of research studies that provide intense and detailed insight into the ways teens are both shaped and shaping of individual and cultural gender possibilities through the new technologies in their lives. Abstracts of 150 words are being sought for inclusion in this panel. Please submit abstracts to the co-chairs by November 15, 2011. Co-Chairs: Judith Davidson Associate Professor Graduate School of Education University of Massachusetts-Lowel Judith_Davidson(a)uml.edu and Lois Scheidt Doctoral Candidate School of Library and Information Science Indiana University lscheidt(a)indiana.edu ___________________________________________________________________________________________________ The Eight International Congress of Qualitative Inquiry will take place at the University of Illinois, Urbana-Champaign from May 16-19, 2012. The theme of the 2012 Congress is “Qualitative Inquiry as Global Endeavor”. The 2012 Congress will offer scholars the opportunity to debate these issues, to foreground qualitative inquiry as a shared, global endeavor, while engaging the politics of advocacy, pro and con, to form coalitions, to engage in debate on how qualitative research can be used to advance the causes of social justice, while addressing racial, ethnic, gender and environmental disparities in education, welfare and healthcare. Sessions will take up such topics as: the politics of advocacy; value-free inquiry; partisanship, bias; the politics of evidence; alternatives to evidence-based models; multiple and mixed-methods; public policy discourse; indigenous research ethics; decolonizing inquiry. Contributors are invited to experiment with traditional and new methodologies, with new presentational formats (ethnodrama, performance, poetry, autoethnography, fiction). Such work will offer guidelines and exemplars concerning advocacy, inquiry and social justice concerns. On May 16 there will be pre-conference special interest group events and on May 17, morning and afternoon professional workshops. The Congress will consist of keynote, plenary, featured, regular, and poster sessions. There will be an opening reception and barbeque as well as a closing old fashioned Midwest cook-out. We invite your submission of paper, poster and session proposals. Submissions will be accepted online only from August 15 until December 1 2011. Conference and workshop registration will begin October 1, 2011. To learn more about the 8th International Congress and how to participate, please visit our website: (www.ICQI.org) -- Lois Ann Scheidt Doctoral Candidate - School of Library and Information Science, Indiana University, Bloomington IN USA Webpage: http://www.loisscheidt.com CV: http://www.loisscheidt.com/cv.html Blog: http://www.professional-lurker.com

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research with social media users about social media monitoring?
by Helen Kennedy 18 Oct '11

18 Oct '11

Hello list Has anyone done any research with social media users about how they feel about what is done with their social media data, through sentiment analysis and other forms of social media monitoring? If not, don't worry, I will! Please reply off-list to h.kennedy(a)leeds.ac.uk & I'll compile suggestions & share on the list. Best wishes Helen Dr Helen Kennedy Senior Lecturer in New Media, Institute of Communications Studies, University of Leeds (http://ics.leeds.ac.uk/) http://ics.leeds.ac.uk/staff/h.kennedy h.kennedy(a)leeds.ac.uk 0113 3438748 1.02 Clothworkers' North Building, University of Leeds, Leeds LS2 9JT OUT SOON: Net Work: Ethics and Values in Web Design (http://www.palgrave.com/products/title.aspx?PID=363693)

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Call for Papers: Digital Media & Learning 2012 (deadline tomorrow!)
by Alex Halavais 18 Oct '11

18 Oct '11

I've been to the last couple of DML conferences, and if you have any interest in learning an networked media, this is a great place to meet with folks and talk. Deadline is nowish... CALL FOR PROPOSALS BEYOND EDUCATIONAL TECHNOLOGY: LEARNING INNOVATIONS IN A CONNECTED WORLD Digital Media and Learning Conference Website: http://dml2012.dmlcentral.net/ San Francisco, California March 1-3, 2012 Conference Chair: Diana Rhoten (News Corp.) Conference Committee: Tracy Fullerton (USC) Antero Garcia (UCLA) Mitch Resnick (MIT) Mark Surman (Mozilla Foundation) Technology will revolutionize education. That was the shout heard around the world as early as the 1970s when “microcomputers” first appeared on the scene. In the last forty years, the exponentially increasing powers and dramatically decreasing costs of computer technologies have surpassed even the wildest dreams of those early days. Yet, there is still little evidence of any major technology-enabled disruptions to the structure and culture of mainstream education. Today, technology has once again become the rallying call for education innovation. Whether as efforts to establish new institutions, experiment with mobile devices, develop learning applications, or incorporate personalized and distance education platforms, information technologies and digital media are at the center of the education innovation conversation. In 20th Century United States, schools were seen as the primary locus of education, where teachers are transmitters and students are receivers of information and knowledge. As a result, education reform movements focused on promoting school-based practices and processes that would maximize institutional efficiencies. In that context, the then emerging “education technology” community (as it has since come to be known) drew from the “best practice” of their time and focused mainly on the development of instructional hardware to increase standardized test scores, administrative technology to facilitate record keeping, or content management systems to deliver traditional curriculum online. More recently, however, cutting-edge research from the social and behavioral sciences has begun to show that an individual’s learning can be accelerated by tapping into personal interests that span different social experiences including but beyond schooling. Evidence also suggests that individuals may learn more efficaciously and more equitably, without gaps between rich and poor, when they learn in specialty domains and practice areas that they choose and for which they are motivated. Compared to older education paradigms, this 21st Century pedagogical view reframes learning as the creation and acquisition of knowledge through observing, interacting and collaborating with others anywhere, anytime. As a result, we are now seeing new technologies and digital media designed not to deliver a faster, cheaper schooling but rather to enable richer, deeper learning. As this new “digital media and learning” movement (as it is becoming known) expands, we are seeing the emergence of Web-enabled, mobile-based platforms that promote new models of peer-to-peer learning, anywhere / anytime learning, blended learning and game-based learning. The “education technology” and “digital media and learning” views on education innovation represent differences in thinking not just about technologies for but also – more importantly – pedagogies and epistemologies of learning. While there are fundamental differences between these perspectives, we do not think these two visions need be or should be in conflict with one another. In fact, we believe they are complements to one another, with critical and necessary synergies between their approaches. For example, there is great evidence to suggest that "basic skills" and “core competencies” may be best learned in classroom environments but then augmented and advanced with the type of independent, interactive learner-centered experiences that new technologies can provide outside of the classroom. Building a new future for education and learning in a connected world not only allows but actually requires bridging in-school and out-of-school learning practices and philosophies through networks of learning institutions and alliances. Inspired by Silicon Valley’s culture of technology-led innovation, the 2012 Digital Media and Learning Conference will explore ongoing questions and debates around the role of technology and the future of education and learning. * What are the primary purposes and practices of education, and how can technology accelerate or decelerate them? * When we talk about disruptive technologies, what systems and players are we really seeking to change and to what end? * What sectors, institutions and populations are we mobilizing for innovation and for whom are we mobilizing them? * How do we design, build and fund infrastructures around new connections across and configurations of learning? * How do we cultivate a healthy, symbiotic ecosystem of innovation that leads to a future of Connected Learning? In answering these and other questions, we hope attendees will challenge their assumptions and share their visions about what education and learning could or should look like in a connected world. To that end, we invite provocative sessions that address the intersections and tensions inherent in different approaches to innovation, and we strongly encourage interactive discussions that push panelists and participants alike to ask themselves where they are in the innovation conversation and how they plan to translate that conversation into action. ABOUT THE WORKSHOP, PAPER AND PANEL PROPOSALS We welcome workshops, panels and papers along five themes: Making, Tinkering and Remixing; Re-imagining Media for Learning; Democratizing Learning Innovation; Innovations for Public Education and Digital Media and Learning. Making, Tinkering and Remixing. To become full and active participants in 21st century society, young people must learn to design, create, and invent with new technologies, not simply interact with them. What are the pathways for becoming a maker and not just a user in a world of Connected Learning? What social and technical infrastructures provide the best support for young people as they learn to tinker with materials, remix one another’s work, and iteratively refine their creations? Re-imagining Media for Learning. What does it mean to think of media and games in the service of diverse educational goals and within a broad ecology of learning? In particular, how can we balance the needs of multi-stakeholder alliances against the challenges of designing engaging, playful and truly innovative media experiences? Especially those that go beyond implementations of technologies and platforms to create real communities of playful learning and rich opportunities for individual discovery and growth. Democratizing Learning Innovation. Looking to the groundswell for massively collaborative innovation and change, what does it take to pull from a participatory and networked ecology to push innovation from the bottom up and from the outside in versus top down and inside out? Innovations for Public Education. Too often cutting edge technology innovations serve the interests of the already privileged “creative class.” What can we do to ensure that the most innovative forms of learning are accessible to all educators and young people relying on public education infrastructures? How can digital innovation directly impact disparities in achievement of students based on race and class? Digital Media and Learning. We also welcome submissions that address innovative research and practice in the field of digital media and learning. Presentation Formats This year we will be accepting proposals in three formats: panels, workshops and short talks. Panels bring together in discussion four participants or presentations representing a range of ideas and projects. Panels are scheduled for 90 minutes and should include a mix of individuals working in areas of research, theory, and practice. We also encourage the use of discussants. Workshops provide an opportunity for hands-on exploration and/or problem solving. They can be organized around a core challenge that participants come together to work on or around a tool, platform, or concept. Workshops are scheduled for 90 minutes and should be highly participatory. Finally, we welcome short, ten minute talks where presenters speak for ten minutes on their work, research or a subject relevant to the conference theme and/or subthemes. Note: Proposals for ignite sessions will be announced in January 2012. Submitting Your Proposal The DML2012 Conference proposal system is now open and full proposals will be due on October 19, 2011 (11:59 pm PST). To propose a panel, participants will be required to register with Fastapps http://fastapps.dmlcentral.org, our submission system at the Digital Media and Learning Research Hub. Participants will be able to edit their proposals up until the final deadline. Panel and Workshop proposal abstracts should cover the theme, format (e.g. discussion, interactive, presentations), how the session addresses the theme of the conference and/or subtheme in up to 500 words. Short talk abstracts should cover the theme, format (e.g. discussion, interactive, presentations), how the talk addresses the theme of the conference and/or subtheme in up to 250 words. List of participants, affiliations, emails and titles of talks/presentations (if applicable) should also be included. We will not be soliciting full papers or publishing conference proceedings. Please note that each participant will be limited to participation on no more than two panels at the conference. Participants will be expected to fund their own travel and accommodation. -- // // This email is // [x] assumed public and may be blogged / forwarded. // [ ] assumed to be private, please ask before redistributing. // // Alexander C. Halavais, ciberflâneur // http://alex.halavais.net //

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