May 2017 - Air-L - lists.aoir.org

Suggestions for visual material for Internet Governance & HR teaching
by zalnieriute . 27 Oct '17

27 Oct '17

Dear All, I would like to ask for some advice on visual teaching materials. I am soon to teach ma research stream on 'Internet Governance & Human Rights' for final year JD students at Melbourne Law School. Since I was free to design the course and materials, I thought it would be nice to include some visuals - short videos, interviews, exciting prezis - anything else that would be stimulating and of importance to such course. Anything suggestions either generally on Internet Governance, or digital rights, or Internet & Democracy would be highly appreciated! Best wishes, Monika -- Kind regards, Dr. Monika Zalnieriute Post-Doctoral Fellow @ Melbourne Law School | The University of Melbourne I law.unimelb.edu.au I 185 Pelham St, Carlton VIC 3053, Australia I Visiting Fellow @ Center for Media, Data and Society I Central European University I cmds.ceu.edu I Representative @ Executive Committee I Non-Commercial Stakeholder Group I ICANN I icann.org I

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literature on theory and big data in social sciences
by Tom van Nuenen 08 Jun '17

08 Jun '17

Dear researchers of the Internet, I'm looking for literature that deals with the relations between theory and method in the social sciences in an age of big data and the supposed 'end of theory'. Data is increasingly likely to be a starting point for social scientists investigating the digital world, but what does this mean for theory, method and the relations between them? Any information and literature would be very welcome. Many thanks in advance! Best regards, Tom van Nuenen Assistant Professor Online Culture

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Another resource on OpEd writing
by Becky Lentz 31 May '17

31 May '17

I¹ve used this in my teaching with good results in terms of students getting their opeds published: http://theopedproject.org/ Seminars: http://theopedproject.org/index.php?option=com_content&view=article&id=61&I temid=76 And the Public Voices Fellowship: http://theopedproject.org/index.php?option=com_content&view=article&id=868& Itemid=154 and the University program: http://www.theopedproject.org/index.php?option=com_content&view=article&id= 64&Itemid=77 ---------------------- Becky Lentz, PhD Associate Professor, Communication Studies McGill University Faculty of Arts 853 Sherbrooke Street West 3rd floor Arts Building WEST-265 Montreal, QC, Canada H3A 0G5 Phone 514.398.4995 Fax 514.398.8557 http://www.mcgill.ca/ahcs McGill University is on land which long served as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations.

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New MSc in Cyberpsychology
by Binder, Jens 31 May '17

31 May '17

MSc in Cyberpsychology Now recruiting for 17-18 start! This may be of interest to a number of list members: The Department of Psychology at Nottingham Trent University is proud to announce the launch of a novel MSc degree in Cyberpsychology. The course is designed to strike a balance between research and employability and is open to graduates from a range of academic disciplines. Find out more at: https://www.ntu.ac.uk/study-and-courses/courses/find-your-course/social-sci… Best wishes, Jens Dr Jens Binder Senior Lecturer in Psychology Department Psychology Nottingham Trent University, Nottingham, UK https://www.ntu.ac.uk/staff-profiles/social-sciences/jens-binder http://www.palgrave.com/gb/series/14636 DISCLAIMER: This email is intended solely for the addressee. It may contain private and confidential information. If you are not the intended addressee, please take no action based on it nor show a copy to anyone. In this case, please reply to this email to highlight the error. Opinions and information in this email that do not relate to the official business of Nottingham Trent University shall be understood as neither given nor endorsed by the University. Nottingham Trent University has taken steps to ensure that this email and any attachments are virus-free, but we do advise that the recipient should check that the email and its attachments are actually virus free. This is in keeping with good computing practice.

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UK: Free election newsgathering tool for journalists
by Steven Clift 31 May '17

31 May '17

This caught me eye. I have no affiliation. - Steve From: Toby Abel <toby(a)krzana.com> Date: Wed, May 31, 2017 at 6:25 AM Subject: Free election newsgathering tool for journalists To: clift(a)e-democracy.org Hi Steven, It's a little tight for time, but I thought this might be of interest to your subscribers. Krzana is offering a free newsgathering tool to journalists throughout the 2017 UK general election. In 2016 Krzana was the go to tool for journalists monitoring the US election, examining topics such as election and voter fraud. Our real time search engine is once again powering newsrooms for the 2017 UK general election. In the build up to the election, journalists will be using Krzana to monitor discussions by and about every political candidate on any topic, across 60,000 handpicked sources, from social media and blogs to local and national press. Krzana is now available to journalists for free at http://krzana.com/ge17 We will also be providing a free Google Hangout training session at 1pm on June 1st. Anyone who wants to learn more about Krzana can join using goo.gl/dOQy0L then. On the evening of the 1st of June the team will be at Newspeak House, Shoreditch, from 6pm using the tool to source news stories and publishing them on Twitter. If any journalists would like to come down for a beer and some hands-on training or Q&A they are more than welcome. Just drop us an email (info(a)krzana.com) to confirm your place. If you can’t make the 1st please get in touch as we may do a follow up session the next week. -- Toby Abel - Technical Director Mob: +44 7960 055377 Skype: tobyabel http://www.krzana.com

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CFP: #AoIR2017 Precon Workshop: Social Media Data Bootcamp and Research Hackathon
by Libby Hemphill 31 May '17

31 May '17

Dear colleagues, Please join us early in Tartu for a productive workshop collecting social media data and planning projects! https://aoir.org/aoir2017/preconworkshop/#SMD Libby Social Media Data Bootcamp and Research Hackathon The technical expertise and computational resources required to collect and manage large scale social media data exclude many researchers who have the theoretical expertise to interrogate the data. Several tools have been developed recently by researchers to address these problems, and we introduce a few of those, and their developers, in this workshop. This half-day workshop will help researchers interested in using data from social media platforms get started collecting data and managing their data workflow. We begin with brief overviews (roughly 10 minutes each) of digital research practices (Rogers), big data research project management (Hemphill), and open source tools for social media data collection (Hemsley and Tanupabrungsun). The remainder of the workshop will be structured as a research “hackathon” where participants will actively work in small groups to articulate data needs for specific research projects, draft data collection and management plans, and begin collecting data using existing tools. The organizers all have experience developing tools to facilitate the capture of Internet data for a variety of research ends. They will each introduce some of the available tools and will be on hand to help during the hackathon. Rogers and colleagues have developed a suite of tools under the Digital Media Initiative that facilitate data capture from sources such as GitHub, Instagram, Pinterest, and Tumblr. Hemphill’s lab has developed a project management approach for handling big social data research projects and is involved in building infrastructures for social media data sharing. Hemsley and Tanupabrungsun have developed the Social Media Tracker, Aggregator, and Collector Toolkit that helps researchers quickly spin up data collection projects for Twitter and Facebook. While most of the workshop will focus on data tools and their use, we will also discuss the theoretical and methodological challenges that big social data present. For instance, we will discuss the limitations that platforms place on data available through their APIs, the ethical considerations of “public” data, and the potential for data sharing infrastructures to facilitate social media research. *Call for Applications* We invite participants with a range of expertise studying social media to submit applications. The workshop will be most useful for researchers who have projects or questions in mind but who are unsure about how to get the data they need to answer their questions. Applications should be 300-600 words and should provide the following: 1. A short statement about their experience as a social media researcher – along with research questions, projects, publications, etc. 2. An overview of the research project they would like to work on during the hackathon. This overview should include the specific questions they are addressing and the data challenges they are facing. Because we hope to achieve measurable progress on each participant’s research, we will limit the workshop to no more than 20 participants. We may select up to 20 “observers” who will be invited to attend but whose projects will not be a focus of the hackathon portion. Applications should be submitted via Dropbox Requests <https://www.dropbox.com/request/RFooIrvLPtaHBv1GZ1EF> by June 30, 2017 at 5pm CDT. All those who submit proposals will be notified of the status of their applications before the August 1, 2017 Early Registration <https://aoir.org/aoir2017/registration/> deadline. Please make sure your name, email, and institutional affiliation are included in the application you submit so that we can get in touch with you. *Links to Tools* https://wiki.digitalmethods.net/Dmi/ToolDatabase http://www.casmlab.org/pipeline-process/ https://github.com/OCDX https://github.com/bitslabsyr/stack

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Position in Media & Social Theory at Essex UK
by Allen-Robertson, James 31 May '17

31 May '17

*apologies for cross-posting. Please circulate widely * We are seeking to appoint a Lecturer in Media and Social Theory to strengthen our research and teaching in this field. Applicants are invited who can bridge core sociological and social theory and more recent currents in media and cultural theory. Applicants will contribute to teaching across our core sociological analysis modules and to the degree BA Communications and Digital Media. They should have expertise in a substantive field of research and a publication plan for future REF programmes. https://vacancies.essex.ac.uk/tlive_webrecruitment/wrd/run/ETREC107GF.open?… -- Dr. James Allen-Robertson Lecturer in Media and Communication Dept. of Sociology, University of Essex, Wivenhoe Park, Colchester, Essex, CO4 3SQ 01206 87(2273) Jallenh(a)essex.ac.uk<mailto:Jallenh@essex.ac.uk> -------------------------------------------------- View my research on my SSRN Author page: http://ssrn.com/author=1711951 --------------------------------------------------

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New book on the Internet Oligopoly (in French)
by Nikos 31 May '17

31 May '17

(Apologies for Crossposting) Dear colleagues, I am happy to announce that my book on the Internet Oligopoly is out (published by INA éditions). The title in French is: Les GAFAM contre l'internet : Une économie politique du numérique You can read a long excerpt on INA Global<http://www.inaglobal.fr/numerique/article/l-internet-libre-et-gratuit-c-est…>. Here’s a resumé in English: "Digital technologies multiply in our everyday lives. Ordinary sociability, work, entertainment, education: almost all of our social life is gradually colonized by digital devices, networks, and services which become useful but also invasive adjuvants. This process takes place in a globalized and deregulated economy that favours an extreme concentration of resources. In this context, a few start-ups, once sympathetic, gave birth to oligopolistic multinationals that govern the informational infrastructure of our societies. The objective of this book is to contribute to the constitution of an analytical framework of the Internet under the lens of political economy. Google, Apple, Facebook, Amazon and Microsoft (GAFAM) are not examined as exceptional successes. On the contrary, they are seen as emblematic products of a new capitalist order which they themselves contribute to forge, legitimize and strengthen. This neoliberal order is resolutely opposed to the original project of the Internet. The book describes precisely the process of commodification that allowed financial logic to penetrate the field of connected computing, originally conceived as a public good in the service of collective emancipation. It shows how, today, the oligopoly of the Internet uses it’s exorbitant market power to eliminate any potential or real competition. How it profits from financial globalization to exploit human labour on a global scale and to avoid taxation. How it implements strategies that enable it to control our daily communication tools and platforms that we use to access information and content online. The book takes a long look at the sophisticated devices used by the oligopoly to capture the value produced on-line by a multitude of users and non-market structures, including through a massive exploitation of data collected on Internet users. Ultimately, it shows that the future of the Internet cannot be thought of outside broader issues such as the place of work in the future society, social and economic inequalities and, ultimately, democracy". Best regards. Nikos Smyrnaios Maître de conférences / Associate professor Laboratoire d'Études et de Recherches Appliquées en Sciences Sociales Université de Toulouse 0033 66 64 79 33 1 http://univ-toulouse.academia.edu/smyrnaios http://ephemeron.eu

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CFP: Learning With MOOCs 2017 (October 8-10, 2017, Austin, Texas)
by Vitomir Kovanovic 30 May '17

30 May '17

We are proud to announce the Fourth LWMOOC Conference to be held at the university of Texas, Austin, Oct 8-10, 2017. The theme of this year’s conference is Developing and Advancing Careers with MOOCs. Though initial visions of MOOCs as free learning resources for the masses have not yet been the reality, millions of learners around the world are using MOOCs to support professional development and career advancement. This activity represents an important shift from the top-down model of university degrees to a learner-generated, micro-credentialing “bottom-up” model. How will the research community respond to help ensure that technology-mediated instruction at scale continues to be more learner-focussed and community enhanced? What work can we initiate or surface that allows for underserved learners to benefit from more accessible opportunities for career advancement? How can we create the kind of socially supportive online contexts that are conducive for career development, especially for the underserved? And what resources might make this more possible? We are now welcoming submissions at the LWMOOC EasyChair page [https://easychair.org/cfp/lwmooc17] where you can see the full CFP. All submissions should be made using the extended abstract format [download] and should be 500 words maximum. Submission deadline is June 15, 2017. Details about travel and accommodations are available at the conference website. A draft program is currently available on the website and will be updated as speakers and panelists confirm. In the meantime, we invite you to register for the event by September 18, 2017. Click here to register. Sincerely, Carolyn Rose, Anne Trumbore, and Harrison Keller - Carolyn Rose, Professor, Language Technologies Institute and Human-Computer Interaction Institute, Carnegie Mellon University - Anne Trumbore, Senior Director, Wharton Online, The Wharton School, University of Pennsylvania - Harrison Keller, Deputy to the President for Strategy and Policy, University of Texas, Austin CALL FOR PAPERS: LEARNING WITH MOOCS 2017 ================================================================================ Theme: Developing and Advancing Careers with MOOCs Overview -------------------------------------------------------------------------------- Though initial visions of MOOCs as free learning resources for the masses have not yet been the reality, millions of learners around the world are using MOOCs to support professional development and career advancement. This activity represents an important shift from the top-down model of university degrees to a learner-generated, micro-credentialing “bottom-up” model. How will the research community respond to help ensure that technology-mediated instruction at scale continues to be more learner-focussed and community enhanced? What work can we initiate or surface that allows for underserved learners to benefit from more accessible opportunities for career advancement? How can we create the kind of socially supportive online contexts that are conducive for career development, especially for the underserved? And what resources might make this more possible? The growth of digital learning communities, both in terms of research and practice, is part of a broader societal transition to a digital and data-driven world. Reports of future mass upheaval in employment driven by artificial intelligence are starting to cause alarm. Today, cognitive technologies can learn and in some cases outperform humans. While we cannot predict the exact nature of these technological disruptions, we can see foresee the growing need for continuing education and associated development of social capital in order for humans to remain competitive in the workforce. Against this backdrop, the theme and guiding focus for LWMOOC4 is: How can MOOCs be used for career advancement, especially for the under-employed? How can we better support career advancement with MOOCs? As the influence of MOOCs and digital learning in general grow, it’s time to review many of the assumptions that researchers and practitioners currently hold. Are we creating the type of knowledge infrastructure through digital learning that will enable a generation of creative, innovative, honest, considerate, socially responsible, motivated, and full-filled learners? Or are we meeting AI in the middle by dumbing down and automating our learning needs to such a degree that the machines ought to take over? The questions for LWMOOC4 include: * How are MOOCs currently contributing to personal development and career advancement? * What are notable successes in the MOOC space with underserved or underemployed learners? * What are the biggest gaps in learning support and feedback offered in MOOCs, especially when considering underserved and underemployed learners? * How can be better harness the resources students have to offer one another, through peer feedback, collaboration, and help exchange? * What are successes and challenges in the space of supporting learning through social interaction in MOOCs? Topics -------------------------------------------------------------------------------- We call for submissions to LWMOOC IV from a diversity of disciplines and topics (see details below). In particular, we invite submissions that build on the main theme of the conference and highlight the strength of the core MOOC research community, with the important input from the other related research domains. We invite submissions related to research, practice, and theory related to MOOCs. Specific topics, though not limited to these, include: * MOOCs used officially and unofficially in the workforce * Problem-based learning and authentic/contextual learning environments * Social and affective computing * The role of specific human constructs, such as imagination, joy, and amazement, in MOOCs * New pedagogical processes with MOOCs, particularly around social and peer pedagogies * New and emerging models of instructional design, especially student-centered design approaches * Difference in pedagogies between work environments and school environments. Do they exist? Should they? * Learning analytics and MOOCs * Learning sciences and new research models based on digital learning and MOOCs * Use of learner data outside university domain (i.e. Corporation, LinkedIn, etc) * Tools for collaboration, feedback, testing and content delivery * Metrics of success for learners and instructors of MOOCs/Evaluation of MOOCs * MOOCs and localized support (e. g., meetups and instructor meetings) * Development of multiple pathways for learners * Machine learning, AI, and MOOCs: what is new? Submissions instructions -------------------------------------------------------------------------------- All submissions to the LWMOOC4 should be made using the extended abstract format [link] and should be 500 words maximum. Submissions will be received and processed with LWMOOCSEasyChair page [https://easychair.org/cfp/lwmooc17] Conference proceedings -------------------------------------------------------------------------------- Similar to the 2016 conference, we will publish a proceedings of all accepted conference submissions. The proceedings will include abstracts as well as the presentation slides that will serve as a written record of the conference. Key dates -------------------------------------------------------------------------------- * Abstract submissions (500 words): June15, 2017 * Notifications of acceptance: July 15, 2017 * Learning with MOOCs 2017 conference: October 8-10, 2017 Program Chairs -------------------------------------------------------------------------------- - Carolyn Rose, Professor, Language Technologies Institute and Human-Computer Interaction Institute, Carnegie Mellon University - Anne Trumbore, Senior Director, Wharton Online, The Wharton School, University of Pennsylvania -- The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336.

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The journal Global Media and China published the latest issue Volume 2, Issue 1 March 2017
by Xiao Han 30 May '17

30 May '17

Dear All, We are pleased to announce that our journal Global Media and China has just published its latest issue Volume 2, Issue 1 March 2017. And also we sincerely welcome your contribution to our journals. If you are interested and have the time, it is a great honour for us to receive your submission. Here is the submission portal:https://mc.manuscriptcentral.com/gmac <https://mc.manuscriptcentral.com/gmac>. For more information about Global Media and China, please go to http://journals.sagepub.com/home/gch <http://gch.sagepub.com/>, you can also find detailed submission guidelines there. You can freely read this inaugural issue at: http://journals.sagepub.com/toc/gch/current <http://journals.sagepub.com/toc/gch/current> Volume 2, Issue 1, March 2017 Special Issue: Policing Creative Industries: Perspectives and Cases Introduction Shin Dong Kim, Anthony YH Fung Temptation of control in the globalising culture industries Original Articles John Hartley, Lucy Montgomery, Henry Siling Li A new model for understanding global media and China: ‘Knowledge clubs’ and ‘knowledge commons' Elaine Jing Zhao The bumpy road towards network convergence in China: The case of over-the-top streaming services Lorraine Lim Going global and local control: Reflections on research directions on media policy in East Asia Louis Ho From ’no cultural policy’ to ‘centralised market orientation’: The political economy of Hong Kong cultural policy (1997-2015) Kai Soh, Brian Yecies Korean-Chinese Film Remakes in a New Age of Cultural Globalisation: Miss Granny (2014) and 20 Once Again (2015) along the Digital Road Carlos K. F. Cheung Trans-border televisual musicspace: Regionalizing reality TV I am a Singer in China and Hong Kong Dr HAN Xiao Research Assistant, Social Media Centre, Communication University of China (CUC) Commissioning Editor, Global Media and China http://journals.sagepub.com/home/gch <http://journals.sagepub.com/home/gch>

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