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ICITST-2009: Deadline for Paper Submission is Approaching!
by g.akmayeva＠icitst.org 15 May '09

15 May '09

Kindly email this Call for Papers to your colleagues, faculty members and postgraduate students. Apologies for cross-postings. ICITST-2009 The 4th International Conference for Internet Technology and Secured Transactions (ICITST-2009), Technical Co-Sponsored by IEEE UK/RI Section, November 9–12, 2009, London, UK (www.icitst.org) The 4th International Conference for Internet Technology and Secured Transactions (ICITST-2009) is co-sponsored by IEEE UK/RI Section. The ICITST is an international refereed conference dedicated to the advancement of the theory and practical implementation of secured Internet transactions and to fostering discussions on information technology evolution. The ICITST aims to provide a highly professional and comparative academic research forum that promotes collaborative excellence between academia and industry. The objectives of the ICITST are to bridge the knowledge gap between academia and industry, promote research esteem in secured Internet transactions and the importance of information technology evolution to secured transactions. The ICITST-2009 invites research papers that encompass conceptual analysis, design implementation and performance evaluation. All the accepted papers will appear in the proceedings published by IEEE and fully indexed by IEEE Xplore. All the ICITST papers are indexed by DBLP. The topics in ICITST-2009 include but are not confined to the following areas: * Application of agents * Application security * Blended Internet security methods * Biometrics * Boundary issues of Internet security * Broadband access technologies * Challenges of content authoring * Data mining security * E-society * Globalisation of information society * Government, and corporate Internet security policy * Internet architecture * Infonomics * IPSec quality of services * Patentability * Regulation, self-regulation, and co-regulation Web services * Secured database systems * Synchronising e-security * Software Architectures * Technology-enabled information * Trust, privacy, and data security * Wireless transactions * Context-Awareness and its Data mining for Ubi-com service * Human-Computer Interface and Interaction for Ubi-com * Smart Homes and its business model for Ubi-com service * Intelligent Multimedia Service and its Data management for Ubi-com * USN / RF-ID for Ubi-com service * Network security issues, protocols, data security in Ubi-com * Database protection for Ubi-com * Privacy Protection and Forensic in Ubi-com * Multimedia Security in Ubi-com * Quality of Service Issues * Authentication and Access control for data protection in Ubi-com * Information visualization * Web services * Service, Security and its Data management for U-commerce * New novel mechanism and Applications for Ubi-com * Information Management * Multimedia Information Systems * Information Retrieval * Natural Language Processing * Digital Libraries * Data and Information Quality Management * Data Grids, Data and Information Quality * Database Management * Web Databases * Temporal and Spatial Databases * Data Mining * Web Mining including Web Intelligence and Web 3.0 * E-Learning, eCommerce, e-Business and e-Government * Web Metrics and its applications * XML and other extensible languages * Semantic Web and Ontology * Human-Computer Interaction * Artificial Intelligence and Expert Systems * Knowledge Management * Ubiquitous Systems * Peer to Peer Data Management * Interoperability * Mobile Data Management * Data Models for Production Systems and Services * Data Exchange issues and Supply Chain * Data Life Cycle in Products and Processes * Case Studies on Data Management, Monitoring and Analysis * Security and Access Control * Information Content Security * Software Architecture * System design and verification * Mobile, Ad Hoc and Sensor Network Security * Distributed information systems IMPORTANT DATES Paper Submission Date May 31, 2009 Notification of Paper Acceptance/Rejection June 30, 2009 Camera Ready Paper Due September 1, 2009 Author Registration September 15, 2009 Early Bird Attendee registration October 01, 2009 Conference Dates November 9-12, 2009 The ICITST also encourages organisations to submit their Job Fair Booth Reservations and/or Exhibit Proposals. If your organisation is interested, kindly submit a brief Proposal (not more than 1 side of A4 page) to jobfair(a)icitst.org For more details, visit www.icitst.org

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How is social media like ice cream
by Dominic Pinto 15 May '09

15 May '09

FWIW Dominic Pinto http://www.ecademy.com/user/dominicpinto http://www.linkedin.com/in/dominicpinto e-m: dominic.pinto(a)ieee.org Skype: zorrodp M: +44 780 302-8268 Ph: +44 207 379-8341 In the U.S. M/Cell: +1 215 667-3001 ----- Forwarded Message ---- From: scipmark <scipmark(a)gmail.com> To: dominic.pinto(a)ieee.org Sent: Friday, 15 May, 2009 1:44:42 PM Subject: scipmark scipmark scipmark Teaching people's heads Posted: 14 May 2009 03:21 PM PDT Just viewed a fab video about education, what it's for and how schools kill creativity on the wonderful TED site. Found via Steve Bridger's excellent blog. How is social media like ice cream Posted: 14 May 2009 02:42 PM PDT ‘Social Media’ is something of a buzzword at the moment. Everyone – from huge corporations to governments to community groups – are switching onto the idea that ’social media’ is happening, and that they need to get in on the act. But what is it? And what does it have to do with ice cream? The editor of MyManchester, a community-based publishing network that’s been around since we started SCIP back in 1997, has provided an answer in plain English that offers a valuable guided tour to the world of blogs, new media, and why people are getting so excited about it. It includes this video that uses ice cream to explain why new technology may be changing the world. Read the whole article here mymanchestereditor.wordpress.com/social-media-2/ You are subscribed to email updates from scipmark To stop receiving these emails, you may unsubscribe now. Email delivery powered by Google Inbox too full? Subscribe to the feed version of scipmark in a feed reader. If you prefer to unsubscribe via postal mail, write to: scipmark, c/o Google, 20 W Kinzie, Chicago IL USA 60610

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Re: [Air-L] on the recent change ...
by jeremy hunsinger 14 May '09

14 May '09

If i were to choose a post from that debate, i would rather look at this one: http://listserv.aoir.org/htdig.cgi/air-l-aoir.org/2006-December/011925.html everyone makes mistakes, no one has ever been sued as best as i can tell. i deleted the reply-all button long ago, btw, using it is just really bad practice. I only have the option of reply-all if i explicitly choose it from a pull-down list. See i configured my mail program to better handle my personal inadequacies as I understand them, so as not to impinge upon others who wish to do otherwise. We all can configure our own email to do as we wish, i don't see why we need to possibly hinder the group for theoretical individuals who might harm themselves with their own misconfiguration or poor choices. I mean i see the reasoning for protecting people, but shouldn't they protect themselves first? On May 14, 2009, at 8:11 PM, Åsa Rosenberg wrote: > Jeremy is asking for a justification for the change. I think that > Charles > has already explained it... but to me the problem is quite simple. > With > "reply to list" as default we currently have no way of ensuring that a > mistake does not end up in Google two days later. Until we figure > out if it > is the right solution (or find another solution) perhaps a slight > readjustment of having to press another button in your mail program > could be > worth sparing those people their embarrassment? > > Also bear in mind the problem is not new, it has been discussed > previously > on the list. > See this thread for example from 2006 > http://listserv.aoir.org/htdig.cgi/air-l-aoir.org/2006-December/011917.html > > --- > Asa Rosenberg > Department of Sociology, University of Gothenburg > > _______________________________________________ > The Air-L(a)listserv.aoir.org mailing list > is provided by the Association of Internet Researchers http://aoir.org > Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org > > Join the Association of Internet Researchers: > http://www.aoir.org/

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on the recent change ...
by Charles Ess 14 May '09

14 May '09

Hi all, Let me begin by thanking everyone for your comments, arguments, suggestions for additional research, possible resolutions, etc. in response to the recent - premature - change in the default setting on the air listserv. After considerable discussion and debate, the Executive Committee has decided on the following course of action: In part because it appears that list discussion is continuing (indeed, thriving), we'll keep the recent change - but only on a _temporary_ basis, pending further exploration, debate, and resolution as approved by the membership. We will continue our original discussion and further exploration of the multiple issues involved, including (a) legal issues and (b) the possibility of moving the air-list archive in a way that Alex Halavais has suggested might resolve the major concerns that motivated our discussion and exploration of making such a change in the first place. In order to explore these issues in such a way as to maximize input and participation from the larger listserv membership, we are establishing a working group - charged with responsibility to * examine the various issues and concerns involved, including those expressed in the recent email exchanges following the change; * soliciting further opinions and relevant research from the membership; and * developing recommendations for our best options, including the possible mechanisms for a vote/referendum on this matter by the listserv membership. We anticipate that the working group should be able to complete their work and present their recommendations to the Executive Committee and the membership within the next two months. If you are interested in serving on this working group, please email me privately. Again, many thanks for the lively and thoughtful discussion, diverse suggestions, etc. - as well as for your understanding that this change was made prematurely, i.e., prior to precisely the sort of complete and fully dialogical process that we all agree is the ideal and proper approach for AoIR. Looking forward to hearing from volunteers! cheers, - charles ess President, Association of Internet Researchers

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query on mediating technology in the classroom
by Meryl Krieger 14 May '09

14 May '09

Hi all: I'm currently engaging in a research/writiing project that explores the history of internet and other communication technologies in the classroom. Does anyone have suggestions on articles or scholars whose work I should be attending to? I'm particularly interested in work done outside my own discipline - I'm an ethnographer and performance studies/ethnomusicology scholar so I sort of exist on the fringes of some of this material. To translate - I am coming at this from the perspective of DIY media and know its history in my own field. :) Thanks for any guidance or suggestions you have! Regards, Meryl Krieger (Earned) Ph.D., Folklore & Ethnomusicology Associate Instructor, Indiana University Adjunct Instructor, Ivy Tech Community College Bloomingon

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Lessig’s "Code and Other Laws of Cyberspace" turns 10
by Michael Zimmer 14 May '09

14 May '09

Apropos the current reactions to a change in the code/architecture of this list, Lawrence Lessig’s "Code and Other Laws of Cyberspace" turns 10 this year. In honor of this groundbreaking text, the Cato Institute hosted a "debate" about the book, including essays from Declan McCullagh, Jonathan Zittrain, Adam Thierer, and Lessig himself. The essays are viewable at: <http://www.cato-unbound.org/issues/ten-years-of-code-a-reassessment-of-lawr… > -michael. -- Michael Zimmer, PhD Assistant Professor, School of Information Studies Associate, Center for Information Policy Research University of Wisconsin-Milwaukee e: zimmerm(a)uwm.edu w: www.michaelzimmer.org

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5th International Conference on e-Social Science 2009
by Jankowski 14 May '09

14 May '09

[Distributed on request: Call for Participation.... Nick Jankowski] 5th International Conference on e-Social Science Maternushaus, Cologne, Germany 24 - 26 June 2009 http://www.ncess.ac.uk/conference-09/ The National Centre for e-Social Science (NCeSS) is organising this conference in collaboration with the German Social Science Infrastructure Services (GESIS). CALL FOR PARTICIPATION The annual International Conference on e-Social Science brings together leading representatives of the social science, e-Infrastructure, cyberinfrastructure and e-Research communities in order to improve mutual awareness and promote coordinated activities to accelerate research, development and deployment of powerful, new methods and tools for the social sciences and beyond. Keynotes speakers for the conference: * Ian Foster: Director of the Computation Institute, a joint institute of the University of Chicago and Argonne National Laboratory. * Mario Campolargo: Director of the "Emerging Technologies and Infrastructures" Directorate of DG-INFSO * David Theo Goldberg: co-founder and co-leader of HASTAC (Humanities, Arts, Science and Technology Advanced Collaboratory). The programme for the conference is now available and can be found on the NCeSS website at http://www.ncess.ac.uk/conference-09/programme/ To register for the conference, please visit http://www.ncess.ac.uk/conference-09/registration/ [Registration will close on 17 June 2009] +++++++++++++++++++++++++ Kind regards Conference organisers -- 5th International Conference on e-Social Science 2009 https://www.conftool.net/ncess2009/

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Re: [Air-L] Major/Major Report Plus: A Study on the Effective Use of Social Software by Further and Higher Education in the UK
by Antonio A. Casilli 14 May '09

14 May '09

Hi Gerry, thanks for the precious link - be sure I fwded it around as much as I could. Was wondering if you, or anybody else in the list are aware of recent studies addressing the use of Twitter in the classroom from the perspective of how it may impact student/teacher interpersonal dynamics (through backchannelling, instant feedback and such). The case study and the resources featured the report are useful, but slightly out of focus. Any references on this? Cheers, Antonio ------------------------------------ Antonio A. Casilli Centre Edgar Morin Institut Interdisciplinaire d'Anthropologie du Contemporain (CNRS/EHESS) 22, rue d'Athènes 75009 - Paris (France) blog: http://www.bodyspacesociety.eu/ webpage: http://www.iiac.cnrs.fr/cetsah/spip.php?article26 On Wed, May 13, 2009 at 11:40 PM, McKiernan, Gerard [LIB] <gerrymck(a)iastate.edu> wrote: > Colleagues/ > > > > A Major/Major Report AND Case Studies ... > > > > /Gerry > > > > A Study on the Effective Use of Social Software by Further and Higher > Education in the UK > > > > Shailey Minocha / January 2009 / Department of Computing / The Open > University / Walton Hall / Milton Keynes MK7 6AA, UK > > > > Executive Summary > > > > The term 'social software' covers a range of software tools which allow > users to interact and share data with other users, primarily via the > web. Blogs, wikis, social networking websites, such as Facebook and > Flickr, and social bookmarking sites, such as Delicious, are examples of > some of the tools that are being used to share and collaborate in > educational, social, and business contexts. The key aspect of asocial > software tool is that it involves wider participation in the creation of > information which is shared. > > > > This study examined the use of social software in the UK further and > higher education sectors to collect evidence of the effective use of > social software in enhancing student learning and engagement. In this > study, data from 26 initiatives, where social software tools have been > employed, has been collected, analysed and synthesised. The cases chosen > give a spread of tools, subject areas, contexts (parttime, full-time or > distance learning), levels of study, and institutions (higher and > further education). A case study methodology was followed and both > educators and students were interviewed to find out what they had done, > how well it had worked, and what they had learned from the experiences. > > > > This study provides insights about the: educational goals of using > social software tools; enablers or drivers within the institution, or > from external sources which positively influence the adoption of social > software; benefits to the students, educators and institutions; > challenges that may influence a social software initiative; and issues > that need to be considered in a social software initiative. Our > investigations have shown that social software tools support a variety > of ways of learning: sharing of resources (eg bookmarks, photographs), > collaborative learning, problem-based and inquiry-based learning, > reflective learning, and peer-to-peer learning. Students gain > transferable skills of team working, online collaboration, negotiation, > and communication, individual and group reflection, and managingdigital > identities. > > > > [snip] > > > > Effective Use of Social Software in UK Further and Higher Education: > Case Studies [125 pp.] > > > > Date uploaded > 02 February 2009 > Shailey Minocha > > > > The case studies or initiatives investigated in this study are > consolidated in this document. The 26 initiatives or case studies > investigated in this study cover a broad range of social software tools > such as discussion forums, wikis, blogs, podcasts, microblogging or > Twitter, photo-sharing (Flickr), Google Earth, 3-D virtual worlds, web > conferencing, social networking sites such as Facebook, and others based > on Elgg and Ning. > > > > The case studies are from a wide range of disciplines, at different > levels of study (undergraduate, post-graduate, vocational courses) in > part-time and full-time courses in further and higher education. The > mode of delivery is diverse: face-to-face, blended learning > (face-to-face and online learning), and distance-education. > > > > Select Case Studies > > [snip] > > 2 Using Wikis to Support Small Group Work 17 > > 3 Facebook as a Pre-induction Support Tool 22 > > 4 Community@Brighton: Social Networking at University of Brighton 27 > > 7 Social Networking through Ning on a Distance-learning Programme 40 > > 8 Using a Wiki for Developing a Portfolio and for Communication 44 > > 11 Collaborative Learning in a Wiki on a Software Engineering Course 59 > > 15 Develop Me! Social Networking at University of Bradford 77 > > 17 Blogs, Wikis and Social Bookmarking to Support Web-based Research 86 > > 18 Social Networking and Community-building in Dentistry Courses 90 > > 20 Social Networking: Connect-ing Students and Staff 99 > > 24 Supporting a Group of Distance-learning Students on Skypecast 116 > > 25 Using Twitter to Support Students and Their Projects 119 > > 26 Using Facebook to Obtain Student Feedback 122 > > > > All Appropriate Links Available From > > > > [ http://tinyurl.com/q9r2sk ] > > > > Thanks to The Caribbean Librarian for The HeadsUp ! > > > > Enjoy ! > > > > /Gerry > > > > Gerry McKiernan > > Associate Professor > > Science and Technology Librarian > > Iowa State University Library > > Ames IA 50011 > > > > gerrymck(a)iastate.edu > > > > There is Nothing More Powerful Than An Idea Whose Time Has Come / Victor > Hugo > > [ http://www.blogger.com/profile/09093368136660604490 ] > > > > Iowa: Where the Tall Corn Flows and the (North)West Wind Blows > > [ http://alternativeenergyblogs.blogspot.com/ ] > > _______________________________________________ > The Air-L(a)listserv.aoir.org mailing list > is provided by the Association of Internet Researchers http://aoir.org > Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org > > Join the Association of Internet Researchers: > http://www.aoir.org/ > >

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Major/Major Report Plus: A Study on the Effective Use of Social Software by Further and Higher Education in the UK
by McKiernan, Gerard [LIB] 13 May '09

13 May '09

Colleagues/ A Major/Major Report AND Case Studies ... /Gerry A Study on the Effective Use of Social Software by Further and Higher Education in the UK Shailey Minocha / January 2009 / Department of Computing / The Open University / Walton Hall / Milton Keynes MK7 6AA, UK Executive Summary The term 'social software' covers a range of software tools which allow users to interact and share data with other users, primarily via the web. Blogs, wikis, social networking websites, such as Facebook and Flickr, and social bookmarking sites, such as Delicious, are examples of some of the tools that are being used to share and collaborate in educational, social, and business contexts. The key aspect of asocial software tool is that it involves wider participation in the creation of information which is shared. This study examined the use of social software in the UK further and higher education sectors to collect evidence of the effective use of social software in enhancing student learning and engagement. In this study, data from 26 initiatives, where social software tools have been employed, has been collected, analysed and synthesised. The cases chosen give a spread of tools, subject areas, contexts (parttime, full-time or distance learning), levels of study, and institutions (higher and further education). A case study methodology was followed and both educators and students were interviewed to find out what they had done, how well it had worked, and what they had learned from the experiences. This study provides insights about the: educational goals of using social software tools; enablers or drivers within the institution, or from external sources which positively influence the adoption of social software; benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative. Our investigations have shown that social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning. Students gain transferable skills of team working, online collaboration, negotiation, and communication, individual and group reflection, and managingdigital identities. [snip] Effective Use of Social Software in UK Further and Higher Education: Case Studies [125 pp.] Date uploaded > 02 February 2009 > Shailey Minocha The case studies or initiatives investigated in this study are consolidated in this document. The 26 initiatives or case studies investigated in this study cover a broad range of social software tools such as discussion forums, wikis, blogs, podcasts, microblogging or Twitter, photo-sharing (Flickr), Google Earth, 3-D virtual worlds, web conferencing, social networking sites such as Facebook, and others based on Elgg and Ning. The case studies are from a wide range of disciplines, at different levels of study (undergraduate, post-graduate, vocational courses) in part-time and full-time courses in further and higher education. The mode of delivery is diverse: face-to-face, blended learning (face-to-face and online learning), and distance-education. Select Case Studies [snip] 2 Using Wikis to Support Small Group Work 17 3 Facebook as a Pre-induction Support Tool 22 4 Community@Brighton: Social Networking at University of Brighton 27 7 Social Networking through Ning on a Distance-learning Programme 40 8 Using a Wiki for Developing a Portfolio and for Communication 44 11 Collaborative Learning in a Wiki on a Software Engineering Course 59 15 Develop Me! Social Networking at University of Bradford 77 17 Blogs, Wikis and Social Bookmarking to Support Web-based Research 86 18 Social Networking and Community-building in Dentistry Courses 90 20 Social Networking: Connect-ing Students and Staff 99 24 Supporting a Group of Distance-learning Students on Skypecast 116 25 Using Twitter to Support Students and Their Projects 119 26 Using Facebook to Obtain Student Feedback 122 All Appropriate Links Available From [ http://tinyurl.com/q9r2sk ] Thanks to The Caribbean Librarian for The HeadsUp ! Enjoy ! /Gerry Gerry McKiernan Associate Professor Science and Technology Librarian Iowa State University Library Ames IA 50011 gerrymck(a)iastate.edu There is Nothing More Powerful Than An Idea Whose Time Has Come / Victor Hugo [ http://www.blogger.com/profile/09093368136660604490 ] Iowa: Where the Tall Corn Flows and the (North)West Wind Blows [ http://alternativeenergyblogs.blogspot.com/ ]

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intercollegiate digital media tournament
by Bradley, Robert 13 May '09

13 May '09

Just a few days left (5.15 deadline) to enter your media in the DMSC Governor’s Challenge Academic Media Tournament. We are accepting audio, enhanced and video media in student and faculty categories in Course Concept, Feature and Service Learning areas. Media should be original works, be from 3-7 minutes and authors must be affiliated with higher education institutions. Media does not have to be created for this event: Can be pre-existing. Winners will receive gear from Microsoft and Targus, as well as a special limited edition certificate made especially for the event by world-famous Hatch Showprint of The Country Music Hall of Fame. Please e-mail rbradley(a)tnstate.edu and instructions will be sent on how to open up your own university’s channel on our host iTunes U site at East Tennessee State University. (If you need over the weekend to prepare, we can make arrangements). Judges can register at, as well as further details are available at: www.tnsandbox.com . If we can grow championship athletes, we can grow championship scholars! Thanks in advance, Robert R. Bradley Director of Technology Integration Communication and Information Technologies Tennessee State University 3500 John Merritt Parkway Nashville, TN 37209 cell: 615.579.7446 fax: 615.963.1371 rbradley(a)tnstate.edu Think. Work. Serve. www.tnsandbox.com

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