This document discusses issues around copyright and intellectual property in the digital age. It presents three main positions on piracy and copyright: those of EFF and open culture advocates, large media companies like MPAA/RIAA, and sites like Pirate Bay that enable piracy. It also discusses concepts like free culture, remix and mashup culture, and how new technologies challenge traditional notions of copyright and the work concept.
This document discusses issues around copyright and intellectual property in the digital age. It presents three main positions on piracy and copyright: those of EFF and open culture advocates, large media companies like MPAA/RIAA, and sites like Pirate Bay that enable piracy. It also discusses concepts like free culture, remix and mashup culture, and how new technologies challenge traditional notions of copyright and the work concept.
This document discusses the history and concepts of web 2.0 and social media. It describes how web 2.0 emerged after the dot-com crash in 2001 as a new approach. It outlines Tim O'Reilly's definition of web 2.0 principles like harnessing collective intelligence and rich user experiences. The document also discusses criticisms of web 2.0 and references related concepts like the Cluetrain Manifesto and long tail theory. Key companies and technologies in the rise of social media are mentioned like RSS, Yahoo, Google, and Mahalo.
The document discusses the definitions and history of blogs and microblogs. It defines a blog as a frequently updated website with entries in reverse chronological order, and microblogging as writing short posts distributed to friends via messaging or email. Microblogging services like Twitter launched in 2006. The document examines similarities and differences between blogs and microblogging, and references theorists like Castells on networks and Manovich on digital representation. It explores uses of mobile phones as a medium, tool, and condition for communication through applications like Twitter, Foursquare, and new genres enabled by mobility.
This document discusses the definition and key concepts of social media and Web 2.0. It outlines Tim O'Reilly's seven principles of Web 2.0, which focus on harnessing collective intelligence and user-generated content to create rich user experiences. The document also references other important concepts for social media like participation, openness, conversation, community, connectivity and networks.
Web 2.0 refers to next generation of the World Wide Web that is focused on enabling user participation, openness, and network effects. Some of the key principles of Web 2.0 include harnessing collective intelligence by gathering large amounts of data from users and allowing them to interact and share information on various digital platforms and devices. Other principles are the idea of software as a continually updated service and delivering rich user experiences through user-generated content and social media.
Microblogging involves writing short posts on a special blog that are distributed to friends through texting, instant messaging, or email. It first appeared in 2006 with the launch of Twitter and other platforms like Jaiku and Pownce. The key similarities between blogs and microblogging are the dated posts in reverse chronological order, but microblogging features much shorter posts.
1) New media can be defined as digital media that are interactive, networked, and integrated into daily life via devices like computers, mobile phones, and game consoles.
2) Key concepts of new media include user participation, openness, conversation, community, and connected networks.
3) Characteristics of Web 2.0 include user publication and broadcasting, dialogue and collaboration, networking, sharing, using tags and RSS, and combining content through mash-ups.
This document discusses the history and concepts of web 2.0 and social media. It describes how web 2.0 emerged after the dot-com crash in 2001 as a new approach. It outlines Tim O'Reilly's definition of web 2.0 principles like harnessing collective intelligence and rich user experiences. The document also discusses criticisms of web 2.0 and references related concepts like the Cluetrain Manifesto and long tail theory. Key companies and technologies in the rise of social media are mentioned like RSS, Yahoo, Google, and Mahalo.
The document discusses the definitions and history of blogs and microblogs. It defines a blog as a frequently updated website with entries in reverse chronological order, and microblogging as writing short posts distributed to friends via messaging or email. Microblogging services like Twitter launched in 2006. The document examines similarities and differences between blogs and microblogging, and references theorists like Castells on networks and Manovich on digital representation. It explores uses of mobile phones as a medium, tool, and condition for communication through applications like Twitter, Foursquare, and new genres enabled by mobility.
This document discusses the definition and key concepts of social media and Web 2.0. It outlines Tim O'Reilly's seven principles of Web 2.0, which focus on harnessing collective intelligence and user-generated content to create rich user experiences. The document also references other important concepts for social media like participation, openness, conversation, community, connectivity and networks.
Web 2.0 refers to next generation of the World Wide Web that is focused on enabling user participation, openness, and network effects. Some of the key principles of Web 2.0 include harnessing collective intelligence by gathering large amounts of data from users and allowing them to interact and share information on various digital platforms and devices. Other principles are the idea of software as a continually updated service and delivering rich user experiences through user-generated content and social media.
Microblogging involves writing short posts on a special blog that are distributed to friends through texting, instant messaging, or email. It first appeared in 2006 with the launch of Twitter and other platforms like Jaiku and Pownce. The key similarities between blogs and microblogging are the dated posts in reverse chronological order, but microblogging features much shorter posts.
1) New media can be defined as digital media that are interactive, networked, and integrated into daily life via devices like computers, mobile phones, and game consoles.
2) Key concepts of new media include user participation, openness, conversation, community, and connected networks.
3) Characteristics of Web 2.0 include user publication and broadcasting, dialogue and collaboration, networking, sharing, using tags and RSS, and combining content through mash-ups.
This document contains references and literature related to interface design and meaning production in interfaces. It discusses semiotic and metaphorical approaches to interface design, including the use of metonymy and stylistic references. It also addresses topics like interface criticism, standards, materiality, remediation, genre, hybridity, and representations. The document provides examples and suggests analyzing case studies using Barr's taxonomy of interface metaphors and Bertelsen and Pold's approach to interface criticism.
The document discusses key concepts and characteristics of Web 2.0, including a focus on users and user participation through user-generated content, social media, tagging, and more. It outlines O'Reilly's seven principles of Web 2.0 and provides examples like blogs, wikis, social networking sites, media sharing platforms, and mashups to illustrate concepts like publishing, collaboration, networking and sharing.
This document discusses concepts related to design processes, netnography, and cultural probes. It describes the design process as including vision, concrete details through scenarios and prototypes, and specifications. Brainstorming is discussed as a divergent/convergent process where ideas are produced freely without criticism. Netnography is presented as discourse analysis of online communities informed by grounded theory. Cultural probes are discussed as a design research method where users act as evangelists providing radical empirical insights.
1. Arbejdsseminar d. 12. november 2012
Forsknings- og udviklingsprojekt 3. runde 2012-2013
Undervisningsorganisering, - former og - medier på
langs og tværs af fag og gymnasiale uddannelser
Helle Mathiasen, Christian Winther Bech, Claus Gregersen
1
2. Dagens program
• 9.30-10.00: Kaffe/te og udlevering af materiale
• 10.00-10.30: Næstved Gymnasium velkomst, It på skolen
it-indsats, -strategi og vision v/ uddannelseleder Henrik Nevers
• 10.30-11.30: Om forsknings- og netværksprojektet 2010-2012 -
status og perspektiver v/ forskningsgruppen
• 11.45-12.15:It-projekter på Næstved Gymnasium
Oplæg v. Jesper Kristiansen, TV2 samarbejdet, Niels Bendiksen
Green om tablet
• 12.15-13.00: Let arbejdsfrokost
• 13.00-14.30: Tematiserede workshops
• 14.30-15.30: Opsamling, plenum (kaffe undervejs)
2
3. Eftermiddagens workshops
• Workshop A:
" It-værktøjer til deling, kommunikation, vejledning og feedback"
Oplæg: Lars Nordam og Jesper Nymann, Århus Statsgymnasium
• Workshop B:
”Udvikling af It-pædagogik med fokus på sociale medier og digitale
arbejdsvaner og rutiner”
Oplæg: Jan Larsen, VUC Roskilde
• Workshop C:
”Digitale undervisningsmidler”
Oplæg: Olav Lyndrup, Nykøbing Katedralskole
• Workshop D:
”Nye vinkler på pædagogisk it-anvendelser”
Oplæg: Christine Lehn-Schiøler, Gladsaxe og netværk
Hver workshop vælger referent.
• 14.30-15.30: Opsamling, plenum (kaffe undervejs) 3
7. Status 1/2
Medieproduktion (Web 2.0)
Elev- og lærerproducerede digitale medier.: podcast, wikis..
Undervisningsorganisering
Virtuel-, parallelundervisning, på tværs af klasser og hold, uvd…
Skriftlighed
Nye måder at arbejde, nye former, nye vilkår, nye vægte….
Digitale undervisningsmaterialer
I-bøger, E-bøger, wikis….
Tablets, Smartpens eller interaktive tavler.
Bl.a. flere med Ipad.
IT-strategier
Udbredelse, kompetenceløft, formidling af praksis, progressionsplan
m.v.
7
8. Status 2/2
1. It-værktøjer – sociale medier og
webtjenester dominerer
2. It i undervisningen
3. Behov for nytænkning af struktur
4. It i undervisningen – et tveægget sværd
5. Fagligt niveau og it-brug – ifølge lærerne
6. Den perfekte undervisning – ifølge
eleverne
7. Perspektiver og tendenser
8
9. Teknologibrug – en kategorisering
- baseret på it- værktøjernes anvendelse
- samme værktøj anvendt på forskellige måder indgå i flere kategorier.
• Delingsværktøjer, værktøjer hvor man kan dele filer, skrive
samtidig i samme dokument- samarbejde
• Kommunikationsværktøjer, værktøjer hvor man kan
tale/skrive/chatte med hinanden.
• Produktionsværktøjer, værktøjer hvor man kan producere et
digitalt produkt.
• Digitale undervisningsmidler, materiale/bøger man kan bruge
på computeren.
9
11. Er der bestemte elevgrupper, der har særligt meget gavn af anvendelsen af it-værktøjer?
Lærervurdering af øget fagligt niveau for fagligt svage elever
Lærervurdering af øget fagligt niveau for fagligt middelstærke elever
Lærervurdering af øget fagligt niveau for fagligt stærke elever
2011-2012
12. Den perfekte undervisning (2011-2012)
1. Tavleundervisning
2. Læringsressourcer, papirbårne og digitale medier
3. Variation i undervisningen
4. Lærerroller og –funktioner
5. Deltagelse i undervisningen
6. Lektier
7. Stemning i klassen
8. Fysisk aktivitet.
12
13. Digitale medier og netmedierede fora inviterer til gentænkning af
skriftlighed/mundtlighed
”sproglighed”
faglighed
læringsressourcer
undervisning
roller og funktioner
evaluering
(formativ –summativ)
Prøveformer
hmathiasen@tdm.au.dk 13
14. Seminar 2
Torsdag d. 14. marts 2013,
Niels Brock, Kultorvet Kbh.
Fælles del:
interne og evt. eksterne oplæg
Workshops som i dag.
(Op til er 2. statusrapport afleveret)
Slutkonferencen
november 2013, Aarhus Universitet
(Inden er den afsluttende artikel afleveret)
14
1stround: red pointers ( please note that the red pointers for the 7 fynske gymnasier arealsoincluded)2ndround. largerblue pointers ( the 7 fynske gymnasier areamongthese)3rdround. yellow pointers and smaller blue pointers ( indicating the klassikerforening) together4th round. green pointers
Please note that the ”klassikerforening” schoolidentifier has beenexpanded in this slide, to show all the schoolsbelonging in that category. Theyareidentifiablewith the smallerbluepointers. Also, the Gladsaxe schools are here- the smaller yellow pointers.
