Private Is The New Public: How Society Is Ending PrivacyLin Ke
In our day and age, lack of privacy for individuals and the spread of basic information is becoming more common. It has become such an integral part of our lives that we have slowly but surely opened the door towards allowing government and corporation to take in what was once well guarded and personal information.
Private Is The New Public: How Society Is Ending PrivacyLin Ke
With our socially connected world today, we have given up a great deal of information in order the have the convenience and customization of services and products towards our liking. This has resulted in us ultimately accepting the fact that privacy has become just a word, and instead, we have moved into an age of public disclosure of all our personal information.
My TEDx talk on the Village Telco and the Mesh Potato
Project: http://villagetelco.org
Event site: http://www.tedxnewtown.co.za/
More about TEDx: http://www.tedx.com
Telecommunications, Innovation, and the Village TelcoSteve Song
A presentation at the University of the Western Cape on why affordability in telecommunications is so important and about a project called the Village Telco which is aimed at driving down the cost of access.
Private Is The New Public: How Society Is Ending PrivacyLin Ke
In our day and age, lack of privacy for individuals and the spread of basic information is becoming more common. It has become such an integral part of our lives that we have slowly but surely opened the door towards allowing government and corporation to take in what was once well guarded and personal information.
Private Is The New Public: How Society Is Ending PrivacyLin Ke
With our socially connected world today, we have given up a great deal of information in order the have the convenience and customization of services and products towards our liking. This has resulted in us ultimately accepting the fact that privacy has become just a word, and instead, we have moved into an age of public disclosure of all our personal information.
My TEDx talk on the Village Telco and the Mesh Potato
Project: http://villagetelco.org
Event site: http://www.tedxnewtown.co.za/
More about TEDx: http://www.tedx.com
Telecommunications, Innovation, and the Village TelcoSteve Song
A presentation at the University of the Western Cape on why affordability in telecommunications is so important and about a project called the Village Telco which is aimed at driving down the cost of access.
The Next Big Thing is Web 3.0. Catch It If You Can Judy O'Connell
The best minds on our planet are suggesting that the Internet will continue to be arguably the most influential invention of our time. We are in the midst of a highly dynamic and dramatically changing landscape. Where Web 1.0 made us consumers of information, Web 2.0 allowed us to be participators and creators. Web 3.0 and the Semantic Web technologies are beginning to play a larger and more significant role in the search and filtering of the content fire hose that teachers and students encounter each day. How will the semantic web influence our learning and teaching encounters on the web? What is the connection between meaning and data? Will search or discovery be the main driving force in the 3.0 information revolution? How will information and knowledge creation in a semantic-powered online world develop? This session will draw on Semantic Web research and developments and show how connecting, collaborating and networking in a Web 3.0 world is changing the ground-rules once again.
Our students are born into a digital era which has significantly changed their literacy and information encounters and the ways they can learn. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and the semantic web are all part of the new digital conversation of learning. On top of that the iPad and other mobile devices have compounded the changing role of school libraries forever. This is our story - a story about the transition to a new millennium where our library and learning ecology needs adaptability at its core so it can provide the keys to 21st lifelong learning.
The Next Big Thing is Web 3.0. Catch It If You Can Judy O'Connell
The best minds on our planet are suggesting that the Internet will continue to be arguably the most influential invention of our time. We are in the midst of a highly dynamic and dramatically changing landscape. Where Web 1.0 made us consumers of information, Web 2.0 allowed us to be participators and creators. Web 3.0 and the Semantic Web technologies are beginning to play a larger and more significant role in the search and filtering of the content fire hose that teachers and students encounter each day. How will the semantic web influence our learning and teaching encounters on the web? What is the connection between meaning and data? Will search or discovery be the main driving force in the 3.0 information revolution? How will information and knowledge creation in a semantic-powered online world develop? This session will draw on Semantic Web research and developments and show how connecting, collaborating and networking in a Web 3.0 world is changing the ground-rules once again.
Our students are born into a digital era which has significantly changed their literacy and information encounters and the ways they can learn. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and the semantic web are all part of the new digital conversation of learning. On top of that the iPad and other mobile devices have compounded the changing role of school libraries forever. This is our story - a story about the transition to a new millennium where our library and learning ecology needs adaptability at its core so it can provide the keys to 21st lifelong learning.
Explanation of how a unobtrusive registry can help register and identify contents in the Internet on a free basis, beeing useful to keep track of the metadata of works, rights and author
Developing a (Digital) Strategy for Your OrganisationCharlotte Sexton
This presentation provides practical guidance on developing a (digital) strategy and is aimed at those leading change or managing digital programme delivery within museums or cultural organisations. It doesn’t really matter what you call it: digital strategy, digital engagement strategy, technical road map or just plain ‘strategy’, if your goal is to engage contemporary audiences with culture and heritage then ‘digital’ is going to be part of the mix. For museums, the great ones will be those designed around the way people live their lives now – and increasingly that means with some kind of techno gizmo in their hands. If you are going to rise to the challenge then you’re going to need a plan, and the will and skill to change old ways of working. This presentation will help you kick start the process.
Taming Information Chaos with the Power of 2.0Judy O'Connell
Web 2.0 provides ways to filter, streamline, organise, share, distribute or gather information from the burgeoning information jungle. With the power of 2.0 the information revolution can be tamed. Teachers can learn new ways to incorporate search strategies into their personal information-seeking toolkits and then work with students to weave deeper understandings of how to find information right into the fabric of their learning. In a learning environment where writing, reflecting, creating and collaborating are driving authentic engagement with content, searching and researching has to encompass multi-literacies and information fluency in the process. It’s time to challenge the old standards of ‘search’. With all our experience as teachers, we are novices in the information revolution. It’s not a one-size-fits-all environment, and the myriad of choices, tools and techniques we could customise for our professional purposes need explanation and elaboration to understand how to be a confident, efficient and effective news and knowledge curators. This session will show how connecting, collaborating and networking are dependent on knowledge filters and information search techniques that allow teachers to become extraordinary information architects in charge of their own knowledge work, ready to mentor and support the learning of their students.
Digital Ethics or The End of The Age of Legends v5.2Darren Kuropatwa
Slide deck in support of a conversation with educators about how to embed the teaching of digital ethics across the curriculum and holding up a mirror to our own ethical online behaviour before becoming too critical of the students who learn from us.
Held at the Building Learning Communities Conference in Boston, MA. 17 July 2015.
We live in an age where everything is recorded digitally – in pictures, video, and text – live as it happens; it's the end of the age of legends. "Selfie", according to the Oxford dictionary, is the word of the year 2013. Often the selfies our students are sharing aren't putting their best digital foot forward. As teachers, how can we help our students leave digital footprints they can be proud of? Is only sharing your "best stuff" such a good idea? How do we address the issue of digital ethics across the curriculum and in our classrooms?
Tales of Learning and the Gifts of Footprints v4.2Darren Kuropatwa
Presented at the Richmond District Conference, Feb 2017.
Why does digital learning matter? In a society that is increasingly technophilic what are the new literacies we need to be aware of for our own learning and that of our students? How does this impact the way we think about and teach our children to become empowered and empathetic responsible citizens? Answers to these questions and more are shared through a series of powerful tales of learning.
Private Is The New Public: How Society Is Ending PrivacyLin Ke
With our socially connected world today, we have given up a great deal of information in order the have the convenience and customization of services and products towards our liking. This has resulted in us ultimately accepting the fact that privacy has become just a word, and instead, we have moved into an age of public disclosure of all our personal information.
First delivered as a guest speaker at Mark Esposito's System & Complexity Thinking course at Hult University, June 2021.
This talk is aimed at people learning about complex systems with a background in organisational design & management. It looks at the difference between Computational Complexity and Applied Social Complexity, touches on the limits of Computation, Business Processes, & Systems Thinking, and introduces two frameworks that can be used to help organisations understand their current context and navigate more effectively.
Most content in the notes.
By 2020 there will be 24 billion Internet connected things on the planet, most of which won't have a screen. Web designers and developers are uniquely placed to play in the physical computing world.
With skills in information design and working with numerous technologies at the same time, the skills of the web practitioner are directly transferable to the Web of Things and are leading much of the exploratory work occurring around the world right now.
Lots of examples of Web Things in the real world as well as live demonstrations (links to projects for slide share viewers) should inspire viewers to get started with the web of things.
** Note there is a momentary audio drop out just prior to 4 minutes into the presentation. If you skip ahead to the next slide you'll regain the audio (about 25 secs of content missing).
This presentation is designed to stimulate discussion and help teachers think about new media options in their curriculum planning. Tools chosen are just an example from many possible provided for planning in the follow-up workshops.
Digital Ethics or The End of The Age of Legends v4Darren Kuropatwa
Slide deck in support of a conversation with educators about how to embed the teaching of digital ethics across the curriculum and holding up a mirror to our own ethical online behaviour before becoming too critical of the students who learn from us.
Held at the Building Learning Communities Conference in Boston, MA. 16 July 2014.
We live in an age where everything is recorded digitally – in pictures, video, and text – live as it happens; it's the end of the age of legends. "Selfie", according to the Oxford dictionary, is the word of the year 2013. Often the selfies our students are sharing aren't putting their best digital foot forward. As teachers, how can we help our students leave digital footprints they can be proud of? Is only sharing your "best stuff" such a good idea? How do we address the issue of digital ethics across the curriculum and in our classrooms?
Panel zusammen mit Anne-Christin Tannhäuser, Stephan Kulla und Philip Schenk, moderiert von Sebastian Horndasch auf dem OER-Festival 2016 (#oerde16) in Berlin
We say "mooin": MOOC Making Stories from LuebeckAnja Lorenz
Webinar at eduhub.ch at May 26, 2016 https://www.eduhub.ch/events/webinars/mooin/
In March 2015, the Luebeck University of Applied Sciences started its own MOOC platform "mooin" (https://mooin.oncampus.de/). In 160 days of development, we made Moodle look sexy and thus suitable for MOOCs. One year and eight MOOCs later, we learned a lot on MOOC making from technical, pedagogical and organizational perspectives. And we decided to make MOOCs not only on academic topics that should replace in-class lectures. We mainly experimented with topics out of the academic focus: We made MOOCs on the Hanseatic League, video making, social web, enterprise learning, 25 years on German reunion or German pronunciation. And there is much more on our roadmap.
In the webinar, we will give you a short introduction to MOOCs and their special characteristics, show you how we support those in mooin, and give you some insights in our courses and work.
Kurze Erläuterung zu Powerpoint-Karaoke
(Im Rahmen der Montagsbildung bei oncampus Lübeck am 05.01.2015 präsentiert, ab Folie 4 von zufällig ausgewählten Personen vorstellen lassen).
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
14. Bildquellen
Crystal Baller von Wetsun (CC BY), https://www.flickr.com/photos/wetsun/175912373
Steampunk Time Contraption von Don Urban (CC NC-SA), https://www.flickr.com/photos/donpezzano/2979765549/
solar monitor thingy von Steve Kaiser (CC BY-NC-ND), https://www.flickr.com/photos/djbones/3532391248/
IMG_20120702_170040.jpg von charlene mcbride (CC BY), https://www.flickr.com/photos/ursonate/7489836530
Virtual Reality Headset Prototype von Pargon (CC BY), https://www.flickr.com/photos/pargon/2444155973
showtime (cc) von Martin Fisch (CC BY-SA). https://www.flickr.com/photos/marfis75/9391593778
