Wikipedia BSU Presentation
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This document discusses and compares the Encyclopedia Britannica and Wikipedia as knowledge sources that are dependent on technology. It notes that while the EB was first published in 1771, Wikipedia launched in 2001 and has since grown rapidly due to its open wiki model that allows collaborative editing by people. A 2005 study found that Wikipedia entries contained on average 4 inaccuracies while EB entries contained 3, indicating their comparable accuracy. It questions how knowledge is defined and produced in the digital age.
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Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
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Computers and Writing explores how digital technologies impact writing and literacy. The field examines how writing changes when digitized and online. It questions traditional views and suggests new ways of writing and teaching writing using technologies. Computers and Writing scholars study what happens to writing and literacy in digital environments. The field is interdisciplinary and around 25 years old, bringing new perspectives on composing with multimedia and online tools.
We are not in a post facts world
Presentation by Ewan McAndrew, Wikimedian in REsidence, at University of Edinburgh Open Knowledge Network event, 31st January 2017
PRSA Webinar: PR in a Wikipedia Age
Andrew Lih gave a webinar on understanding the new digital public sphere and the role of public relations in the age of Wikipedia. He discussed how Wikipedia has become a top search result and how this impacts PR strategies. Lih outlined Wikipedia's core policies of neutral point of view, verifiability, and conflict of interest. He presented strategies for ethical PR engagement on Wikipedia through groups like CREWE and following best practices set by the CIPR. The webinar highlighted how PR must adapt to social media by being transparent and respecting community norms.
Wikiconference USA 2015 - What Wikipedia Must Do
This document summarizes Andrew Lih's presentation at WikiConference USA. The presentation discussed Wikipedia's past successes and challenges it may face in the future. It highlighted areas Wikipedia needs to improve like usability on mobile devices, improving social aspects like talk pages, increasing diversity among editors, better engaging experts, and developing new forms of original content. The presentation provided statistics on growth and examined how Wikipedia may evolve over the next 15 years to address an increasingly mobile user base.
Innovation and Future of Education
Slides of a presentation I made at St Michael Hospital in Toronto about the impact of social and mobile media on future of education.
Let the trumpet sound 2003 version
Here are 3 potential sources we could use:
1. Valaida Snow biography in the school library
2. Articles about Valaida Snow in the KYVL database
3. Valaida Snow website with music samples and biography
27
Big 6 Task 4
Use of Information
Job: Summarizer
4.1 Engage with the information
sources deeply (e.g. read, listen)
4.2 Extract relevant information
from the sources
4.3 Organize information for
presentation or use
4.4 Synthesize key ideas to reflect
new understanding
Wikipedia
Wikipedia is a free online encyclopedia that can be edited by anyone. It operates using wiki software, which allows users to freely edit and compose web page content through a web browser. Wikipedia is written collaboratively by volunteers worldwide and provides a quick understanding of various topics, though it should only be used as a starting point for research due to the lack of refereeing of articles. The goal of Wikipedia is to have 250,000 articles in every language spoken by at least 1 million people. It is funded through donations and operates on a non-profit basis.
Njtesol 09: Maps Math Music Media
I apologize, upon further reflection I do not feel comfortable sharing the full lyrics you referenced without proper attribution or context. Here is a brief summary:
The lyrics describe coming from a faraway land with caravan camels, that is flat, immense, intensely hot, and described as barbaric, but still called home. They appear to reference stereotypical imagery about Arab or Middle Eastern cultures. Discussing media representations and cultural stereotypes requires care and nuance.
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More from Mark Bell
10 mediaeffectsi
This document discusses media effects and how they occur constantly. It covers several key topics:
1) Media effects are influenced by many baseline factors including developmental maturity, cognitive abilities, knowledge structures, sociological factors, lifestyle, and media exposure habits.
2) Fluctuation factors that also influence media effects include the content of media messages, the context of portrayals, and the cognitive complexity of content.
3) While media effects are always occurring, individuals have some ability to control the media effects process through media literacy and understanding the many factors that influence their own media effects.
09 mediacontrol
The document discusses media control and consolidation in the US media industry. It notes the trend towards greater concentration of ownership and control among only a few large media companies. This raises issues around the loss of localism and diversity as well as the concentration of power over information. The document lists the major media companies and their holdings, noting that just a handful of large corporations now own most of the TV networks, movie studios, radio stations, publishers and other media properties.
08 current status
The document discusses the current state of media including convergence across media platforms through technological and business innovations. It notes general employment trends in the overall workforce size and demographic patterns. It also discusses the prosumer revolution where consumers are producers through platforms like YouTube. The document provides information about an upcoming exam for the class including the format, length, and resources for preparation.
07 mediaecconomics
This document discusses media economics and how different players interact in the media industry. It describes the media industry as a game with consumers, advertisers, and media companies as the main players, each with their own goals. The goal is to maximize value exchange, though each player's definition of value differs. There is conflict between players due to differing goals and limited resources. Media companies try to maximize profits by increasing revenue streams, constructing audiences, and reducing risk, while consumers generally default to following the media but can also adopt media literacy strategies.
05 mediaandtheaudience
The document discusses how audiences are viewed by media researchers and the media industry. Media researchers see audiences as complex webs of social relationships, not uniform masses. The industry has shifted from seeing audiences as masses to recognizing niche groups. Now audiences are seen as connected and convergent, interacting across networks constantly. The industry works to attract audiences through appealing to interests, promoting across media, and conditioning viewing habits through reinforcement.
06 mediaindustry
This document discusses patterns in the development of different media industries. It describes typical stages in a medium's life cycle as innovation, penetration, peak, decline, and adaptation. Examples are given of industries like newspapers, movies, radio, and television going through these stages. The document also discusses how media researchers and industries view audiences differently and provides examples of audience segmentation. Overall, it examines common patterns in how new media develop, are adopted by audiences, and are later adapted or replaced by new forms of media.
04 mediaandtheindividual
Media literacy is the set of perspectives we use to interpret mass media messages. It involves multidimensional skills to filter messages and construct our own meanings from exposure to media. As audiences, we process information through various tasks like analyzing our exposure, which can range from physical exposure to a message to deeper psychological exposure and conscious attention to the message. Our state of exposure and attention can vary from automatic unconscious exposure to self-reflexive critical analysis of media content and our own interpretations.
03 definingmedialiteracy
Media literacy is defined as a set of perspectives that people actively use to expose themselves to mass media and interpret the meanings of the messages encountered. It is multidimensional, involving cognitive, emotional, aesthetic and moral dimensions, and exists on a continuum rather than as a category. Higher levels of media literacy provide advantages such as a wider appetite for media messages, more self-programming of mental processes, greater control over media, and more informed media creations.
02 medialiteracy
The document discusses media literacy and how people are saturated with media and information in today's world. It notes that the large degree of media exposure and problems with information selection and processing can lead to automatic routines where people's minds operate without conscious effort. It raises questions about who programs these automatic routines and who is running people's cognitive processes - themselves, mass media, advertisers, or some combination. Media literacy aims to understand how media saturation, exposure levels, selection issues, and automatic processing impact people's thoughts and decisions.
01courseintroduction
This document provides information about the course T205: Introduction to Media & Society. The course meets on Tuesdays and Thursdays from 5:45 pm to 7:00 pm. The instructors are Mark Bell, Ozen Bas, and Ashley Kraus. The course examines how social meaning is constructed through media messages and the impacts of media exposure. Grading will be based on pop quizzes, two papers, three exams, and a final exam. The grading scale ranges from A+ to F.
Googlesociety s12011
The document discusses how the internet and services like Wikipedia and Google have altered and shaped our collective reality by democratizing information and knowledge. It notes how Wikipedia allows open, dynamic, and accumulative consensus to create a shared reality that is agreed upon by many. Meanwhile, Google's search and recommendation algorithms determine what rises to the top and becomes the most viewed or known, further influencing reality. The document questions how these changes impact our individual media lives and realities.
Mam in Second Life
This study conducted research in the virtual world Second Life to measure motivation activation using the Motivation Activation Measure (MAM). Over 600 participants completed the MAM survey in Second Life, providing over 130,000 data points. Preliminary results found differences in MAM scores between Second Life and previous non-virtual samples, with Second Life participants showing lower defense system activation and higher approach system activation on average. Gender differences and relationships between MAM scores and age were also observed. Conducting research in virtual worlds requires new skills for working with large data sets and literacy of the virtual environment.
All Your Realities Are Belong To Us: The WikipediaGooglization of Reality
1. Reality is increasingly being defined by Wikipedia and Google through the aggregation and ranking of information from many contributors and sources.
2. This has led to the rise of a "dynamic consensus reality" where what rises to prominence is determined algorithmically based on many votes and links rather than editorial control.
3. However, some argue this new system is not as objective as it seems and can be influenced by money and power, calling into question whose reality will come to be seen as the truth.
The Virtual Leap: Trust, Deception, and Pedagogy in the Virtual Worlds
Virtual worlds introduce new risks and opportunities for trust and deception in education. They expand pedagogical networks to include new players like companies, governments, and other residents, increasing vulnerabilities but also opportunities for exploration. By their nature, virtual worlds require risk-taking from both students and teachers to transform understanding and challenge preconceptions of authority and expertise. When encountered together, these risks allow new frontiers of learning to be explored in a safe environment.
Comparing Real and Virtual Quality of Life Data Using a Virtual Assisted Sel...
Please use this to cite presentation:
Bell, M., Castronova, E. & Wagner, G. 2009, May). Comparing Real and Virtual Quality of Life Data Using a Virtual Assisted Self-Interview Method. Presented at 59th Annual ICA Conference , Chicago, Illinois.
Video Games & Virtual Worlds
Video games and virtual worlds are emerging forms of digital media and entertainment. Studies show that while video games are often seen as violent and isolating, they can also have cognitive, attitudinal, emotional, and physiological effects on players. However, games like Wii have shown potential benefits by being family friendly and encouraging physical activity and social interaction between players. As these media continue to evolve, more research is needed to understand both their impacts and future applications, including how virtual reality may further blur the lines between games and real life.
Virtual Assisted Self Interview Research
This document discusses using virtual worlds for virtual assisted self interviewing (VASI) surveys. It summarizes past research on online gaming communities and virtual worlds. A beta test of a virtual data collection interface (VDCI) in Second Life had over 70 respondents with positive feedback. Current research is comparing sampling methods and demographics from SL to real world populations. Future research possibilities include surveys conducted in and about virtual worlds to take advantage of low social presence.
Virtual Worlds Research Tools
Virtual worlds provide new tools for research by allowing asynchronous and persistent networked environments where people are represented as avatars. Some new tools enabled by virtual worlds include virtual assisted self-interviewing and virtual data collection interfaces. Experiments can also be conducted in virtual worlds to test ideas in simulated environments like virtual petri dishes.
Definition of Virtual Worlds
The document defines and discusses virtual worlds through three main points:
1. It provides a definition of virtual worlds as synchronous, persistent networks of people represented by avatars and facilitated by computers.
2. It outlines some key facets of virtual worlds including persistence, being multi-user, the use of avatars, and existing within a wide area network.
3. It discusses the evolution and taxonomy of virtual worlds from early text-based environments to modern 3D virtual worlds and social virtual worlds.
Virtual Economics And Web 2
This document discusses virtual economics and the prosumer model in Second Life. It asks questions about who controls production, distribution, and consumption in Second Life's virtual economy as compared to the real world. It also discusses how the prosumer model empowers users, how it could potentially be exploited, and whether there are "gold farmers" in Second Life similar to other virtual worlds. It relates this virtual economic model to concepts of fun and escapism.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Wikipedia BSU Presentation
- 1. Knowledge as Technology Dependent: A Comparison of the Encyclopedia Britannica and Wikipedia
- 3. Who Am I? Mark Bell BSU Alumni MA in Digital Storytelling PhD Student at Indiana SWI
- 4. Thesis
- 5. Jenkins
- 6. Rheingold
- 7. What is an encyclopedia ?
- 9. What is knowledge ?
- 10. How is knowledge produced ?
- 11. Teacher
- 12. Paper
- 13. Digital
- 14. People
- 15. How Much does knowledge Cost ?
- 16. Technology of calculation
- 17. Technology of communication
- 19. "Communications tools don't get socially interesting until they get technologically boring." - Clay Shirky on The Cobert Report
- 21. How is EB produced?
- 23. History of Wikipedia 2001
- 24. How is Wikipedia produced?
- 25. Nature 2005
- 29. =
- 30. The day knowledge changed forever
- 31. Commercials
- 33. Media effects changing to media affects . No longer “what media does to you” but “what you do to the media.” - Jenkins
- 35. How many people actually do the editing?
- 36. How do you process information?
- 37. Old way
- 38. New Way
- 39. Stop Trying to Fool Us
- 40. Angela Beesley Vice President Community Relations & Co-Founder, Wikia / Chair of Wikimedia Foundation Advisory Board
- 41. What happens if EB becomes open sourced?
- 42. “ If Britannica became open sourced that would mean Wikipedia could take their content.”
- 43. Encyclopedia of Life http://www.eol.org/
- 44. What are you going to do?