Education and culture

Welcome World Digital Library

The UNESCO and the U.S. Library of Congress, in collaboration with another 26 institutions from 19 countries, have launched today the World Digital Library, a content repository that allows users around the world to consult search and browse features in seven languages: Arabic, Chinese, English, French, Portuguese, Russian and Spanish.

The idea of storing a wide number of historical documents (such as books, audio files, maps, pictures and videos) has been an aspiration for many people since the Internet was born. On my opinion that there were two important requirements on the development of this project:

  • Technology: some years ago it would have been impossible to compile an store such a big amount of information and serve it to a big audience. The born of new formats and the lower cost of technologies made this project feasible.
  • Authority: not everyone has the moral and legal authority to compile and offer all this information to the users. UNESCO is the most indicated institution for this purpose, followed by a very respected library like U.S Congress, which is the main contributor to the project.

Next steps on this way, says UNESCO, will be targeted to involve more institutions from all UNESCO member countries, increase the quantity and diversity of content on the WDL, forging mutually beneficial cooperation with other digital library projects and soliciting feedback from relevant user groups.

Despite of the fact that the content indexed on the WDL is copyright protected, its legal announcement recommends to consult copytight questions to each contributor partner. WDL is obviosuly an open educational resources project, but as long as it allows us the access to key and historical documents easy and freely, it’s importance and utility is not debatable.

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Network society: management and monitoring

Guest author: Cristóbal Zamora
Strategic Marketing – Universitat Oberta de Catalunya

Cristóbal is a graduate in Journalism (Autonomous University of Barcelona 1997) and Audiovisual Communication (University of Barcelona, 2001) and has completed postgraduate studies in Digital Technologies and in Information Management. 

In his professional life, he has been a journalist and has worked at Universitat Oberta de Catalunya (UOC) since 2000, where he has specialised in communication strategies for digital environments. He is presently working on the development of UOC’s brand image and its presence and awareness strategies on the Internet.

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“An institution’s internet presence is the sum of all of the actions that the different players carry out on different parts of the web. Internet strategy does not end with the design of the official website. The digital environment needs to be managed.” This concludes and sums up the Network society: management and monitoring presentation that Genís Roca offered in March to nearly a hundred professionals from the Universitat Oberta de Catalunya (Open University of Catalonia, UOC), as part of the working sessions with the Student Services Area and the Student Incorporation and Monitoring Area.

It was made clear in the session that brand presence on the internet can only be managed if there is a strategy in place that takes into account an organisation’s own activity on the web and its digital environment: other institutions and individuals who maintain and share web presence linked to our own.

There is now the possibility for anyone’s opinion about a brand to appear on the first page of Google’s search results when we look for information. This means we have to reflect on the fact that an organisation’s digital identity is not based on the messages it sends out. Instead, its web presence is the sum of its own activities and those generated in relation to it on the internet by other institutions and individuals in a range of settings and formats.

An organisation’s digital identity is built by what is said about it on the web, in the digital press, in blogs and on social networks. Thus, organisations need a web presence model and strategy that encompasses what they do, but also what the other players on the internet do in this respect.

Managing digital identity means managing complexity. It requires the designing of a web presence model that takes into account a range of possible scenarios. Specifically, according to Genís Roca’s model, we need to pay attention to the nine variables resulting from the intersection of the sources of activities on the internet (own, other and shared) and the owner of the platform where this activity takes place (which again can be own, other or shared).

presenceonthenet

This web presence paradigm involves both what is taking place in our domain and that taking place beyond this. It highlights the complex combination of our own and others’ actions taking place in each of these settings. Management of all this is what is involved in managing our identity on the web and this is why organisations have People, Information and Technology.

Managing an organisation’s web presence means managing People, Information and Technology and what happens when these intersect: attitudes, tools and skills.

strategyonthenet

With respect to attitudes, organisations have to be able to adapt and balance the way businesses and technologies are understood by pre-1970s generations (a minority with great decision-making powers and most of the positions of responsibility) and the way businesses and technologies are understood by the new generations (a growing majority that is skilled and knowledgeable in the web, but underrepresented in the organisation’s power structure).

In terms of tools, the web is rich in open environments, collaborative sites, platforms for communication and discussion, solutions for sharing documents or jointly managing projects. An organisation has to know what tools can provide value and make the most of their being available, flexible and free.

Finally, as far as skills are concerned, an organisation has to focus on knowing how to find, read and listen on the web. These monitoring tasks require the prioritising of what needs to be found on the internet so as to ensure that the most appropriate search methods and environments are used in each case to retrieve relevant results.

To read on the internet, an organisation has to take advantage of the features offered by RSS and be able to order, or even customise, the diverse range of sources of information offered by the web so as to retrieve the most pertinent and up-to-date information in their areas of interest.

To listen to the web, an organisation has to be aware of what is being said about it globally. It needs to track its appearances in the headlines and know which blogs are talking about it and which sites aren’t. It has to monitor trends and search habits on the web, links and any mentions in the blogosphere, the web conversations that are most closely linked to its aims, and its position (and that of the competition) in the internet’s benchmark rankings.

In short, an organisation’s web presence management is the result of managing people’s attitudes in terms of the potential offered by social information systems and technology, exploiting certain online tools to help meet objectives and the skills needed to listen and develop appropriately on the web.

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Social Media Periodic Table

Rick Liebling, owner of Eyecube blog, had a brilliant idea:

Social Media really is a lot like chemistry. There is a huge pool of elements you can choose from and an infinite variety of combinations you can create. Twitter + sharing + commenting will give you a different result than blogging + LinkedIn + Flickr. Then of course there are the active ingredients – the people. A dash of Chris Brogan plus a big helping of David Armano and the whole thing changes again.

Based on this relationship between social media and chemistry and combined with a good sense of information aesthetics, Liebling designed a Social media Periodic Table that has been spread world wide due to its simplicity and inventiveness:

Click on the image to enlarge it

Another smart movement from the author is being humble about the success:

Now, if I’m being honest there is nothing particularly scientific about the table. In fact, your table could be very different from my table. You have favourite applications, people and habits. That’s cool.

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Symposium Expanded Education (ZEMOS98 International Festival)

Guest author: Rubén Díaz

Rubén Díaz is a graduate in Audiovisual Communication (University of Seville, 2003), has studied a year away in the Department of Hispanic Studies in the University of Birmingham (UK, 2001) and has completed postgraduate studies in Digital Journalism (CEA, 2004). He is currently studing a second degree in Social and Cultural Anthropology (University of Seville).

He is a member of ZEMOS98 Gestión Creativo Cultural, responsible of International Festival ZEMOS98. ZEMOS98 has been projecting activities and research in the area of education and communication since 1998. Rubén Díaz has been an editor of the publications “Creation and General Intellect” (2005 – download PDF), “Television does not film that” (2006 – download PDF), “Digital Culture and Participatory Communication” (2006 – download PDF) and “Control Panel. Critical interrupters for a society under close surveillance” (2007). He has also coordinated a new publication by ZEMOS98 and Mar Villaespesa: “Código Fuente: la remezcla” (2009) and is responsible (together with Juan Freire) for the Symposium “Expanded Education”. He has been in charge of cultural research and educational projects of different kinds, such as seminars, workshops, conferences, exhibitions, courses, screenings and concerts.

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The 11th ZEMOS98 International Festival (22th – 28th March | Seville, Spain) focuses on the search for new forms of education that respond to the social and communicational processes arising from the Internet. New digital culture is characterised by networked organisation, collective work, convergence culture, copyleft, etc. The fact that most of these processes haven’t been incorporated into conventional educational systems means that new forms of education aren’t taking place only – or even mainly – within formal schooling, and they are not being led by educational institutions. There are now countless artistic, scientific, communicational and educational projects of a cultural, social, digital and audiovisual nature, and these make up the cutting-edge of 21st century education – an expanded form of education that goes beyond the narrow, traditional institutional, thematic and methodological boundaries.

Continue reading »

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Francis Pisani: The Alchemy of Crowds

Presentation of the book La Alquimia de las Multitudes. Cómo la web está cambiando el mundo [The Alchemy of Crowds. How the web is changing the world], by Francis Pisani and Dominique Piotet. February 19th, 2009. Universitat Oberta de Catalunya, Barcelona, Spain.

The Alchemy of Crowds. How the web is changing the world.
Francis Pisani

La Alquimia de las Multitudes, book cover

A shift his happening from web surfers to web actors.

Wisdom of crowds, among others described by Pierre Lévy: through a process of discussion, we achieve a higher knowledge.

Nicholas Carr states that the web is in this sense emergent, which means that can produce unexpected results. As it and lacks morality, we should be aware of how the Internet evolves so that it doesn’t gets out of control.

One step beyond: from the wisdom of crowds to collective intelligence.

Why the alchemy of crowds? because through alchemy, we can produce gold or lead. We have to benefit and take part into the wonder of the Internet. But we have to be cautious and do not fall intro virtual traps.

We have to develop digital literacy: at schools, at the corporate level, and at the individual level.

The Web 2.0 makes it possible to connect not only pages, but people. And it is the broadband and its “always on” feature that enables this connexion amongst people, to access information, to take part into everything.

Discussion

María Jesús Salido: what’s the difference between the wisdom of crowds and the collective intelligence? A: Henry Jenkins says that collective intelligence implies discussion, debate, consensus. The wisdom of crowds is just a matter of making emerge what everybody knows once they are put together. Two poles: artificial intelligence (create more intelligence) and human intelligence augmentation (improve the existing intelligence). O’Reilly says that Google interprets links as votes, and Walmart buys as votes too: MyBarackObama did alike, and identified links between people as political affinity and shaped their political campaign according to it. Humans act like sensors, and we have to be clever enough to interpret them. The good thing about being able to deal with huge amounts of data is that we can identify patterns and even draw trends, as Google trends does.

Q: Are we digital natives? What can be done about this? A: It is true that youngsters can manage better technology, but it is not clear that they do fully understand what it’s at stake. Does everyone understand the non-neutralities (Castells) of technology? The digital divide is no more about physical access, which is closing, but on how to use the technologies at anyone’s reach, how to benefit from collective intelligence, etc.

Q: What’s the role of mobile phones in the future? A: The web will not be 3.0, because is tettered to mobile telephony: this will be the driver for development and the device from which to leverage all the evolution of the Internet. The proportion now between mobiles and fixed broadband is almost 3 to 1. And many of them run on prepaid cards.

Javier Maján: Will

Ricard Espelt: who are the new influentials? do they know they are influential? A: Networks do not work like institutions. Networks work like swarms (swarming), gathering and dispersing people very quickly, in flash mobs. And networks do not need bosses, but work on the basis to be able to transmit messages, and to bring influence with them.

(original article published at ICTlogy)

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Networked knowledge: a new platform for the UOC’s online content

Guest author: Cristóbal Zamora
Strategic Marketing – Universitat Oberta de Catalunya

Cristóbal is a graduate in Journalism (Autonomous University of Barcelona 1997) and Audiovisual Communication (University of Barcelona, 2001) and has completed postgraduate studies in Digital Technologies and in Information Management.

In his professional life, he has been a journalist and has worked at Universitat Oberta de Catalunya (UOC) since 2000, where he has specialised in communication strategies for digital environments. He is presently working on the development of UOC’s brand image and its presence and awareness strategies on the Internet.

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The Universitat Oberta de Catalunya (Open University of Catalonia, UOC) has produced a new tool that lets users surf semantically through the online content relating to the University and interact graphically with the information: UOC – networked knowledge. The platform has been developed in collaboration with Bestiario and offers an innovative system for exploring and working with the web.

The new platform provides access to 350 resources through a search system based on tags. The idea is to offer content linked semantically to other resources. The result is an interactive tool that intuitively connects users to networks of content similar to those they have accessed.

The basis for the whole knowledge system is the tag. Each resource is given a number of tags to define it and link it to other content. Thus, a given combination of tags creates a network of resources and highlights the relationships between these in terms of their semantic likeness, ie, in terms of the tags they share.

The graphic representation of this network and its browsing helps users find new contents that are relevant to their search criteria. According to Santiago Ortiz, member of Bestiario and an expert in information visualisation, “the proliferation of the use of tags linked to different content and sources has led to another non-hierarchical sub-network that can be taken advantage of to share content and knowledge.”

The basic idea behind UOC – networked knowledge is to highlight networks of similar resources, grouped in terms of a series of criteria, and to help generate new knowledge. Santiago Ortiz describes it in the following terms, “The idea of grouping is of vital importance on the internet, as the web is rich in small and isolated content. Smart correlation of a range of content can produce a complex message, a canon of knowledge.”

UOC – networked knowledge is the graphic interface for the UOC’s online resources and structured around the uoc_net delicious account. The software used to graphically represent the content networks and links is 6pli. The result of applying this software to the online resources relating to the UOC is an interactive environment for the articulation of content.

According to Santiago Ortiz, UOC – networked knowledge “lets you create bodies of content with important interrelations between them. It is a space that lets you create different groupings depending on a number of criteria which you can combine together. It makes the networks of relations visible, letting you surf through them while maintaining an associative context for the content based on a literal and spatial idea of the web.”

UOC – networked knowledge is also available in Spanish and Catalan.

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How kids can teach themselves (and become millionaires)

This might be a little bit off topic, but worths some lines. Some of you might have already watched Slumdog Millionaire, the award winning and serious Oscar candidate film directed by Danny Boyle and Loveleen Tandan.

The film is an adaptation of Q and A, a novel by indian diplomat Vikas Swarup whose success, like many times happens, came as a chain of casualities. Wikipedia explains it perfectly:

A BBC radio play based on the book won the Gold Award for Best Drama at the Sony Radio Academy Awards 2008 and the IVCA Clarion Award 2008. Harper Collins brought out the audio book, read by Kerry Shale, which won the Audie for best fiction audio book of the year. Film Four of the UK had optioned the movie rights and the movie titled Slumdog Millionaire, directed by Danny Boyle has been released in the US to great critical acclaim. It won the People’s Choice Award at the Toronto Film Festival and three awards (Best Film, Best Director and Most Promising Newcomer) at the British Independent Film Awards 2008.

What almost nobody seems to know is that Vikas Swarup got the inspiration for his novel from Sugata Mitra’s ‘Hole in the wall experiment‘, even when there is no explicit mention to the indian professor neither in the film or in the novel, Self Organized Learning Systems are the only explanation possible to an indian poor kid strongly prepared and with deep knowledge that allows him to win the Who wants to be a millionaire? tv quiz.

Luckily, the indian writer is fairy recognizing Sugata Mitra’s work: “I was inspired by the hole-in-the-wall project, where a computer with an internet connection was put in a Delhi slum,” he told India Express. “When the slum was revisited after a month, the children of that slum had learnt how to use the world wide web.”, said to Times Online. We would be proud of an Oscar award for the film.

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OER Remix: the game

OER Remix Game

OER Remix Game

David Wiley, professor at Brigham University and one of the key speakers of UOC UNESCO Chair Fourth International Seminar on 2007, has a great idea.

He wants to promote the use of open licenses for Open Educational Resources through creativity. For that reason, he has invented a deck of cards (designed with an open source software) to play with. He his proposing two games (Google it and Agreggator), whose rules you can read on the project website, but he want us to invite new rules and new games in order to learn about OER having fun.

Any ideas for that? It worth to think about!

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On line learning and its neologisms

Guest author: Jonatan Castaño Muñoz
Lecturer at Internet Interdisciplinary Institute (IN3)
Universitat Oberta de Catalunya

Jonatan has a degree in Political Sciences and in Administration from Barcelona University (2003), he has studied for a Master’s in Applied Social Research Techniques at Barcelona University and at the Autonomous University of Barcelona, and he is studying for a PhD in the Information and Knowledge Society at the UOC.

In the educational field he had worked as a researcher with the Internet Interdisciplinary Institute (IN3-UOC), in the field of analysis of universities of the Project Internet Catalonia (PIC) and is one of the authors of the book La universidad en la sociedad red (Ariel 2008).

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S-Learning. The S stands both for Sugata Mitra, on the picture, and for Self-Organized Systems. More UOC UNESCO Chair pictures on Flickr.

E-Leaning is now not only contructivist. Constructivism is a theory developed in another time, in another context, and the time for fitting e-Learning into old concepts has passed.

Use of the internet in education has led to new trends that have developed into new theoretical concepts. You simply have to look at this blog to see how concepts such as mobile learning, e-Learning 2.0, connectivism or edupunk are emerging forcefully. All these new concepts or neologisms, as they would be classified in the Wikipedia, look to define what is new in that offered by e-Learning; for example, they look to respond from different points of view to the question: what does the use of technology in education offer people?

Mobility and overcoming geographical barriers; being able to share and link materials, opinions and, in short, people’s ideas to create knowledge, or being able to offer more independent learning than that traditionally available by allowing for communication and information searches over the internet and under the premises of “do it yourself”, all aspects which are closely linked to constructivism, are some of the answers to this question. Thus, all the neologisms are actually constructing a theory of e-Learning, but, as with all theories, they are, by definition, constantly changing and being revised.

We can’t lose sight of the usefulness of neologisms emerging from empirical practice and the new uses that users make of future technological developments, but we have to call for innovation, as we have to continue to invent new concepts and ideas in the field of pedagogy and social sciences with the aim of improving education, which can, or cannot, be developed technologically at present.

Recent history has shown us the importance of this. For example, who would have said to the pioneers of “constructivism” that a technology called internet would so greatly strengthen its application?

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UOC UNESCO Chair in E-Learning Fifth International Seminar pictures

Just a quick post to announce that we have already uploaded all the pictures from UOC UNESCO Chair in E-Learning Fifth International Seminar: Fighting the Digital Divide through Education to our Flickr account. We will upload more seminar content during the next days, so stay tuned. Meanwhile, a slide of the seminar pictures:

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