[digital transformation school]

The International School on Digital Transformation
July 25-30
Porto, Portugal
Extended deadline for applications: May 10

Applications are now open for the second annual International School on
Digital Transformation, to be held July 25-30, 2010, at the University of
Porto in Porto, Portugal. The School is accepting applications from advanced
students and recent graduates from around the world with an interest in
digital technology and the enrichment of civil society.

The International School on Digital Transformation is an intensive six-day
residential program, conducted in English and bringing together emerging and
established scholars and professionals from a variety of countries. During
the week, innovators in digital communications will serve as teachers and
mentors, presenting current projects and engaging in discussion. Presenters
and students will be regarded as peers during the School.

Students of the School will have the opportunity to develop and apply
research design skills to projects important to civil society. Consisting of
approximately 30 students and 15 faculty members, the School seeks to create
an atmosphere of scholarly collegiality, fostering dialogue among diverse
perspectives including those of design, policy, and research backgrounds.
The daily schedule will include time for presentations, workshop-style
collaboration, and informal brainstorming sessions among faculty and
students.

Read more »

An interesting presentation on how to "restore" awe and fascination in learning using new media (there are some great ideas with augmented reality and geotagging). This definitely fits into the them of transliterate learning & pedagogy:

Digital Literacy: Rethinking Education

[media, culture & communication – visiting assistant professor]

Awesome position:


The Department of Media, Culture, and Communication in the Steinhardt School of Culture, Education and Human Development at New York University invites applications for a Visiting Assistant Professor whose research focuses on digital media, copyright, and media technologies. The position is to begin September 1, 2010.


This is a one-year non-tenure track appointment that is renewable for an additional two years, depending upon department need and satisfactory performance.

The Department of Media, Culture, and Communication serves over 750 undergraduate majors and offers MA and PhD programs of study. The Department emphasizes interdisciplinary scholarship and encourages applications from a broad range of methodological perspectives. For more information please see: http://steinhardt.nyu.edu/mcc/.


Qualifications

The position is open to recent PhDs who have completed their dissertations within the last four years. Doctoral candidates who will have completed their degrees by September 2010 are also invited to apply.

Further information about the position can be obtained from: Marita Sturken, Chair, Department of Media, Culture, and Communication,

marita.sturken@nyu.edu.


Note: Image from School Designs.

["internet is freedom"]

Lawrence Lessing's speech at the Italian Parliament, "Internet is Freedom":

[a pen]

Interesting digital poetry creation by Jim Andrews: “A project in visual poetry and programming. The project consists of an interactive software pen that uses four ‘nibs’ whose ‘inks’ are lettristic animations of letters.”

[panel on reading today, #interventions]

Moderator Al Fillreis, Kenneth Goldsmith, Steve Tomasula, Stephen Osborne

[literary in(ter)ventions]

Interesting talk by Christian Bok (of Calgary uni.) on language as a virus.

How to encode poetry on genomes of bacteria to act as secret message/literary artefact.

[nick monfort at #interventions]

Nick Monfort at the interventions conference talking about literature at the edge. Think of edges in graph theory and how endges act as connectors.
Sent from my BlackBerry® smartphone

[technology and teachers]

I just glimpsed this ad. while waiting for an educational site to load. I love the tag line: "no teacher left behind." Precisely. If the educators don't know how to use new media technology, how can they help the students? Educators, in general, require more support from heads of institutions (and probably governments for funding assistance too).

Although, of course, I don't think we should be scared of technology as intimated in the above image.

[new media & innovative curriculum]

Via New Media Literacies Blog:

New Media Literacies Newsletter NML Announces its Monthly Webinar Series

Webinar Series NML has recently partnered with New Hampshire's Department of Education to facilitate a year-long professional development initiative using the new media literacies as a springboard for developing innovative curriculum. Our goal is to help foster a broader perspective of what it means to be media literate in the digital age, and offer tools for translating the social skills and cultural competencies outlined in the white paper Confronting the Challenges of Participatory Culture: Media Education for the 21st Century (Jenkins et al., 2006) into meaningful and engaging learning experiences in the classroom and beyond. These NH educators are exploring the urgent challenges that 21st Century learners face by expanding their own learning experiences using a participatory, digital model of professional develmopment. In this context, educators are able to practice their own skills as teachers by creating, collaborating, connecting, and circulating with one another in an interactive, multi-media environment. Not only are they developing new materials for their own schools and districts, but also an 8-part webinar series focused on a comprehensive, practical understanding of the NML skills for the larger educational community. The 8-part series will begin on February 11th and share the framework of social skills and cultural competencies which shapes the work of New Media Literacies, and illustrate the skills by looking more closely at learning through such cultural phenomenon as computer game guilds, youtube video production, Wikipedia, fan fiction, Second Life and other virtual worlds, music remixing, social network sites, and cosplay. Each webinar will examine closely new curricular materials which have emerged from New Media Literacies, Global Kids, Harvard's GoodPlay Project, Common Sense Media, the George Lucas Foundation, and other projects which are seeking to introduce these skills into contemporary educational practices and leave participants with plenty of opportunities to take the material, information and methods back into their classroom. We will host the first webinar on Thursday, February 11, 2010 at 7pm EST and focus on the new media literacies, judgment and appropriation as well as copyright, fair use, and creative commons. Our special guests will be Flourish Klink, a graduate student at MIT's Comparative Media Studies Program, and Erin Reilly, NML Research Director. See the full listing of upcoming webinars and get information on how to join the sessions at http://projectnml.ning.com/page/nmls-monthly-webinar-series.

[pedagogy news]

Interesting pedagogical tidbits:

State law requires digital college textbooks by 2020

"Companies that sell textbooks to California universities must offer electronic versions by 2020, under a new state law.

Electronic books are generally less expensive, better for the environment and often more suited to the way today’s students study, proponents say. And a Kindle weighs a whole lot less than a backpack full of 500-page textbooks.

'Think about kids carrying around all these books — or just carrying a Kindle wherever you go,” said Joan Wines, an English professor at California Lutheran University who is doing research on digital textbooks.'"

Read the article here.

U.K. Universities are now (also) facing huge classes:


Cash-starved universities will have huge classes, says union

"Universities in the UK will be among the most overcrowded in the world within three years if savage government cuts to higher education go ahead, ­academics warned today.


The lecturers' union, UCU, said more than £900m of cuts announced last month would fill lecture halls with "some of the biggest class sizes in the world" by 2013.


A report by the Organisation for Economic Cooperation and Development published last year shows that while the average ratio of students to lecturers in UK universities is 17.6, in OECD countries the average is 15.3.


Sally Hunt, the union's general secretary, said that "the dreams of many hardworking parents for their kids to go to university ... will be over". The cuts would send at least 14,000 academics to the dole queue.


The warning comes after top universities accused Gordon Brown of jeopardising 800 years of higher education, saying the cuts – which the Institute for Fiscal Studies says may reach £2.5bn – would 'bring them to their knees.'"

Read this entire article at the Guardian.

[2010 horizon report]

One of the "Critical Challenges" from the (preview of the) latest report :


Digital media literacy continues its rise in importance as a key 21st century skill, but there is a widening training gap for faculty and teachers. Often not seen as a priority for faculty or teacher training, digital media literacy is nonetheless a critical skill not only for students but for those who work with them. Faculty and instructors are beginning to realize that they are limiting their students by not helping them to develop and use digital media literacy skills across the curriculum. This challenge is exacerbated by the fact that it is not clear exactly how to codify the skills or set standards for their measurement.


And, one of the "Key Trends":


Students are increasingly seen as collaborators, and there is more cross-campus collaboration. Using collaborative technologies, students are working with faculty and peers in other classes and on other campuses to create online resources that both demonstrate learning and contribute to public knowledge. Research projects are conducted by larger, more distributed teams than previously, and they are often becoming more public much earlier in the research process.





Relevance for Teaching, Learning & Creative Expression

• Tablet PCs—small, portable computers that fall in size and function between smart phones and laptops—are used to record and analyze field research during Bluegrass Community & Technical College's off-campus chemistry labs. 
• In addition to the free lectures offered on iTunes, many universities are making courses available for mobile delivery. 
• Medical students at the University of Louisville School of Medicine use their smart phones to check H1N1 updates from the Center for Disease Control.

Read the entire preview here.


Read tweets about the draft here.

[a mobile mobile]

Experience Mobile Mobile from James Théophane Jnr on Vimeo.

[2010: 10 ways social media will change]

Read more at Read Write Web:




Social Media Will Become a Single, Cohesive Experience Embedded In Our Activities and Technologies


Social Media Innovation Will No Longer Be Limited By Technology


Mobile Will Take Center Stage


Expect an Intense Battle As People and Companies Look To Own Their Own Content


Enterprises Will Shape the Next Generation of What We've Called "Social Media"


ROI Will Be Measured -- and It Will Matter


Finally: Real, Cool and Very Bizarre Online-Offline Integration


Many "Old" Skills Will Be Needed Again


Women Will Rule Social Media


Social Media Will Move Into New Domains

[inanimate alice = the future of the novel]

The Future of the Novel is Digital: Interactive Narrative 'Inanimate Alice' Featured in Epic Documentary TV Series

VANCOUVER, Dec. 10 /PRNewswire/ -- Inanimate Alice, the award-winning multimedia title from novelist Kate Pullinger, recent recipient of the Governor General's Award for fiction, features in the final episode of TVO's epic documentary series Empire of the Word broadcasting December 16, in Canada.

Demonstrating an entertaining new way to read, the interaction of Inanimate Alice makes for an immersive reading experience. Being interspersed with puzzles and games, simple to start with, growing more complex with each episode as the story unfolds, the series has a layered structure and a multi-tasking environment that digital natives feel is their territory and which teachers can employ for reading inspiration.

Inanimate Alice may feel more like playing a casual game than reading a novel, however a richly endowed story is at the heart of the experience. "Inanimate Alice has been created as a world story," said series producer Ian Harper. "It is about peoples and places and the world young people experience today. It reaches beyond borders and the constraints of language and religion."
"What is really exciting is for us to receive messages from young students on their home computers telling us they have been working on Inanimate Alice at school and asking when the next episode will be available," said Harper.

The teaching resources [by me!] associated with the Inanimate Alice series have been accessed by Departments of Education, National Libraries and major universities around the world. In Australia, the series is seen as "demonstrating an innovative way of presenting resources that support learning in the areas of English Literacy and Information and Communications Technology." Elsewhere, teachers are using episodes for improvement in English Language training. "No matter how hard we try we cannot get young students to read from books," a teacher from Singapore noted.

Harper commented, "It is gratifying to see the series being deployed across wide age ranges, encouraging the hard-to-engage while inspiring creative writing amongst the gifted. While we are immersed in the discussion about what shape the books of the future will take, we'd like to see the series be a kick-start for more traditional forms of reading."

http://www.inanimatealice.com
Twitter: http://twitter.com/inanimatealice
Facebook: http://www.facebook.com/pages/Inanimate-Alice/125007357446

Investors interested in learning more about Inanimate Alice contact, Ian Harper, harperjian@gmail.com

[professorship communications: south korea]

Yeungnam University is now accepting applications for a full-time foreign-instructor (a native English speaker preferred) to be available March 1, 2010. Located on 900 scenic acres in Gyeongsan, 6 miles southeast of Daegu, Yeungnam University is a private university with a student enrollment of over 35,000.

1.   Job Title:  Assistant/Associate/Full Professor, depending on career specialty

2. Teaching Subjects
-      Mass Communication & Society, Research Method, Communication Theory, etc.

3. Period of Contract
-      March 1, 2010 to February 30, 2011 with the possibility of renewal

4. Teaching Loads & Semesters
-      9 credits per semester (Spring & Fall, 15-week semesters)
-      All classes should be taught in English

5. Requirements & Qualifications
-      Ph.D. preferred in Media & Communication
-      The applicant with a Master's degree should at least one-year of teaching experience at a university

l  Preferred qualifications:
-       An English-language teaching certificate (TESOL/TEFL/CELTA or equivalent) from a recognized provider.
-       A resourceful, innovative and dedicated professional who truly enjoys teaching.
-       An energetic, self-motivated team player with strong collaborative and communication skills.

6. Salary & Benefits
-       An annual salary of 31,161,000 to 40,341,000 Won (or more) for twelve months, commensurate with qualifications and experience.
-       Overtime pay: Overtime pay for teaching will be paid according to the University's standard rates in effect during the contract term of employment.
-       The Professor's health insurance will be covered by Yeungnam University's Medical Insurance Policy at the standard rate in effect during the contract term of employment
-       Pension Insurance Fees(Insurance Fund) will be paid by the professor according to the Pension Law(Act) Korea.
-       The University will allow the Professor to have maximum 8 weeks of vacation during the summer and winter vacation period.
-       All applicable taxes are to be paid by the professor according to the Korean Tax Law.
-       Housing: A university owned furnished apartment is provided. If no vacancies are available, you will be provided with a housing allowance of 450,000 KRW per month.
-       The University will provide one research office.

* Application & Deadline
  - Documents Required Before the Interview Date:
1)     A cover letter that outlines your teaching experience and range of teaching interests
2)     A statement of interest in and qualifications for teaching specific courses
3)     Two copies of detailed resume with photo (Please indicate month and year for your work experience and education.)
4)     A copy of passport photo page
5)     Two letters of recommendation
6)     The alien registration ID(It can be submitted later)
7)     Three passport sized photos
8)     Two evidences of career development
9)     Two copies of diploma (Bachelor, Master, and PhD).
10)   The two copies of certificate of grades(GPA on bachelor, master, PhD)

  - Deadline: Dec. 30, 2009
  - E-mail: feel0932@hanmail.net (You can apply by E-mail.)
- Mailing Address:

Miss Kyeong-Ha Nam
A secretary to the Chair of Department of Media & Communication
YeungNam University,
214-1, Dae-dong, Gyeongsan-si, Gyeongsangbuk-do, South Korea
Zip Code 712-749

[open education]

Anna Batchelder, Founder of Bon Education, has an interesting post on open education at Literacy is Priceless:

"'The advent of the Web brings the ability to disseminate high-quality materials at almost no cost, leveling the playing field…We’re changing the culture of how we think about knowledge and how it should be shared and who are the owners of knowledge.' - Cathy Casserly, Carnegie Foundation for the Advancement of Teaching
With an increasing number of educators putting their lessons, curricula and learning objects online for others to use, customize and share, the open education movement is at a tipping point. That said, with so many educational resources available on the Internet, how does one go about finding the “perfect resource for class tomorrow” without losing too much time, money or sleep?
Before we get to the answer of this question, it is important to take a quick step back and understand “the anatomy of open education”…
What is Open Education?
Open education is a term that refers to education in which knowledge, best practices and learning objects (lessons, units, etc.) are shared freely via the Internet for others to use and under many licenses to modify and re-share.
Why Open Education?
The benefits of open education are many (customization, cost-savings, freedom to innovate, etc.), but one of the primary advantages of the open education movement is that of access. Anyone who has an Internet connection via computer or mobile phone can access millions of readings, videos, simulations, lesson plans, interactive courses and more… all for free!
Open Education and Teacher Effectiveness…
Research shows time and time again that teachers have the greatest potential to influence student achievement (North Central Regional Education LaboratoryMcKinsey 2007, Darling-Hammond 1997). Furthermore, the literature indicates that effective teachers tend to exhibit—commitment (to help every child succeed), information-seeking (intellectual curiosity), flexibilitypassion for learning (drive to support student learning) amongst several other traits (UNESCO International Institute for Educational Planning 2004, Kemp & Hall, 1992). 2009, (willingness to differentiate), and
Luckily, the ethos of open education goes hand-in-hand with these findings, enabling educators endless opportunities to improve their craft. Thanks to the millions of people actively engaged in sharing their ideas and content online, teachers today have 24-7 access to continued learning opportunities, professional development, lesson planning guides and resources for differentiation. Take one look at sites like Edutopia, Discover Ed, and Connexions and you will be blown away by the number of free resources available to help educators continuously improve the content area knowledge, skills and expertise they bring to the classroom.

Where to Start—Finding the Perfect Open Education Resources for your Classroom

The following is a curated list of open education resources targeted at helping K-12 teachers find classroom and professional development resources quickly, easily and for free:

• Curriki.org—“Curriki is a social entrepreneurship organization that supports the development and free distribution of open source educational materials to improve education worldwide.  The online community gives teachers, students and parents universal access to a wealth of peer-reviewed K-12 curricula, and powerful online collaboration tools”.
• FreeReading.net—“FreeReading is a high-quality, open-source, free reading intervention program addressing literacy development for grades K-3. Schools and teachers everywhere can use the complete, research-based 40-week program for K-1 students, or use the library of lessons to supplement existing curricula in phonological awareness, phonics, vocabulary, comprehension, and writing. The site is also filled with free, downloadable supplemental materials including flashcards, graphical organizers, illustrated readers, decodable texts, audio files, videos and more”.
• OERCommons.org—“OER Commons has forged alliances with over 120 major content partners to provide a single point of access through which educators and learners can search across collections to access over 24,000 items, find and provide descriptive information about each resource, and retrieve the ones they need. By being ‘open,’ these resources are publicly available for all to use, and principally through Creative Commons licensing, many thousands are legally available for repurposing, modifying and improving”.

To find additional open education resources of note, visit Bon Education.

The Future Cost of Education
A recent post on Mashable, titled, “In the Future, the Cost of Education will be Zero,” author Josh Catone shares a recent statement by VC and “Hacking Education” organizer Brad Burnham. He writes:
Knowledge is, as the economists say, a non-rival good… If I eat an apple, you cannot also eat that same apple; but if I learn something, there is no reason you cannot also learn that thing. Information goods lend themselves to being created, distributed and consumed on the web. It is not so different from music, or classified advertising, or news.

A nice notion indeed!
To the sharing of knowledge!"

[new model for narrative: electric literature]

The founders of Electric Literature, a new quarterly literary magazine, seek nothing less than to revitalize the short story in the age of the short attention span. To do so, they allow readers to enjoy the magazine any way they like: on paper, Kindle, e-book, iPhone and, starting next month, as an audiobook. YouTube videos feature collaborations among their writers and visual artists and musicians. Starting next month, Rick Moody will tweet a story over three days. 

In its first two issues, this year, the magazine showcased some of the country’s best writers — Michael Cunningham, Colson Whitehead, Lydia Davis, Jim Shepard — and created the kind of buzz that is a marketer’s dream. With a debut issue in June and an autumn issue out last week, each consisting of five stories, the magazine has racked up complimentary reviews everywhere from The Washington Post to a blogger on Destructive Anachronism, who wrote, “High quality content + innovative marketing + multimedia could just equal the new model for literature, post-print.”

[...]


As for Mr. Moody, he said he came up with the idea of Twitter fiction after he fell in love with the new form. “It’s like trying to write in haiku continuously,” he said in an e-mail message.
“I like that E.L. seems as though it will try just about anything, and I think it’s important for literature that it’s always pushing the envelope, colliding with other forms, trying to find new envelopes for its message, and generally renewing itself,” Mr. Moody’s message continued. He called it a method that was partly pioneered by magazines like McSweeny’s and Ninth Letter.
Stephen O’Connor, whose story “Love” is in the second Electric Literature issue, said, “They approached me after a story came out in The New Yorker.” At about 12,000 words, he added, “Love” is a bit long for a conventional literary magazine.
“I’m hoping it will be a younger audience, all those kids like my students at Columbia and Sarah Lawrence who are always on Facebook and iPhone,” Mr. O’Connor said.

[...]


“We have an optimistic message at a time of pessimism,” Mr. Hunter said. “As writers, we got tired of the doom and gloom. The future is not something you acquiesce to, it’s something you create.”




From the NY Times. 

Image from Electric Literature. Follow Electric Literature on Twitter.

[social media and pedagogy online seminar]

I'm signing up for this online seminar! Social media AND education?! Perfect.


And yes, those are my professional writing students; on computers, with our class blog on the main screen.


Social Media Seminar Series: Trends and Implications for Learning (Online & No Fee)

http://AACE.org/GlobalU/seminars/socialmedia/

Friday, October 30, 2009: 9:00 PM Eastern USA


(World Clock Calculator: http://url.aace.org/ft/200910302100)

Faculty: George Siemens - Learning Technologies Centre, Univ. of Manitoba, Canada
David Cormier - Univ. of Prince Edward Island, Canada

Organised by: Association for the Advancement of Computing in Education (AACE)

(http://AACE.org )
Co-sponsored by: Education & Information Technology Library (http://EdITLib.org)
___________________________________________________________

The seminar series, led by George Siemens and David Cormier, is without fee and will include live interactive sessions, in addition to discussions with guest speakers and participants. All sessions are co-sponsored by and will be archived in the Education & Information Technology Library (EdITLib).

Social media and emerging technologies are gaining increased attention for use in education. The list of tools grows daily.

Examples: blogs, wikis, Ning, podcasts, Facebook, Twitter, Second Life, cloud computing, surface computing, mobile learning, and so on.

"Social Media: Trends and Implications for Learning" will explore the impact of new technologies, research, and related projects.

What does it all mean? Do long term trends and change cycles exist in the constant change? What patterns are emerging?

And, perhaps most importantly, should academics and education leaders respond?


"Social Media" will explore emerging technological and related research trends from a perspective of social and networked learning theory.

Finding coherence in the midst of rapid changes is increasingly difficult. This monthly session will create a forum for educators to gather, present, and discuss the future impact of today's trends.



Links for items discussed during the seminars can be found here on Delicious.

_______________________________________________

To receive event updates, signup at: http://AACE.org/GlobalU/seminars/socialmedia/
Seminar Recordings: http://EdITLib.org/GlobalU/
Seminar Community: http://www.AACEConnect.org/group/socialmedia
________________________________________________

[kids online: new publication]

"Kids Online: Opportunities and Risks for Children", edited by Sonia Livingstone and Leslie Haddon (Bristol: Policy Press). 

The book provides an up to date account of how children use the internet in Europe, including such topical issues as social networking, risky contacts, parental mediation, media literacy and many more.


Ordering information is available here: http://www.lse.ac.uk/collections/EUKidsOnline/KidsOnlineflyer.pdf

As Professor Tanya Byron, author of the influential Byron Review into Safer Children in a Digital World says, "Professor Livingstone and colleagues provide extensive evidence-based findings which enable academics, educationalists, policy makers, parents and young people to think beyond anxieties generated by new technologies and make informed decisions about maximizing digital opportunities while managing risks. An impressive and essential book, central to the child digital safety debate."


Expected Results:

• Core findings regarding children’s and parents’ experiences of online technologies, focused on comparisons of children’s and parents’ perceptions of and practices regarding online risk and safety.
  
• Patterns of risk and safety online to be identified following top-down hypothesis testing and bottom-up exploration of relationships among different variables, conducted on a cross-national basis.
  
• Evidence-based policy and research recommendations.
  

Read more here.






Note: top image from Kids Online book site and second image from Teenagers Today site.

[digital materials]

It seems quite apt, following the discussion over at the Transliteracy Research Group blog, that this new publication made its way into my inbox.




Reading Erna Kotkamp's chapter on e-learning I find numerous echoes with my own thinking of both transliteracy and pedagogy.


Here is just one, Kotkamp notes:

"According to Dewey, ‘all genuine education comes about through experience’ (Dewey 1938, 13). In a classroom setting this means that the experience of a learner has to be incorporated in the teaching to improve the learning process" (66).

Precisely. As with transliteracy, we learn about it through experience. And then reflecting on the experience - the coming together of modes, views, participatory sections - can be incorporated into the larger understanding of what transliteracy is meaning (gerund because it's under construction).


Digital Material: Tracing New Media in Everyday Life and Technology
Edited by Marianne van den Boomen, Sybille Lammes, Ann-Sophie Lehmann, Joost Raessens, and Mirko Tobias Schäfer


Three decades of societal and cultural alignment of new media yielded to a host of innovations, trials, and problems, accompanied by versatile popular and academic discourse. New Media Studies crystallized internationally into an established academic discipline, which begs the question: where do we stand now? Which new issues have emerged now that new media are taken for granted, and which riddles remain unsolved? Is contemporary digital culture indeed all about 'you', or do we still not really understand the digital machinery and how it constitutes us as 'you'? From desktop metaphors to Web 2.0 ecosystems, from touch screens to blogging to e-learning, from role-playing games to Cybergoth music to wireless dreams, this timely volume offers a showcase of the most up-to-date research in the field from what may be called a 'digital-materialist' perspective.


The book is available in print from Amsterdam University Press (ISBN 978 908964 0680) and as a PDF file under a Creative Commons License (BY NC ND).

[new media and pedagogy: call for papers]

Submissions sought for Higher Education, Emerging Technologies, and Community Partnerships, a book edited by Melody Bowdon, PhD (Associate Professor, Department of English, University of Central Florida, USA) and Russell Carpenter, PhD (Director, Noel Studio for Academic Creativity, Eastern Kentucky University, USA) To be published in 2011 by IGI Global.






We seek manuscripts that document and assess partnerships between institutions of higher education and K-12 schools, nonprofit organizations, government agencies, and corporations that have been made successful (or even unsuccessful in interesting ways) in part through the use of emerging and evolving digital technologies.

Topics or sites might include

• service-learning; internships; volunteer programs; cooperative
• education; distance-learning; continuing education;
• professional schools such as law, medicine, education, and nursing;
• community development programs including alumni relations and fundraising; sponsored research. 

Technologies might include:

• social networking, 
• webconferencing,
• mobile devices, 
• virtual environments such as SecondLife, 
• course
• management systems, 
• Web 2.0 applications

For the full call, please go to:
http://www.igi-global.com/requests/details.asp?ID=714


Proposal Submission Deadline: December 30, 2009
Full Chapter Submission Deadline: February 28, 2010






INQUIRIES, PROPOSALS AND SUBMISSIONS CAN BE SENT ELECTRONICALLY IN MS
WORD TO:
Melody Bowdon, PhD
Department of English
University of Central Florida
(BEmail: mbowdon@mail.ucf.edu


and/or
Russell Carpenter, PhD
Noel Studio for Academic Creativity
Eastern Kentucky University
(Email: russell.carpenter@eku.edu

[Transliteracy in my Classrooms]

Ok, so I'm halfway through the second week of lecturing.  Classes seem to be going well (students are coming to class and participating! yay!) and essays, stories and grammar theory are being studied.


As I flip through the syllabus and note my "blog comment" assignments and "blog post" reflections the word transliteracy flits back and forth in my mind.  Transliteracy of course isn't on the curriculum but neither are blogging or media literacy per se.  Though transliteracy is always under development, I'm feeling a strong pull to encourage students to see their movements from writing essays in class, group presentations, blogging, reading online narratives like Inanimate Alice, and designing posters (tweeting comes later on) as examples of being transliterate. I wonder if they can name their behaviour, their learning might have even more resonance? 


I remind my students that we're participating in the online environment and honing our new/social media (and transliterate) skills because when they enter the workforce, they'll need to be prepared.  Librarian by Day gives some good life examples on the necessity to be transliterate:

"Government agencies are no longer issuing print forms, you have to access them online.  Your health insurance plan was a website and you have an account, when you call they will tell you to go there to get information. Banks are sending alerts and account balance information via text messages. Facebook privacy settings are complex and change frequently. The price of computers is dropping allowing more people to own one. Free WiFi access points are increasing, allowing more people internet access."

If our students don't experience these kinds of movement, from offline to online, how will they learn to be literate (not just trial and error or basic proficiencies)? I feel more and more strongly that helping to develop these transliterate skills needs a place in a classroom (though some, of course, are better equipped than others).  


There are lots of ways to begin. Students can use blog posts as reading or reflective learning journals. They can add comments on to the teacher-managed class blog as a way of interacting in class discussion, sharing ideas and even doing pre or post-reading activities.  The Future of Ed. site suggests venturing into transliteracy by:

• Viewing or posting a video around your lesson plan or around an educational component on TeacherTube
• Trying e-learning for your own professional development
• Learning how The Transliteracies Project is designing technology to improve the experience of reading for people of all backgrounds
• Exploring how archaeology and media can be used in your next class at MetaMedia
• Downloading courses from Stanford University on iTunes, MIT OpenCourseWare, or another open access sites for use in your classrorom

Also from the Future of Ed. site, this video with director of Media X's (at Stanford) Chuck House on the 21st century workforce:

[new media literacies: employment]

Project Manager:
Project NML seeks a detail-oriented, highly organized, and people-person Project Manager to handle the administration of NML's The Educator's House. This international project joins the NML team with Rio de Janiero's Department of Education to implement a new paradigm for teaching that fully integrates the new media literacies across curricula. The overarching mandate for the position is to provide direction for day-to-day project operations and leadership to staff and students involved. In addition to administrative responsibilities, the Project Manager will be part of a collaborative, distributed applied research program and will be required to demonstrate leadership responsibilities across all projects undertaken by the NML program. This position is housed at USC Annenberg School for Communication in Los Angeles, California.

Curriculum Specialist:

Project NML seeks a creative, media-savvy, bi-lingual in Brazilian Portuguese and English Curriculum Specialist to collaborate in the design of the strategies, content and structure of NML's The Educator's House. This international project joins the NML team with Rio de Janiero's Department of Education to implement a new paradigm for teaching that fully integrates the new media literacies across curricula. The overarching mandate for the position is to design and produce activities and class learning experiences; and to monitor, analyze and evaluate the effectiveness of the resources to achieve the goals and objectives of the project. In addition to these content development responsibilities, the Curriculum Specialist will be part of a collaborative, distributed applied research program and will be required to contribute to writing study results across all projects undertaken by NML.  This position has the potential to be a work-from-home position with regular scheduled meetings with the team both in-person and online.


Programmer:
Project NML seeks a creative and innovative web Applications Programmer to be responsible for the technical analysis and development of applications used in conducting research and providing education strategies. The overarching mandate for the position is to work collaboratively with NML's partner, Platform Shoes Forum, and contribute to design, development and refinement of the Learning Library (http://newmedialiteracies.org/library/).  This position has the potential to be a work-from-home position with regular scheduled meetings with the team both in-person and online. 

[journal issue: IT and politics]

The Journal of Information Technology & Politics Volume 6, Issue 3 & 4
(2009)
Special Issue: “Politics: Web 2.0” Visit: http://shrinkify.com/144k


Guest Editor's Introduction
“The Internet and Politics in Flux”
Andrew Chadwick

Research Papers
“Realizing the Social Internet? Online Social Networking Meets Offline Civic
Engagement”
- Josh Pasek;  eian more; Daniel Romer

“Typing Together? Clustering of Ideological Types in Online Social Networks”
- Brian J. Gaines; Jeffery J. Mondak

“Building an Architecture of Participation? Political Parties and Web 2.0 in
Britain”
- Nigel A. Jackson; Darren G. Lilleker

“Norwegian Parties and Web 2.0”
- Øyvind Kalnes

“The Labors of Internet-Assisted Activism: Overcommunication,
Miscommunication, and Communicative Overload”
- Rasmus Kleis Nielsen

“Developing the “Good Citizen”: Digital Artifacts, Peer Networks, and Formal
Organization During the 2003–2004 Howard Dean Campaign”
- Daniel Kreiss

“Lost in Technology? Political Parties and the Online Campaigns of
Constituency Candidates in Germany's Mixed Member Electoral System”
- Thomas Zittel

“Internet Election 2.0? Culture, Institutions, and Technology in the Korean
Presidential Elections of 2002 and 2007”
- Yeon-Ok Lee

“The Internet and Mobile Technologies in Election Campaigns: The GABRIELA
Women's Party During the 2007 Philippine Elections”
- Kavita Karan;  Jacques D. M. Gimeno; Edson Tandoc Jr.

[creative industry phd opportunities: queensland uni]

Calling for applications for the upcoming scholarship round at the ARC Centre of Excellence for Creative Industries and Innovation in Brisbane, Australia:

Queensland University of Technology
ARC Centre of Excellence for Creative Industries and Innovation (CCI)
Research Higher Degree Project Opportunities

                   
September 2009 Scholarship Round

If you are considering applying for a scholarship in the current September round to pursue postgraduate research studies you may wish to consider connecting with projects we have in development here at the Centre (CCI) and pursue your studies with us at QUT. These projects will link you with industry, government or other partners in order to enhance your networks, the applications of your research, and potentially open up career opportunities as a result of your studies.

Here are a few of the project areas to give you a taste of these opportunities:

* Innovation and sustainability in Australian games and interactive entertainment with companies such as Firemint and Infinite Interactive, and government agencies such as the Australia Council (key contact person John Banks Ph: (07) 3138 8764; email: ja.banks@qut.edu.au)

* Australia's creative engagements with Asia in such fields as design, architecture, fashion and digital media with partners such as Austrade (Key contact person Michael Keane Ph: (07) 3138 3757;email: m.keane@qut.edu.au)

* Designing creative clusters in China and Japan with partners such as Arup (Key contact person Justin O'Connor ph: 0402 395 008; email: justin.oconnor@qut.edu.au)

* International development and empowerment through ICTs in south Asia with partners such as Intel and UNESCO (Key Contact Person: Jo Tacchi Ph: (07) 3138 8178; email: j.tacchi@qut.edu.au)

* Urban regeneration and creative reuses of space with partners such as eastern seaboard city councils and state government agencies (Key Contact Person: Justin O'Connor Ph: 0402 395 008; email: justin.oconnor@qut.edu.au)

Please note the QUT closing date for scholarship applications is Wednesday 30 September for international students and Friday 9 October 2009 for domestic students.

To apply go to: http://www.rsc.qut.edu.au/future/scholarships/Annual_round_awards.jsp

If you have any questions in regards to the application process please contact Britta Froehling (Ph: (07) 3138 3716; email: britta.froehling@qut.edu.au).

General inquiries about the Centre's research agenda and supervision capacity can be addressed to the Director, Stuart Cunningham Ph: (07) 3138 3743; email: s.cunningham@qut.edu.au.

[canada research chair in digital game studies and design]

Exciting academic employment opportunity:

Concordia University in Montreal, Quebec, invites applications for a Senior (Tier I) Canada Research Chair (CRC) in the field of Game Studies, Game Design and/or Games and Learning as a joint appointment in the Faculty of Arts and Science and Faculty of Fine Arts. The goal of the CRC program (http://chairs.gc.ca/) is to ensure that Canadian universities "achieve the highest levels of research excellence to become world-class research centres in the global, knowledge-based economy.”

Concordia’s academic culture celebrates leading-edge research, creativity, and the transfer of knowledge for today’s innovation driven society. The Chair in Digital Game Studies and Design will build on Concordia’s leadership in the fields of creative expression, communication and culture, and information and communication technologies as described in our Strategic Research Plan (2008-12) http://oor.concordia.ca/formsandreferencedocuments/strategicresearchplan/.

Concordia is located in one of North America’s most diverse, creative and livable cities. Many leading games companies have chosen to locate in Montreal where strategic government initiatives also support the research sector and industry. Applicants for this position may come from any disciplinary background but must have a superior record of publication and/or research/creation in the fields of game studies and game design. The successful candidate is expected to have an outstanding and innovative research program, as well as demonstrated abilities to foster the development of broad based interdisciplinary initiatives, attract excellent graduate students and secure external funding. The successful candidate will be expected to take a leadership role in the development of the newly founded Centre for Technology, Art and Games (TAG).

The TAG initiative is leading interdisciplinary, cross-Faculty research in games studies and design at Concordia. TAG operates under the umbrella of the Hexagram Institute for Research/Creation in Media Arts and Technologies, which is the largest and most productive new media lab in Canada. For additional information on TAG and Hexagram, see http://www.tag.hexagram.ca and http://www.hexagram.org.

The successful candidate for the CRC position in the field of Game Studies, Game Design and/or Games and Learning will be appointed (with tenure) at the rank of Associate Professor or Professor. The candidate will work with the Faculty of Arts and Science and Faculty of Fine Arts to prepare the formal CRC nomination according to the CRC program guidelines. The university will nominate the successful candidate to the CRC Secretariat at the earliest opportunity according to the guidelines of the CRC program.

Applications should consist of a cover letter, a current curriculum vitae, copies of recent publications, a statement of teaching philosophy/interests, a statement of research achievements, and evidence of teaching effectiveness.

Candidates must also arrange to have three letters of reference sent directly to:

Chair, Game Studies and Design CRC Search Committee Concordia University
c/o Faculty of Fine Arts 1455,
De Maisonneuve Boulevard West, EV 2.781
Montreal, Quebec,
H3G 1M8
Canada

This position, linked to the CRC appointment, will begin July 1, 2010.

Review of applications will begin immediately and will continue until the position is filled. All applications should reach the Chair of the Hiring Committee no later than November 2, 2009.

All inquiries about the position should be directed to crcgames@alcor.concordia.ca


Concordia University is committed to employment equity.

I found this super article via Gerry McKiernan at Reference Notes. Have a read:

New York Times / August 19, 2009, 1:08 pm / Updated: 1:29 pm / Steve Lohr

A recent 93-page report on online education, conducted by SRI International for the Department of Education, has a starchy academic title, but a most intriguing conclusion:

“On average, students in online learning conditions performed better than those receiving face-to-face instruction.”

The report examined the comparative research on online versus traditional classroom teaching from 1996 to 2008. Some of it was in K-12 settings, but most of the comparative studies were done in colleges and adult continuing-education programs of various kinds, from medical training to the military.

Over the 12-year span, the report found 99 studies in which there were quantitative comparisons of online and classroom performance for the same courses. The analysis for the Department of Education found that, on average, students doing some or all of the course online would rank in the 59th percentile in tested performance, compared with the average classroom student scoring in the 50th percentile.

That is a modest but statistically meaningful difference.

“The study’s major significance lies in demonstrating that online learning today is not just better than nothing — it actually tends to be better than conventional instruction,” said Barbara Means, the study’s lead author and an educational psychologist at SRI International.

This hardly means that we’ll be saying good-bye to classrooms. But the report does suggest that online education could be set to expand sharply over the next few years, as evidence mounts of its value.

Until fairly recently, online education amounted to little more than electronic versions of the old-line correspondence courses. That has really changed with arrival of Web-based video, instant messaging and collaboration tools. The real promise of online education, experts say, is providing learning experiences that are more tailored to individual students than is possible in classrooms. That enables more “learning by doing,” which many students find more engaging and useful.

[snip]

“We are at an inflection point in online education,” said Philip R. Regier, the dean of Arizona State University’s Online and Extended Campus program. Mr. Regier sees things evolving fairly rapidly, accelerated by the increasing use of social networking technology. More and more, students will help and teach each other, he said. [snip]

“The technology will be used to create learning communities among students in new ways,” Mr. Regier said. “People are correct when they say online education will take things out the classroom. But they are wrong, I think, when they assume it will make learning an independent, personal activity. Learning has to occur in a community.”

Source

[http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/]

Full Text Available At

[http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf]

[journal of community informatics: new issue]

Vol 5, No 1 (2009)

Table of Contents

Editorial

Editorial: Building the Broadband Economy from the Bottom Up: A Community Informatics Approach to BB and Economic Development	HTML
Michael Gurstein

Points of View

Moving Community Informatics Research Forward	Abstract HTML
Aldo de Moor

Articles

Community Inquiry and Collaborative Practice: The iLabs of Paseo Boricua	Abstract HTML
Ann Peterson Bishop, Bertram (Chip) C. Bruce

Assessing the geodemographics of the People's Network in public libraries in Shropshire.	Abstract HTML
Adrian Oliver Barlow

The role of Social Entrepreneurs in Deploying ICTs for Youth and Community Development in South Africa	Abstract HTML
Chijioke J Evoh

The Effect of Formal and Informal Social Capital on Diffusion of Wireless Encryption Practices: A longitudinal case study	Abstract HTML
Sorin Adam Matei

ICTs and Community Participation: An Indicative Framework	Abstract HTML
Dhanaraj Thakur

Notes from the field

Communities, Technologies and Participation: Notes from C&T 2009	Abstract HTML
Joe McCarthy

Reports

Role of ICTs in Indian Rural Communities	Abstract HTML
Siriginidi Subba Rao