What does the internet's physical structure look like? Sally Adee, features editor SCIENCE fiction author William Gibson famously described cyberspace as a shared hallucination. Most people struggle to imagine what the internet's physical structure looks like, but in Tubes, Andrew Blum sets out to find it. His first task is to disentangle our familiar, if not strictly accurate, conceptions about the internet from its actual cables, boxes and routers. One such notion is the idea that the internet finds a route around censorship. This is true of the metaphorical overlay - take down a website and it can pop up elsewhere in an instant. In reality, every bit of information sent between New York and London - every email, Facebook status update, financial transaction and bid on an eBay teapot - makes its way through the same thin 4300-kilometre-long garden hose that submerges in Long Island and surfaces in Penzance. Book informationTubes: A journey to the center of the internet by Andrew BlumUniversity of Ecco$26.99 Crows are far from bird-brained
Webinars – Google Apps for Education Generale Scopri tutte le funzioni e i vantaggi offerti da Google Apps for Education. In questo seminario registrato online potrai: Sapere perché altre organizzazioni sono passate a Google Apps Sapere come altre organizzazioni utilizzano questi servizi Guardare una demo di Google Apps for Education Guarda ora Caso di successo Ascolta direttamente dalla Arizona State University il racconto della migrazione a Google Apps for Education, seguito da una sessione di domande e risposte in diretta con Google e ASU. Relatore: Kari Barlow, Assistant Vice President, University Technology OfficeCategoria: Istruzione superioreData: 25/6/2009 Quando la University of Notre Dame ha eseguito la migrazione dei suoi 15.000 studenti e 150.000 ex studenti a Google Apps, ha realizzato un risparmio di 1,5 milioni di dollari e ha incrementato la soddisfazione degli studenti del 36%. Relatore: Katie Rose, Program Manager for Enterprise InitiativesCategoria: Istruzione superioreData: 13/8/2009 Data: 18/11/2009
a blog about microformats and “data at the edges” : web 3.0 (oh the horror) and microformats Over at Read/Write web, definitely one of the better site discussing developments on the web, Alex Iskold had published “the road to the semantic web”, prompted by the recent New York Times article (free registration etc possibly required) on the Semantic web (where they use the web 3.0 moniker, sigh). Iskold gives a sizeable chunk of his discussion over to microformats, and does a good job of contextualizing them in relation to other semantic web projects. He raises the criticism that the current set of microformats does not cover many things that we encounter online. For example, we are not aware of a format that would help represent a book or a movie. Many more formats need to be created before they can really “cover” the web. I am aware that this is a point of debate, perhaps not entirely explicit, within the microformats community. I certainly think the issue of real, useful semantics for the web is far from done.
Interactive map: how the brain sorts what we see UC BERKELEY (US) — Scientists have found that the brain is wired to put the categories of objects and actions we see daily in order, and have created the first interactive map of how the brain organizes these groupings. The result—achieved through computational models of brain imaging data collected while the subjects watched hours of movie clips—is what researchers call “a continuous semantic space.” Maps show how different categories of living and non-living objects that we see are related to one another in the brain’s “semantic space.” Some relationships between categories make sense (humans and animals share the same “semantic neighborhood”) while others (hallways and buckets) are less obvious. A clearer understanding of how the brain organizes visual input can help with the medical diagnosis and treatment of brain disorders. For example, humans are green, animals are yellow, vehicles are pink and violet, and buildings are blue.
Digital Writing Workshop - Digital Writing, Digital Teaching Dear Educator: Tomorrow (well, technically today by the time I am done writing this) is the second annual Digital Learning Day. Cool. I’m all for digital learning, as the title of my blog implies. But, as we prepare for the onslaught of tweets, blog posts, videos, webinars, and other celebrations, it is worth exploring the definition of “digital learning” that the group is promoting, as well as the background of the Alliance for Excellent Education’s president, Bob Wise. First, the definition, straight from their website: Digital learning is any instructional practice that is effectively using technology to strengthen the student learning experience. In this sense, I read the definition of “digital learning” to mean content that can be delivered to students at a low-cost and, presumably, without certified teachers in place to facilitate their learning. All of this hubbub about DLDay thus raised major concerns for me — as a teacher, teacher educator, author, consultant, and parent. Kids?
Wilbur-and-O: Microformats, Web 3.0, etc. « More on RDF++ | Main | I don't mean to get off on a rant here... » Microformats, Web 3.0, etc. I came across this blog entry and as much as I don't want to take part in the "Web 3.0" debate I want to clarify the following: The so-called "lowercase semantic web" represents a misunderstanding of what's important about the Semantic Web, namely the requirements for a uniform metamodel for data that allows schemata to be extended, and accessible, declarative semantics. 1 Ora Lassila: Serendipitous Interoperability. Posted by ora at 00:13 I wrote something similar, at the bottom of ( ) -- The Major Virtue of the Semantic Web: Networked Data. The Minor Virtue: Reasoners. The 3 Vices: Triples, RDF/XML, and Misrepresentation. Misrepresentations such as: "The semantic web is valuable because data will automatically merge together." Posted by: Lion Kimbro at November 16, 2006 03:48 PM I really like automatic reasoning, and automating the integration of data. j
Dataverse | Stefan Greuter Visualization is one of the most important communication and analysis tools available. It enables humans to process large amounts of data rapidly, to gain insights and to understand linkages and trends and to bring meaning out of complexity. However, statisticians often analyse markets based on two-dimensional graphs. Dataverse creates a real‐time 3D environments from arbitrary sets of statistical data for the purpose of data visualisation. The real‐time generation of the 3D environment is based on a novel dynamic real‐time procedural generation approach that evaluates the data of a large dataset and subsequently generates three dimensional objects, that can be explored and manipulated through a human‐centred interface. The software framework that was developed as part of this research project may also be used as an educational tool to visualise many other different sources of data and may be adapted to produce many other models for visualisation. Project Development
2¢ Worth Listen A few weeks ago I worked and attended North Carolina's ISTE affiliate conference. I opened the NCTIES conference with a breakfast keynote address and Marc Prensky closed it with a luncheon keynote the next day. Sadly, I missed the second day of the conference. I would first offer some constructive criticism to NCTIES , and to all such ed-tech conferences across the nation and around the world. The only idea I can think of is to have one or two session rooms devoted to unconference topics. Now to the surprises It was in the student showcase, a part of most ed-tech conferences that I often miss, using it as an opportunity to visit the exhibitors or dash up to my room for something or other. She then began telling me what they were doing, describing some of the communication skills they were learning as well as social studies and character. “No software. After my hesitation, she continued, “..the game master.” Seeing this was energizing to me. Donna Hitchings, Snaderson HS, WCPSS
Que nous prépare le web 3.0 ? web sémantique ubiquitaire symbiotique temps réel 3d internet des objets web squared 01Business le 16/10/09 à 16h46 sommaire Le Web 2.0 fait une entrée timide dans les entreprises et voilà qu'on annonce le 3.0. Que se cache-t-il derrière cette nouvelle version ? Un buzzword marketing ? Dans l'industrie du logiciel, un numéro de version correspond à la configuration d'un produit à un instant t. Le succès du 2.0 : blogs et réseaux sociaux… Cette version 2 du Web désigne de manière consensuelle les interfaces et les applications permettant aux utilisateurs d'interagir avec le contenu des pages mais aussi entre eux : c'est celui qu'on peut éditer, centré sur les communautés, fait de blogs, de médias sociaux, d'XML, de flux RSS, d'applications Web… Ses figures emblématiques sont Wikipedia et Google. Alors, de quoi sera fait le Web 3.0 ? Bien que tout le monde ne soit pas d'accord sur la définition du web 3.0, c'est pourtant ce terme que nous allons utiliser pour désigner de manière générique toutes ses évolutions. Topographie des discours sur le Web 3.0
MARIKO MORI : : LINK Japanese artist Mariko Mori moved from fashion into art during the late 1980s. Since this time, she has created photographic and video installations that often feature her adopting fictional guises. The hyperreal images that she creates suggest a space of encounter between notions of Eastern and Western cultures, between new technologies and spiritual traditions. Nowhere in her work is this interplay between time, history and culture more apparent than in Link, the large-scale installation included in this exhibition. Link is experienced by entering a circular structure in groups of up to ten people. Video sequences are projected around the structure, enclosing the visitor in a series of interconnected landscapes of past, present and future cities. In Link, Mori proposes that ‘by using technology and a spherical projection, I am trying to submerge the observer in a utopian space, a placeless space’.
Educational Technology Bill of Rights for Students The following are what I believe are the rights of all student to have with regards to using technology as an educational tool, written as a student to their teacher: 1) I have the right to use my own technology at school. I should not be forced to leave my new technology at home to use (in most cases) out-of-date school technology. 2) I have the right to access the school’s WiFi. 3) I have the right to submit digital artifacts that prove my understanding of a subject, regardless of whether or not my teacher knows what they are. 4) I have the right to cite Wikipedia as one of the sources that I use to research a subject. 5) I have the right to access social media at school. 6) I have the right to be taught by teachers who know how to manage the use technology in their classrooms. 7) I have the right to be taught by teachers who teach me and demand that I use 21st Century Skills. 8) I have the right to be accessed with technology. 9) I have the right to be protected from technology.
Le Web 3.0 : état des lieux et perspectives d'avenir De grands bouleversements actuels et accélérés autour de certaines technologies et services de l’information et de la communication sont en train d’émerger. Comment en est-t-on arrivé là ? Pourquoi l’Internet de demain va-t-il jouer un rôle fondamental pour les entreprises, les services et les particuliers ? Un petit rappel sur l'histoire et l'évolution du Web en termes de développement s'impose avant de comprendre les enjeux du Web à venir. 1 - Le Web d'hier à aujourd'hui Même s’il existe des sources permettant de dater les périodes des différentes versions du Web, elles apparaissent parfois contradictoires et il serait certainement plus juste de parler d’ère du Web en considérant les périodes comme des espaces de temps. 1.1 – L’ère du Web 1.0 Le Web 1.0 s'est construit autour d'une forme pyramidale. 1.2 – L’ère du Web 2.0 La production de contenu se fait par les internautes et l'hébergement par les entreprises (Champeau, 2007 — Gai, 2007). 2 - Le Web 3.0, concepts et technologies