Out there

Slides on how to utilize the web to create an online portfolio using social network and tumblr. Also introduction to basic CMS's including indexhibit, for setting up a simple portfolio website

dolloped out there

dolloped out ther

Is Information Out There?

In this paper, I argue that the distinction between information and data lies at the root of much confusion that surrounds the concept of information. Although data are ‘out there’ and concrete, informational content is abstract and always co-constituted by information agents – a set which includes at least linguistically capable human beings. Information is thus not an intrinsic property of concrete data, but rather a relational property, which relies on the existence of information agents. To reach this conclusion I first argue that the semantic content of human-generated data is co-constituted by the information agent. In the second part I broaden the scope and argue that environmental information also depends on information agents. I further consider and reject both Dretske’s view of information as an objective commodity and foundational accounts of information, that take information to be the fundamental ingredient of reality

It’s One Climate Policy World Out There—Almost

In the run-up to the December 2009 Copenhagen climate conference, the authors surveyed members of the international development community with a special interest in climate change on three sets of detailed questions: (1) what action different country groups should take to limit climate change; (2) how much non-market funding there should be for emissions reductions and adaptation in developing countries, and how it should be allocated; and (3) which institutions should be involved in delivering climate assistance, and how the system should be governed. About 500 respondents from 88 countries completed the survey between November 19–24, 2009. About a third of the respondents grew up in developing countries, although some of them now live in developed countries. A broad majority of respondents from both developing and developed countries held very similar views on the responsibilities of the two different country groups, including on issues that have been very controversial in the negotiations. Most favored binding commitments now by developed countries, and commitments by 2020 by ‘advanced developing countries’ (Brazil, China, India, South Africa and others), limited use of offsets by developed countries, strict monitoring of compliance with commitments, and the use of trade measures (e.g. carbon-related tariffs) only in very narrow circumstances. Respondents from developing countries favored larger international transfers than those from developed countries, but the two groups share core ideas on how transfers should be allocated. Among institutional options for managing climate programs, a plurality of respondents from developed (48 percent) and developing (56 percent) countries preferred a UN-managed world climate fund, while many from both groups also embraced the UN Adaptation Fund’s approach, which is to accredit national institutions within countries which are eligible to manage implementation of projects that the Fund finances. Among approaches to governance, the most support went to the Climate Investment Fund model—of equal representation of developing and developed countries on the board.carbon; climate change; copenhagen; negotiations

Putting Yourself Out There

Ole Miss journalism students land jobs with BBDO Worldwid

Out there and in here: design for blended scientific inquiry learning

One of the benefits of mobile technologies is to combine ‘the digital’ (e.g., data, information, photos) with ‘field’ experiences in novel ways that are contextualized by people’s current located activities. However, often cost, mobility disabilities and time exclude students from engaging in such peripatetic experiences. The Out There and In Here project, is exploring a combination of mobile and tabletop technologies in support for collaborative learning. A system is being developed for synchronous collaboration between geology students in the field and peers at an indoor location. The overarching goal of this research is to develop technologies that support people working together in a suitable manner for their locations. There are two OTIH project research threads. The first deals with disabled learner access issues: these complex issues are being reviewed in subsequent evaluations and publications. This paper will deal with issues of technology supported learning design for remote and co-located science learners. Several stakeholder evaluations and two field trials have reviewed two research questions: 1. What will enhance the learning experience for those in the field and laboratory? 2. How can learning trajectories and appropriate technologies be designed to support equitable co-located and remote learning collaboration? This paper focuses on describing the iterative linked development of technologies and scientific inquiry pedagogy. Two stages within the research project are presented. The 1st stage details several pilot studies over 3 years with 21 student participants in synchronous collaborations with traditional technology and pedagogical models. Findings revealed that this was an engaging and useful experience although issues of equity in collaboration needed further research. The 2nd stage, in this project, has been to evaluate data from over 25 stakeholders (academics, learning and technology designers) to develop pervasive ambient technological solutions supporting orchestration of mixed levels of pedagogy (i.e. abstract synthesis to specific investigation). Middleware between tabletop ‘surface’ technologies and mobile devices are being designed with Microsoft and OOKL (a mobile software company) to support these developments. Initial findings reveal issues around equity, ownership and professional identity