A Portrait of the Internet as a Young Man

In brief, the core theory of Jonathan Zittrain’s1 2008 book The Future of the Internet - and How to Stop It is this: good laws, norms, and code are needed to regulate the Internet, to prevent bad laws, norms, and code from compromising its creative capabilities and fettering its fecund flexibility. A far snarkier if less alliterative summary would be “We have to regulate the Internet to preserve its open, unregulated nature.” Zittrain posits that either a substantive series of unfortunate Internet events or one catastrophic one will motivate governments to try to regulate cyberspace in a way that promotes maximum stability, which will inhibit or possibly even preclude future technological innovations that rely on open access to the tools and systems that comprise the Internet. To head this off, he calls for a “transition to a networking infrastructure that is more secure yet roughly as dynamic as the current one,” which will be achieved by collaborative efforts, “a 21st century international Manhattan Project which brings together people of good faith in government, academia, and the private sector for the purpose of shoring up the miraculous information technology grid that is too easy to take for granted and whose seeming self-maintenance has led us into an undue complacence.” Zittrain uses brief, informal accounts of past events to build two main theories that dominate the book. First, he claims that open access, which he calls generativity, is under threat by a trend toward closure, which he refers to as tetheredness, which is counterproductively favored by proprietary entities. Though consumers prefer openness and the autonomy it confers, few take advantage of the opportunities it provides, and therefore undervalue it and too readily cede it in favor of the promise of security that tetheredness brings. Second, he argues that if the Internet is to find salvation it will be by the grace of “true netizens,” volunteers acting collectively in good faith to cultivate positive social norms online. Zittrain is a creative thinker and entertaining speaker, and his book is engaging and informative in much the same ways that his talks are, loaded with pop culture references and allegorical tales about technology and the once and future Internet. Zittrain uses numerous anecdotes to support his dual hypotheses, exhaustively affirming that open innovative tools and systems are essential for online life to flourish, and his contention that the Internet is exceedingly vulnerable to bad actors (a proposition I have never seen another cyberlaw scholar seriously question). But he isn’t very clear about the specific attributes of laws or regulations that could effectively foster enhanced security without impairing dynamism. He also seems to have a discomfitingly elitist view about who should be making policy decisions about the Internet’s future: like-minded, self-appointed, and knowledgeable volunteers with the time, interest, and expertise to successfully maneuver sectors of the Internet into the form or direction he thinks best

Cultural consequences of computing technology

Computing technology is clearly a technical revolution, but will most probably bring about a cultural revolution\ud as well. The effects of this technology on human culture will be dramatic and far-reaching. Yet, computers and\ud electronic networks are but the latest development in a long history of cognitive tools, such as writing and printing.\ud We will examine this history, which exhibits long-term trends toward an increasing democratization of culture,\ud before turning to today's technology. Within this framework, we will analyze the probable effects of computing on\ud culture: dynamical representations, generalized networking, constant modification and reproduction. To address the\ud problems posed by this new technical environment, we will suggest possible remedies. In particular, the role of\ud social institutions will be discussed, and we will outline the shape of new electronic institutions able to deal with the\ud information flow on the internet

Developing educational materials about risks on social network sites: a design based research approach

Nearly all of today’s Western teenagers have a profile on a social network site (SNS). As many risks have been reported, researchers and governments have emphasized the role of school education to teach teenagers how to deal safely with SNSs. However, little is known about the specific characteristics which would make interventions effective. Therefore, the overall objective of this research aims to propose a list of validated theoretical design principles for future development of educational materials about risks on SNSs. This research goal was pursued through a design-based research procedure. Thereby targeting teenagers of secondary education in 8 separate studies, the different steps of the design-based research procedure have iteratively been completed. Firstly, a problem analysis was executed through 3 explorative studies, including an observational study, a theoretical evaluation of existing materials and a survey study. Secondly, initial solutions were developed and evaluated in practice through 5 quasi-experimental intervention studies. Thirdly, we reflected upon all the previous results to produce design principles. Finally, we conclude with an analysis of the design-based research methodology

Virginia Earth Science Collaborative: Developing Highly Qualified Earth Science Teachers

A collaborative of seven institutes of higher education and two non-profit organizations developed and implemented five earth science courses totaling eighteen credits that enabled secondary teachers to acquire an add-on earth science endorsement: Geology 1: Physical Geology (4), Geology II: Geology of Virginia (4), Oceanography (4), Astronomy (Space Science for Teachers) (3), and Meteorology (3). These courses were collaboratively developed and included rigorous academic content, research-based instructional strategies, and intense field experiences. The thirty-three sections offered statewide served 499 participants. Three courses were offered to strengthen the skills of earth science teachers: Teaching Eath Science Topics to Special Education Students (3), Integrating New Technologies in the Earth Sciences (3). and GeoVirginia: Creating Virtual Field Trips (non-college credit). In these six sections, seventy-four people participated. Outcomes included an increased pool of endorsed earth science teachers and teachers with coursework in the earth sciences, a website with virtual field trips, and a statewide network. Partners included the College of William & Mary and its Virginia Institute of Marine Sciences, George Mason University, James Madison University, Longwood University, the MathScience Innovation Center (formerly the Mathematics & Science Center), Radford University. Science Museum of Virginia, University of Virginia Southwest Center, Virginia Commonwealth University, and eighty-three school divisions

Collaborative Development within Open Source Communities

Open source communities are one of the most successful-- and least appreciated--examples of high-performance collaboration and community building on the Internet today. Open source communities began as loosely organized, ad-hoc communities of contributors from all over the world who shared an interest in meeting a common need. However, the organization of these communities has proven to be very flexible and capable of carrying out all kind of developments, ranging from minor projects to huge programs such as Apache (Höhn, & Herr, 2004; Mockus, Fielding, & Herbsleb, 2005

Seeking togetherness: moving toward a comparative evaluation framework in an interdisciplinary DIY networking project

There is renewed interest in community networks as a mechanism for local neighbourhoods to find their voice and maintain local ownership of knowledge. In a post-Snowden, big data, age of austerity there is both widespread questioning of what happens to public generated data shared over ‘free’ services such as Facebook, and also a renewed focus on self-provisioning where there are gaps in digital service provision. In this paper we introduce an EU funded collaborative project (‘MAZI’) that is exploring how Do-It-Yourself approaches to building community networks might foster social cohesion, knowledge sharing and sustainable living through four pilots across Europe. A key challenge is to develop a shared evaluation approach that will allow us to make sense of what we are learning across highly diverse local situations and disciplinary approaches. In this paper we describe our initial approaches and the challenges we face

ICT in Higher Education: a case-study of mediated blended-learning

Teaching in on-line and collaborative situations requires a variety of responses including changes in pedagogy as instructors taking the role of facilitators of information while guiding students toward solutions. In order for online learning to be successful, therefore, teachers as well as learners will need to explore new roles in the teaching-learning relationship. In this paper, the authors propose to examine how educators can mediate instruction by first designing their course goals and objectives and then consider how the on-line environment can best serve the instructional objectives and plan appropriate activities and assessment. We seek to explore the use of online environments as the bridge between real world and reflective knowledge

Synergizing Wikis, Vodcasts, and Podcasts for Collaborative Class Texts

This tech-savvy generation of students, known as digital natives, desires to learn and to interact utilizing the collaborative technologies that have always been a part of their lives. The purpose of this paper and corresponding presentation is to demonstrate how a wiki can be used by students and the instructor to create a collaborative text and demonstrate how multimedia can be integrated into the texts using podcasting and vodcasting. A description of the procedures used to design, to produce, and to publish a wiki class text with integrated podcasts will be demonstrated. The challenges and benefits of using these technologies will also be discussed from both a student and faculty perspective

Group Leadership in Online Collaborative Learning

The innovations in computer and communications technologies combined with on-going needs to deliver educational programs to students regardless of their physical locations, have lead to the innovation of distance education programs and technologies. To keep up with recent developments in both areas of technologies and techniques related to distance education programs, educators, administrators, and researchers are in constant needs of learning about issues, solutions, and challenges of these technologies. The Encyclopedia of Distance Learning offers the most comprehensive coverage of the issues, concepts, trends, and technologies of distance learning. With more than 2,000 terms and definitions and over 6,000 additional references, this authoritative 4-volume encyclopedia is considered the foremost reference source for the latest understanding, discoveries, and research in the field of distance learning

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad

The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher’s guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication