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

Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions: supplementary materials

These supplementary materials accompany the report ‘Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions’, which is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from the commissioned literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers

21st-century scholarship and Wikipedia

Wikipedia, the world’s fifth most-used Web site, is a good illustration of the growing credibility of online resources. In his article in Ariadne earlier this year, “Wikipedia: Reflections on Use and Academic Acceptance”, Brian Whalley described the debates around accuracy and review, in the context of geology. He concluded that ‘If Wikipedia is the first port of call, as it already seems to be, for information requirement traffic, then there is a commitment to build on Open Educational Resources (OERs) of various kinds and improve their quality.’ In a similar approach to the Geological Society event that Whalley describes, Sarah Fahmy of JISC worked with Wikimedia and the British Library on a World War One (WWI) Editathon. There is a rich discourse about the way that academics relate to Wikipedia

Enriching ontological user profiles with tagging history for multi-domain recommendations

Many advanced recommendation frameworks employ ontologies of various complexities to model individuals and items, providing a mechanism for the expression of user interests and the representation of item attributes. As a result, complex matching techniques can be applied to support individuals in the discovery of items according to explicit and implicit user preferences. Recently, the rapid adoption of Web2.0, and the proliferation of social networking sites, has resulted in more and more users providing an increasing amount of information about themselves that could be exploited for recommendation purposes. However, the unification of personal information with ontologies using the contemporary knowledge representation methods often associated with Web2.0 applications, such as community tagging, is a non-trivial task. In this paper, we propose a method for the unification of tags with ontologies by grounding tags to a shared representation in the form of Wordnet and Wikipedia. We incorporate individuals' tagging history into their ontological profiles by matching tags with ontology concepts. This approach is preliminary evaluated by extending an existing news recommendation system with user tagging histories harvested from popular social networking sites

Sometimes the Internet reads the question wrong: children’s search strategies & difficulties

When children search for information on a given topic, how do they go about searching for and retrieving information? What can their information seeking strategies tell us about the development of search interfaces for children's digital libraries, search engines and information repositories? We interviewed New Zealand (NZ) school children to seek insights into how they are conducting information searches during their education

Web 2.0, language resources and standards to automatically build a multilingual named entity lexicon

This paper proposes to advance in the current state-of-the-art of automatic Language Resource (LR) building by taking into consideration three elements: (i) the knowledge available in existing LRs, (ii) the vast amount of information available from the collaborative paradigm that has emerged from the Web 2.0 and (iii) the use of standards to improve interoperability. We present a case study in which a set of LRs for different languages (WordNet for English and Spanish and Parole-Simple-Clips for Italian) are extended with Named Entities (NE) by exploiting Wikipedia and the aforementioned LRs. The practical result is a multilingual NE lexicon connected to these LRs and to two ontologies: SUMO and SIMPLE. Furthermore, the paper addresses an important problem which affects the Computational Linguistics area in the present, interoperability, by making use of the ISO LMF standard to encode this lexicon. The different steps of the procedure (mapping, disambiguation, extraction, NE identification and postprocessing) are comprehensively explained and evaluated. The resulting resource contains 974,567, 137,583 and 125,806 NEs for English, Spanish and Italian respectively. Finally, in order to check the usefulness of the constructed resource, we apply it into a state-of-the-art Question Answering system and evaluate its impact; the NE lexicon improves the system’s accuracy by 28.1%. Compared to previous approaches to build NE repositories, the current proposal represents a step forward in terms of automation, language independence, amount of NEs acquired and richness of the information represented

Our Space: Being a Responsible Citizen of the Digital World

Our Space is a set of curricular materials designed to encourage high school students to reflect on the ethical dimensions of their participation in new media environments. Through role-playing activities and reflective exercises, students are asked to consider the ethical responsibilities of other people, and whether and how they behave ethically themselves online. These issues are raised in relation to five core themes that are highly relevant online: identity, privacy, authorship and ownership, credibility, and participation.Our Space was co-developed by The Good Play Project and Project New Media Literacies (established at MIT and now housed at University of Southern California's Annenberg School for Communications and Journalism). The Our Space collaboration grew out of a shared interest in fostering ethical thinking and conduct among young people when exercising new media skills

What is an Analogue for the Semantic Web and Why is Having One Important?

This paper postulates that for the Semantic Web to grow and gain input from fields that will surely benefit it, it needs to develop an analogue that will help people not only understand what it is, but what the potential opportunities are that are enabled by these new protocols. The model proposed in the paper takes the way that Web interaction has been framed as a baseline to inform a similar analogue for the Semantic Web. While the Web has been represented as a Page + Links, the paper presents the argument that the Semantic Web can be conceptualized as a Notebook + Memex. The argument considers how this model also presents new challenges for fundamental human interaction with computing, and that hypertext models have much to contribute to this new understanding for distributed information systems