Over the course of the semester, in addition to participating in class forum discussions, attending synch sessions, and blogging weekly reflections, we’ve been asked to read a number of shorter articles, or “Tidbits,” and watch a few videos. This is my first set of Tids & Vids – I’ll be keeping track here with a sentence or two for each, so that when it comes time to summarize my readings, I can just refer back to these posts rather than trying to remember.
Tids for Week One (just a little late, since I only just decided to keep track here):
An eloquent article in defense of net neutrality and freedom of information. Very timely. Money quote: “Connections among data exist only within a site. So the more you enter, the more you become locked in. Your social-networking site becomes a central platform—a closed silo of content, and one that does not give you full control over your information in it.”
Given that much of my academic career has centered around new media journalism, this is an issue near and dear to my heart. I agree with Wikileaks in principle, if not always in practice, because I think that once a government stops being afraid of its citizens, it stops being for its citizens. Though I sometimes wish I felt otherwise, I believe that people have a right to know and a duty to report. I’m also a pretty big proponent of net neutrality, though I fear that Comcast winning the right to charge Netflix extra for bandwidth may have been the first outright shot in the war on the open internet.
Money quote: “Every semester a lot of professors’ lectures are essentially reruns because many instructors are too busy to upgrade their classroom methods.”
Bonus second money quote: “The least-wired faculty members make the best advocates for high-tech teaching.”
Assessment: I really liked this article, because it confirmed and solidified a couple of nebulous theories I’d been working on. The first was that it’s a definite issue for technology advocates to convince some teachers to adapt to new techniques. Having had the opportunity to discuss teaching with many of my undergraduate faculty, I heard a number of complaints about other faculty who insisted that what was good enough for THEIR teachers was good enough for their students. Sixty years down the line. The second was that you if you can convince someone who previously disagreed with you that thoughtfully-applied technology that supports and extends the curriculum is the way to go, you’ve just made your own biggest proponent.
And one last bonus money quote: “Technology becomes the handmaiden of the change.” The technology should be there to support the curriculum. The technology should not be there INSTEAD OF the curriculum.
Vid for week one:
“Free! Why $0.00 is the Future of Business!” – Anderson
Wow. I read this in the issue of Wired it first ran in, my senior year of college, and I remember thinking that it was one of the most amazing, exciting things to think about. I was, at the time, getting ready to begin my job search, which I conducted a great deal of through freely-available job sites such as Monster. I was looking for an apartment, which I did mostly through various free listings online. I was a burgeoning open-source advocate; I was the first person at my college to recommend people make the switch from Internet Explorer to Firefox.
I sat here for awhile wondering if recent moves by the major ISPs in the country have affected Anderson’s theory any in the last three years. Even with Comcast charging Netflix extra for bandwidth usage and AT&T asking customers to pay an extra fee to have no extra data, just to use it a different way (iPhone users wishing to use their phone as a tethering device must agree to a bandwidth cap if they did not previously have one, then pay an additional fee for no additional bandwidth per month to do so), free is still a huge sales point. So, while I don’t see bandwidth getting too cheap to meter any time soon, I do see free playing a much bigger role in the world. That’s why I remain an open source advocate and enthusiast.