This 7 Things describes Google's collection of web based programmes and file storage that run in a web browser. Users don't have to buy and install software; instead they just log on to get to their files and the applications needed to manipulate them.
There are apps for communication (gmail, Google Talk and Google Calendar), productivity tools (word processing, spreadsheets, presentations and surveys) and more. The base version is free or users can pay to get extra features.
Google Apps are popular with students and some tertiary institutions are now using gmail for students while maintaining inhouse systems for staff. There is concern amongst staff about keeping their files on someone else's server with resulting security breaches and loss of control.
It's possible for a group of users to share files so they can, eg, work collaboratively on a document rather than distributing copies to each user so they can work on them separately.
The big plus for Google Apps (and similar products from other providers) is that they foster a collaborative teaching and learning environment.
Monday, August 24, 2009
Sunday, April 19, 2009
Gartner's Hype Cycle for Emerging Technologies, 2008
"Technologies and trends at or approaching the Hype Cycle peak include green IT, cloud computing and social networking platforms. Corporate use of virtual worlds and Web 2.0 are slipping into the Trough of Disillusionment, while SOA begins its ascent of the Slope of Enlightenment."
Sunday, January 25, 2009
Media work and media practice
This program was originally broadcast on ABC Radio National on 10 April 2008, and was re-broadcast on 15 January 2009. Three prominent thinkers on contemporary media issues discussed issues to do with user-generated content.
Henry Jenkins focussed on YouTube. He feels it's not as inclusive and democratic as it might be - not everyone feels that it's the right place for their own content, and censorship and/or self-censorship may exclude some content. Furthermore, it's not just about the individual - he feels that a lot of content is generated by groups and communities.
Mark Deuze has researched media workplaces. He discusses the impermanence of audiences (here one day, somewhere else the next), and the impermanence of the workplace for those employed in it. The media organisations are relying more and more on user-generated content and those users are impermanent too - they might spend a lot of time on FaceBook now, but in six months' time they'll be somewhere else.
John Hartley "questions why a medium like TV that is so pervasive and can be so influential has long been treated with distrust". People have been quick to blame bad social problems on the influence of TV. However, now, with the audience generating content too, who controls and who has the power to control?
Henry Jenkins focussed on YouTube. He feels it's not as inclusive and democratic as it might be - not everyone feels that it's the right place for their own content, and censorship and/or self-censorship may exclude some content. Furthermore, it's not just about the individual - he feels that a lot of content is generated by groups and communities.
Mark Deuze has researched media workplaces. He discusses the impermanence of audiences (here one day, somewhere else the next), and the impermanence of the workplace for those employed in it. The media organisations are relying more and more on user-generated content and those users are impermanent too - they might spend a lot of time on FaceBook now, but in six months' time they'll be somewhere else.
John Hartley "questions why a medium like TV that is so pervasive and can be so influential has long been treated with distrust". People have been quick to blame bad social problems on the influence of TV. However, now, with the audience generating content too, who controls and who has the power to control?
Wednesday, November 19, 2008
Author's Rights, Tout de Suite
Thursday, November 6, 2008
And another paper on ebooks
Titled Ex Libris' Response to the E-Book Focus Group Report: Recommendations and Requirements for E-Book Functionality, it was published by Ex Libris in June 2008.
It offers an interesting discussion of possible enhancements to ebook functionality to render ebooks more findable and usable.
The appendices cover ancillary topics including definition of an ebook, where ebooks fit into institutional strategies, findings from the University College, London, Superbook Project (using deep log analysis to see how users actually behave when using ebooks), future roles for university publishing, providing students with digitised core course readings, and the impact of open access.
It offers an interesting discussion of possible enhancements to ebook functionality to render ebooks more findable and usable.
The appendices cover ancillary topics including definition of an ebook, where ebooks fit into institutional strategies, findings from the University College, London, Superbook Project (using deep log analysis to see how users actually behave when using ebooks), future roles for university publishing, providing students with digitised core course readings, and the impact of open access.
The role of online books in supporting academic researcher productivity
Yet another paper on ebooks. This one is a white paper published by Elsevier.
In 2007 a number of academics from universities and research institutes in countries around the world was interviewed to find out how ebooks impact on the way they work.
They used a range of book types - reference works, handbooks, book series, monographs and textbooks.
Ebooks are seen as important for basic knowledge, well-established work and reference information, and they provide overviews of specific subject areas. The respondents' primary uses were reading up on new subject areas and preparing course materials. The pluses of ebooks are that they are more accessible and this increases productivity, and integration of ebooks with journals (where this is available) provides a broader perspective, especially when starting a new research project.
In 2007 a number of academics from universities and research institutes in countries around the world was interviewed to find out how ebooks impact on the way they work.
They used a range of book types - reference works, handbooks, book series, monographs and textbooks.
Ebooks are seen as important for basic knowledge, well-established work and reference information, and they provide overviews of specific subject areas. The respondents' primary uses were reading up on new subject areas and preparing course materials. The pluses of ebooks are that they are more accessible and this increases productivity, and integration of ebooks with journals (where this is available) provides a broader perspective, especially when starting a new research project.
Sunday, October 26, 2008
Using leisure-based communication tools in an educational setting
This paper, written by Juliet Eve and Tara Brabazon, and published in the Journal of Literacy and Technology, volume 9, number 1. April 2008, pp. 36-61, hypothesises that, "when using platforms most frequently positioned in leisure-based environments, such as the iPod, text messaging, and discussion fora, there are institutional and ideological blockages to creating a successful learning experience and scholarly environment."
It was written after an incident in which a group of first year media and communications students attended a lecture and were shown a short video. Issues for discussion were given. The students then logged into their 'Virtual Classroom' (Blackboard, included an online chat room and discussion board) to discuss issues arising from the video.
Unfortunately some students hijacked the issues-related discussions between some other students using inappropriate language, despite the lecturer being online as well. Their language, and what they talked about, might have been acceptable in a peer-to-peer exchange about leisure activities, but it wasn't right for the learning and educational context.
The authors have provided an indepth review of previous writings on the impact of computer mediated communication on education, and a discussion on changes in the culture of education.
However, I couldn't help but wonder if the experience could have been turned around by making it an opportunity to raise awareness of communication styles being appropriate for any given context. Perhaps, too, some lessons on manners would not have gone astray!
It was written after an incident in which a group of first year media and communications students attended a lecture and were shown a short video. Issues for discussion were given. The students then logged into their 'Virtual Classroom' (Blackboard, included an online chat room and discussion board) to discuss issues arising from the video.
Unfortunately some students hijacked the issues-related discussions between some other students using inappropriate language, despite the lecturer being online as well. Their language, and what they talked about, might have been acceptable in a peer-to-peer exchange about leisure activities, but it wasn't right for the learning and educational context.
The authors have provided an indepth review of previous writings on the impact of computer mediated communication on education, and a discussion on changes in the culture of education.
However, I couldn't help but wonder if the experience could have been turned around by making it an opportunity to raise awareness of communication styles being appropriate for any given context. Perhaps, too, some lessons on manners would not have gone astray!
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