This link has been bookmarked by 50 people . It was first bookmarked on 02 Oct 2008, by Dan Barnett.
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01 Dec 10
Stephanie Bellinformation access paper
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we believe that the Internet has an enormous potential for creative expression that should be embraced and can lead to a participatory culture
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many of those forms of "doing things with content" have legal and/or ethical implications
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It's therefore important to educate children about the basic dos and don'ts when they use online content for their own purposes
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Educators and parents have to work together to engage our children in a conversation about information ethics and teach them about the principles of copyright law
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teach our kids not only what they are not allowed to do, but also to show them what can be done with content in ethically sound and lawful ways
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Maria JerniganInside Higher Ed offers free online news and job information for college and university faculty, adjuncts, graduate students, and administrators, higher education jobs, faculty jobs, college jobs and university jobs
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01 Nov 08
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Lisa SpiroFrom what we’ve seen, there is little evidence that the Internet fundamentally alters the basics of “learning” as such. Remember, the Internet is a relatively new phenomenon when compared to the time it took to build out our brains as the basic human apparatus devoted to learning. While it would be surprising to see short-term changes in how learning happens through and in our brains, it’s also quite obvious that the Internet has an impact on what we learn, how we engage in learning activities, and in what communicative contexts. For example, digital natives gather information — as a building block in any learning process — through a multistep process that involves grazing, a deep dive, and a feedback loop. Digital natives are good at grazing through the vast ocean of information online. While browsing the Web, digital natives might decide to go beyond the headlines of a story and to take a deep dive, for example by following a hypertext link, listen to a commentary, or download a video clip on the topic of interest. In this way, they are searching for what’s behind the bit of information that got their attention in the first place. The feedback loop, finally, includes some sort of enhanced interactivity with the content they’re interested in. The digital native, for instance, may decide to share the information with friends and family. Or to post a comment to her blog to critique the story he just learned about. Or to share thoughts on a mailing list. The form of a digital native’s feedback loop varies, but his level of engagement with information and the world he lives in tends to be higher than the one of the previous generation. We’re optimistic that these features are generally good for learning.
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10 Oct 08
Michel BauwensJohn Palfrey and Urs Gasser have written a book that they hope will bridge the generation gap, at least when it comes to an understanding of the different habits, learning styles and ideas about privacy attributed to so-called “digital natives.”
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dkrahmerdigital natives gather information — as a building block in any learning process — through a multistep process that involves grazing, a deep dive, and a feedback loop. Digital natives are good at grazing through the vast ocean of information online. While
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Gardner Campbell" If the technologies students use — and sometimes abuse — add up to an overwhelming jumble for some professors who teach them, John Palfrey and Urs Gasser have written a book that they hope will bridge the generation gap, at least when it comes to an und
atl Baylor digital_native harvard tlt teaching elearning digital education digitalnatives technology generations baylor_atl baylor_tltc
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