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This is not simply a failure to achieve perfection or a matter of a few percentage points; it is the rule, rather than the exception. Among dozens of surveys, from security vendors, industry analysts and government agencies, we have not found one that appears free of this upward bias. As a result, we have very little idea of the size of cybercrime losses.
"As online course delivery becomes increasingly prevalent in higher education, it becomes more important to assist faculty in gaining new pedagogical skills. This article scans current literature regarding concerns and best practices in this area, and reports on a study of institutional support for training LIS faculty. The online survey of 16 quantitative and qualitative questions was distributed to all faculty from ALA accredited master’s programs requesting feedback about what support was available and what support was especially needed and/or appreciated by the faculty members. The results of this survey suggest a model of institutional support that includes faculty course release, LIS program level training and support, and structured mentoring. Implementation of such a model will help institutions create a culture of support for online
teaching."
"Each tale was carefully fabricated by undergraduates at George Mason University who were enrolled in T. Mills Kelly's course, Lying About the Past. Their escapades not only went unpunished, they were actually encouraged by their professor. Four years ago, students created a Wikipedia page detailing the exploits of Edward Owens, successfully fooling Wikipedia's community of editors. This year, though, one group of students made the mistake of launching their hoax on Reddit. What they learned in the process provides a valuable lesson for anyone who turns to the Internet for information. "
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Why did the hoaxes succeed in 2008 and not in 2012? If thousands of Internet users can be persuaded that Abraham Lincoln invented Facebook, surely the potential for viral hoaxes remains undiminished.
One answer lies in the structure of the Internet's various communities. Wikipedia has a weak community, but centralizes the exchange of information. It has a small number of extremely active editors, but participation is declining, and most users feel little ownership of the content. And although everyone views the same information, edits take place on a separate page, and discussions of reliability on another, insulating ordinary users from any doubts that might be expressed. Facebook, where the Lincoln hoax took flight, has strong communities but decentralizes the exchange of information. Friends are quite likely to share content and to correct mistakes, but those corrections won't reach other users sharing or viewing the same content. Reddit, by contrast, builds its strong community around the centralized exchange of information. Discussion isn't a separate activity but the sine qua non of the site. When one user voiced doubts, others saw the comment and quickly piled on.
"The LiquidFeedback mission statement concludes, “All the experience we have gained over the past months shows people participate if they think it makes sense and representatives at least acknowledge the will of the participants rather than arguing with silent majorities.” It concludes with a ringing line from Thomas Jefferson: … every man is a sharer… and feels that he is a participator in the government of affairs, not merely at an election one day in the year, but every day.” "
"Just as American manufacturing turned belly-up in the face of the out-sourcing of labor in the globalized market in the 1990s, higher ed is now poised to do exactly the same thing with the professoriate.
Distance learning, the fastest growing segment of the higher education market, will make it possible for a Ph.D. in New Delhi to teach that big section of Chemistry 100 to students from all over the world. And in New Delhi, $4,000 will probably seem like pretty good money."
"The problem with EdX is that, scale and cost aside, it IS essentially a traditional learning model revamped for a new business era. It puts decision-making power, agency, and the right to determine what counts as knowledge pretty much straight back into the hands of gatekeeping institutions."
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Commons are not simply resources we share—conceptualizing the commons involves three things at the same time. First, all commons involve some sort of common pool of resources, understood as non-commodified means of fulfilling peoples needs. Second, the commons are necessarily created and sustained by communities—this of course is a very problematic term and topic, but nonetheless we have to think about it. Communities are sets of commoners who share these resources and who define for themselves the rules according to which they are accessed and used. Communities, however, do not necessarily have to be bound to a locality, they could also operate through translocal spaces. They also need not be understood as “homogeneous” in their cultural and material features. In addition to these two elements—the pool of resources and the set of communities—the third and most important element in terms of conceptualizing the commons is the verb “to common”—the social process that creates and reproduces the commons.
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The identification of “new enclosures” in contemporary capitalist dynamics urged us to reconsider traditional Marxist discourse on this point. What the Marxist literature failed to understand is that primitive accumulation is a continuous process of capitalist development that is also necessary for the preservation of advanced forms of capitalism for two reasons. Firstly, because capital seeks boundless expansion, and therefore always needs new spheres and dimensions of life to turn into commodities. Secondly, because social conflict is at the heart of capitalist processes—this means that people do reconstitute commons anew, and they do it all the time. These commons help to re-weave the social fabric threatened by previous phases of deep commodification and at the same time provide potential new ground for the next phase of enclosures.
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"With all of the recent interest in Massive Open Online Courses (MOOCs), it would be worth summarizing the two branches of MOOCs including recent posts or interviews by the founders of the concept."
"It turns out, they say, that various online behaviors are a good indicator of personality type. For example, conscientious people are more likely to post asking for help such as a location or e-mail address; a sign of extroversion is an increased use of emoticons; the frequency of status updates correlates with openness; and a measure of neuroticism is the rate at which blog posts attract angry comments.
Based on these correlations, these guys say they can automatically predict personality type simply by looking at an individual's social network statistics. "
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