2003. The implications of RSS file syndication for the academy—in particular, its potential to expand the scope and prominence of self-published Web content—are significant, especially when files are produced from the content of a professional's weblog. In essence, RSS syndication technology provides a bridge between isolated Web content and interested information consumers in multiple institutions, groups, and arenas of practice. By reaching out to a global audience, syndication transforms the "lonely voice" of the Web page into an international dialogue of ongoing professional discourse.
2004. The implications of RSS file syndication for the academy—in particular, its potential to expand the scope and prominence of self-published Web content—are significant, especially when files are produced from the content of a professional's weblog. In essence, RSS syndication technology provides a bridge between isolated Web content and interested information consumers in multiple institutions, groups, and arenas of practice. By reaching out to a global audience, syndication transforms the "lonely voice" of the Web page into an international dialogue of ongoing professional discourse.
From the September 24 Chronicle of Higher Education. And they are:
"Our goal is to make the entirety of the K Desktop Environment and (by necessity) its underlying technologies usable by and as efficient as possible for disabled users of all types. We like to make a complete accessible desktop as a free alternative to the expensiveness of commercial assistive technologies. By cooperating with other free solutions, interoperability with other accessibility software programs (e.g. GNOME applications) can be ensured. Making all of KDE fully accessible is a huge task, but it also involves very small things. A missing keyboard shortcut might be just a bit annoying for most people, but it makes the programs unusable for others. This is why the KDE Accessibility Projects aims to raise the awareness of accessibility issues among all people involved in KDE."
Sphinx is a speaker-independent large vocabulary continuous speech recognizer under Berkeley's style license. It is also a collection of open source tools and resources that allows researchers and developers to build speech recognition system. Sphinx 4 (beta) was released September 24. [From slashdot.]
From the Ohio News Network, September 29, 2004:
"Nobody in the hearing world cared if the video was a little jerky because they had a soundtrack with it," said David Stecca, chief executive of Deaf Video Communications of America Inc. of Wheaton, Ill. "Video streaming is still far from perfect, but with high-speed Internet connection, a deaf person can now see good, clean-motion sign language over the Internet."
Alton Brant, an associate professor of American Sign Language at Clemson University in South Carolina, said deaf people are becoming technologically literate through online programs and other devices at a faster rate than many hearing people.
"I now see everything moving increasingly away from the classroom or campus setting and going online," Brant said. "The possibilities for deaf communication with video streaming and other improving technology are endless.
SunSITE is now an official mirror for the K12 Linux Terminal Server (K12LTSP) software (ftp or http). K12LTSP is based on RedHat Fedora Linux also mirrored on SunSITE (ftp or http) and the LTSP terminal server packages, and is distributed under the GNU General Public License. K12LTSP is part of the K12Linux in Schools Project
Just came across these three projects devoted to information and technology literacies:
Partnership for 21st Century Skills. The Partnership for 21st Century Skills is a unique public-private organization formed to define and incorporate into learning the skills that are necessary for every student's success in the 21st Century. Funded by US Department of Education.
IMSA 21st Century Information Fluency Project. The goal of IMSA’s 21st Century Information Fluency Program is to help librarians, teachers and students (learners of all ages) enhance their ability to locate, evaluate and use digital information resources.
Pacific Bell/UCLA Initiative for 21st Century Literacies. This private-public partnership invests in projects that explore the meaning of literacy in an age of rapidly changing technologies and growing diversity through three critical areas:
Michael Lorenzen has recently cited two interesting related articles, Technological Literacy from ERIC (2001) and Information Literacy: The Benefits of Partnership from the Online Journal of Issues in Nursing (2001). Also currently in circulation and being discussed is Information Literacy Primer from the Edutopia (2001).
Also came across this conference on information literacy at Georgia Southern University October 8-9.
Interesting article from Technology & Learning. "What do students really need to be learning today in order to be ready for an unpredictable future?" My favorite quote: "Michael Cox, a chief economist for the Federal Reserve Bank, predicted to a group of students that they would have at least five jobs after they graduate, four of which haven't been invented yet."
An interview wth Ramesh Jain from Georgia Tech. "Current search engines like Google do not give me a 'steering wheel' for searching the Internet.....The search engines get faster and faster, but they're not giving me any control mechanism. The only control mechanism, which is also a stateless control mechanism, asks the searcher to put in keywords, and if I put in keywords I get this huge monstrous list. I have no idea how to refine this list. The only way is to come up with a completely new keyword list. I also don't know what to do with the 8 million results that Google threw at me. So when I am trying to come up with those keywords, I don't know really where I am. That means I cannot control that list very easily because I don't have a holistic picture of that list. That's very important. When I get these results, how do I get some kind of holistic representation of what these results are, how they are distributed among different dimensions."
Jon Hoem gave an interesting presentation at BlogTalk 2.0 (slides here, paper here). "Videoblogs can facilitate practices which promote media literacy and collaborative learning through the making of collective documentaries. Videoblogs with wiki-like functions promise to turn users into producing collectives rather than individual consumers of audiovisual content. This paper outline parts of the theoretical and technical framework which is needed in order to design an online environment stimulating collective production of video."
Jeremy B Williams and Joanne Jacobs have published an excellent overview and literature survey of blogging in higher education in the Australasian Journal of Educational Technology. One of the many interesting articles cited is Content Delivery in the 'Blogosphere' by Richard Ferdig and Kaye Trammell, published in Technological Horizons in Education (February 2004). Ferdig and Trammell list four benefits of student blogging:
[See also this article from the September 23 Guardian, Inside the ivory tower: Blogging is allowing academics to develop and share their ideas with an audience beyond the universities. (Free, but registration required.)]