· What does the digital Divide mean to you?

· Who has the hardware, software and bandwidth?

· Digital Divide as a duality - link to Perpetual Divide

· Gender as a lens on the Digital Divide

· Silver surfers and Digital Natives

However, you’re not restricted to the above topics - with multimedia resources to inspire you and plenty of opportunity to explore your ideas, we are expecting this to be a lively and interesting discussion.

Please do join us for what we expect to be a lively and thought-provoking event!

Helen Keegan, Frances Bell and Cristina Costa

CFP - Higher Education in Second Life

HIGHER EDUCATION IN SECOND LIFE (Information Age Publishing, Charlotte, North Carolina)

Editors, Charles Wankel, St. John's University, New York; and Jan Kingsley,

Training & Development Consultant

Final date for initial submissions: November 1, 2008

Date of publication:  September 2009

There are many virtual worlds currently available or under development, but

Second Life (SL) is the one that is best known and most widely used by the

educational and academic community. Many educators have adopted SL as the

platform of choice for developing educational activities across many

disciplines. The concept of the book is to create a forum for

administrators and educators to share experiences and assessments of current and

projected uses of  the platform. Chapter proposals are solicited on that.

Topics might include:

* Implications of VWs for the education industry in general, and the adult education industry in particular?

* The way  companies, universities and colleges are using VWs for deploying their educational strategies

* Examples of cutting-edge pedagogic and curricular approaches deploying SL

* Specific advantages of SL over other VWs for higher education?

* Challenges facing educators in the use of SL?

* Resources are required to ensure effective use of the platform?

* Legal issues exist and how should organizations

deal with these?

* Ethical guidelines required for educators and

their students?

* How does the use of VWs influence relationships within an

educational setting?

* How can students best be engaged?

* How will VW technology develop, and what are the implications for educators?

Schedule:

1.       November 1st 2008: Initial proposals due.

2.       March 1st 2009: First Reviews completed

3.       August 1st: Final drafts completed

4.       September 1st: Page proofs completed

5.       September 30th: Publication

Your chapter proposal ideally should be at approximately 600 words.  Additionally, you should include a brief bio for each of the coauthors of your chapter, with an emphasis on related publications and/or presentations.

Please email all submissions to both Charles Wankel wankelc@stjohns.edu  and Jan Kingsley Jan@kingsleyinternational.com

Charles Wankel, Ph.D.

Associate Professor of Management

St. John's University, New York

wankelc@stjohns.edu

908-334-7792

and

Jan Kingsley, MA MBA

Kingsley International

Jan@kingsleyinternational.com 

http://www.knowandnetwork.org/eileenb/weblog/569.html 

What does this picture mean to you? more at http://eduspaces.net/francesbell/weblog/265950.html  

One dog says to another "I had my own blog for a while, but I decided to go back to just pointless, incessant barking" .

Well it made me laugh ;-) 

I found Tom’s article to be quite informative in parts but tiresomely Luddite in other parts.  I do have some concerns about the ownership of media, being in a family that resists Sky cable because of Murdoch (and on my part because of all that football).  Josie Fraser has some interesting comments on the dilemmas of ownership and profit and the non-neutrality of technology.  She also picks him up on the generalisations he makes about the alienating effects of technology.  To me this dystopic view detracts from some of the really interesting comments he makes on the financing of Facebook and legal issues.  A sharp analysis of Facebook it isn’t – and neither is this blog post but I’ll content myself with a preliminary de-construction of his analysis of Facebook’s privacy policy.

Facebook's privacy policy

1 We will advertise at you

"When you use Facebook, you may set up your personal profile, form relationships, send messages, perform searches and queries, form groups, set up events, add applications, and transmit information through various channels. We collect this information so that we can provide you the service and offer personalised features."

Yes, you would have to be pretty stupid not to realise that Facebook is ‘free’ because of the market data supplied by its users.  An urgent need is to increase media literacy amongst the general population so they can make their own decisions about what they supply/reveal.

2 You can't delete anything

"When you update information, we usually keep a backup copy of the prior version for a reasonable period of time to enable reversion to the prior version of that information."

It’s good to question what Facebook mean by this, and to assess the significance of Facebook’s willingness to change their policy under pressure. Tom Hodgkinson’s interpretation that this initial resistance will soon die away is open to question.  One thing that is noticed about SNS is that people move on, and maybe we should be pushing for what we want in terms of privacy.  The alternative – Stay away! Don’t engage! Ensures that you will definitely have no say in how technology is implemented and appropriated.

3 Anyone can glance at your intimate confessions

"... we cannot and do not guarantee that user content you post on the site will not be viewed by unauthorised persons. We are not responsible for circumvention of any privacy settings or security measures contained on the site. You understand and acknowledge that, even after removal, copies of user content may remain viewable in cached and archived pages or if other users have copied or stored your user content."

Another very strong argument for media literacy not banning.  Do we keep our children indoors so they won’t get run over? Or help them be safe on the roads so they can achieve independence of us?

4 Our marketing profile of you will be unbeatable

"Facebook may also collect information about you from other sources, such as newspapers, blogs, instant messaging services, and other users of the Facebook service through the operation of the service (eg, photo tags) in order to provide you with more useful information and a more personalised experience."

An even stronger argument for media literacy in a convergent media world – since it is not only us who can post information about ourselves.

5 Opting out doesn't mean opting out

"Facebook reserves the right to send you notices about your account even if you opt out of all voluntary email notifications."

But they don’t very much do they?  And if there was a big security problem, we’d want them to , wouldn’t we?

6 The CIA may look at the stuff when they feel like it

"By using Facebook, you are consenting to have your personal data transferred to and processed in the United States ... We may be required to disclose user information pursuant to lawful requests, such as subpoenas or court orders, or in compliance with applicable laws. We do not reveal information until we have a good faith belief that an information request by law enforcement or private litigants meets applicable legal standards. Additionally, we may share account or other information when we believe it is necessary to comply with law, to protect our interests or property, to prevent fraud or other illegal activity perpetrated through the Facebook service or using the Facebook name, or to prevent imminent bodily harm. This may include sharing information with other companies, lawyers, agents or government agencies."

Now he’s getting to it.  We really should be discussing this, and I think it is a pity this wasn’t the main focus of the article.  He should start a discussion group about this – maybe on Facebook.

CALL FOR PAPERS

LEARNING AND TEACHING IN IMMERSIVE VIRTUAL WORLDS

Special issue of ALT-J, Research in Learning Technology http://www.alt.ac.uk/callforpapers_altj_ivw.html

Immersive virtual worlds (IVWs), such as Second Life, Active Worlds, Croquet and Forterra and massive multi-player games (MMPGs), such as EverQuest and  World of Warcraft represent a paradigm shift in learning technology, and an important challenge to the world of education. The aim of this special issue of ALT-J is to develop and publish a timely collection of papers representing current research, developments and ideas in educational applications of IVWs and MMPGs. Of particular interest are papers that go beyond descriptions of objects and activities to build links between practice and pedagogy, and offer conceptual, methodological and analytical rigour.  Full details at http://www.alt.ac.uk/callforpapers_altj_ivw.html . For queries and guidance relating to the call please contact Robert Ward r.d.ward@hud.ac.uk or Maggi Savin-Baden m.savinbaden@coventry.ac.uk

Important dates

Until 22 February  2007 Submission of abstracts and formal/informal response from Special Issue Editors.

Submission of full papers 31^st March 2008

JCMC Special Theme Issue on "Social Network Sites"
Guest Editors: danah boyd and Nicole Ellison
http://jcmc.indiana.edu/vol13/issue1/

• "Social Network Sites: Definition, History, and Scholarship" by danah boyd and Nicole Ellison
• "Signals in Social Supernets" by Judith Donath
• "Social Network Profiles as Taste Performances" by Hugo Liu
• "Whose Space? Differences Among Users and Non-Users of Social Network Sites" by Eszter Hargittai
• "Cying for Me, Cying for Us: Relational Dialectics in a Korean Social Network Site" by Kyung-Hee Kim and Haejin Yun
• "Public Discourse, Community Concerns, and Civic Engagement: Exploring Black Social Networking Traditions on BlackPlanet.com" by Dara Byrne
• "Mobile Social Networks and Social Practice: A Case Study of Dodgeball" by Lee Humphreys
• "Publicly Private and Privately Public: Social Networking on YouTube" by Patricia Lange