OLDaily, by Stephen Downes

September 6, 2010

files/images/3072-27835-1-PB.jpg, size: 39895 bytes, type:  image/jpeg
A manifesto for modeling and measurement in social media
Graham Cormode, Balachander Krishnamurthy, and Walter Willinger, First Monday, September 6, 2010.

Excellent paper proposing "a richer class of Entity Interaction Network models" and defining "a checklist of features that can help build such a model." In particular, instead of using "simple models, such as node–and–edge graphs," the model "provides facilitates assigning 'meaning' to its nodes and links. These nodes and links should have 'types'." The model is extended to include node properties and edge properties, which can be incorporated as part of description of a network. The model also considers data collection techniques and ambient factors such as the data decay. The model is applied to Twitter, Facebook and YouTube.

[Link] [Comment] [Tweet]

MAKING OF* LipDub - I Gotta Feeling (Comm-UQAM 2009)
Luc-Olivier Cloutier and Marie-Eve Hebert, YouTube, September 5, 2010.

files/images/default.jpg, size: 3641 bytes, type:  image/jpeg The UQAM LipDub is one of my favorites - and now we get to see how it was made, with this behind the scenes look (yes, I know, it has been around for a while, but I hadn't seen it until today). What brought me to this was the Shorewood High LipDub, which I was dissing in my mind until I realized it was run backwards! Via some feed of Alec Couros's.

[Link] [Comment] [Tweet]

How to live stream events
Graham Attwell, Pontydysgu, September 5, 2010.

Interesting exploration of some live streaming options, including Livestream, Watershed and NetroMedia. I view this as an exploration, far from the final word, of what is a rapidly expanding and interesting type of online content. Related is discussion of what are now being called amplified events, and you can amplify anything and escape the constraints of space and time.

[Link] [Comment] [Tweet]

The Great App Bubble
Aaron Shapiro, Fast Company, September 3, 2010.

If you agree that the purpose of the app is to monetize (or at least popularize) content for Apple and developer, then yes, we're in an app bubble, as this article suggests. But I think the purpose of the app, as designed and implemented, is different. It creates a weak lock-in to certain content providers, and consequently reduces that behaviour most destructive to commercial providers, the users' endless browsing through personal and noncommercial sites. Apps are intended to get us to settle in on a few favourite (and usually professionally produced) content sources, instead of surfing hundreds, as is encouraged by the web browser. From that perspective, there is no app bubble - quite the opposite. The reduction of the number of apps on individuals' phones shows the system is working as intended.

[Link] [Comment] [Tweet]

The Wild World of Massively Open Online Courses
Emily Senger, Unlimited, September 3, 2010.

More coverage of the MOOC, which seems to be all the rage these days. This article takes an approach very similar to the Chronicle article, but without the contrarian. There's more emphasis on the students who were in the course, which I like.

[Link] [Comment] [Tweet]

The EServer Technical Communication Library
Various Authors, Website, September 3, 2010.

Weaver sends this link to the EServer Technical Communication Library. It is "a free, open-access, categorized index of 20,728 works available online for professional, scientific and technical communicators (such as technical writers). We seek to help people inside and outside these fields to browse, read, and learn more about the profession. This site is part of the EServer, a nonprofit dedicated since 1990 to accessible quality writing, and is based in the Rhetoric and Professional Communication programs at Iowa State University." It feels a bit dated, but appears to be being used.

[Link] [Comment] [Tweet]

MOOC: Massive Open Online Course
Mark Guzdial, Computing Education Blog, September 1, 2010.

Mark Guzdial: "They talk about how much students like it, and about how energized the faculty were about doing it, and how the challenge was getting these huge number of students to 'behave.' But did anybody learn?" Let's define our terms first. By 'learn' do you mean "memorized prescribed data'? If so, probably not. But it's hard to say that a course could be "one of the most valuable learning experiences of her life" if nothing was learned. It's hard to say people could write hundreds of blog posts, or write reserach papers, or participate in these discussions, without learning. The question isn't 'did they learn'? Of course they learned; they'd have to be inert rocks not to. The interesting question is, what did they learn? The short answer - probably - not just facts, but skills, abilities, intuitions, sensibilities and community. Hm, but these are pretty hard to measure on the end-of-course test.

[Link] [Comment] [Tweet]

This newsletter is sent only at the request of subscribers. If you would like to unsubscribe, Click here.

Know a friend who might enjoy this newsletter? Feel free to forward OLDaily to your colleagues. If you received this issue from a friend and would like a free subscription of your own, you can join our mailing list. Click here to subscribe.

Copyright 2010 Stephen Downes Contact: stephen@downes.ca

This work is licensed under a Creative Commons License.