Wednesday, December 30, 2009

pedagogía & alfabetización en las nuevas tecnologías

Mr Jones (Counting Crows)

criteria for evaluating websites (2003)

La violencia en los informativos. Investigación sobre los informativos
de la noche y su recepción y efectos en la infancia1

Paloma Díaz Soloaga soloaga@villanueva.edu
Carmen García Galera cggalera@villanueva.edu
José Antonio Ruiz San Román JARS@villanueva.edu
Roberto de Miguel rdmiguel@uc3m.es
Carlos Muñiz Muriel carmu@usal.es
Jordi Monferrer jordimonferrer@terra.es




“El plan de trabajo que se ha seguido en esta investigación ha supuesto la puesta en marcha y combinación de diferentes técnicas de investigación social, tanto cualitativas como cuantitativas, recurriendo, pues, a la denominada triangulación (Campbell y Fiske, 1959;Denzin, 1970; Bericat, 1998), en tanto uso de múltiples métodos en el estudio de un mismo objeto de investigación, cuyo propósito es reducir tanto como sea posible todo aquello que amenace la validez interna o externa de los resultados y poder, igualmente, revelar aspectos de la realidad que hubieran pasado desapercibidos de haberse investigado solamente con una sola técnica. (9)

TÉCNICAS CUALITATIVAS
Grupos Delphi o grupos de expertos entre los profesionales de los informativos de distintas cadenas de televisión.
objetivo conocer el papel que desempeñan en la emisión de las imágenes más violentas o morbosas
revelar su implicación y responsabilidad en la emisión de las mismas. analizar las decisiones que tomó su cadena de televisión ante la emisión o no de determinadas imágenes relacionadas con los acontecimientos del 11 de marzo
Grupo de discusión con madres
el grupo de discusión se celebró entre seis madres de un nivel socioeconómico y cultural medio alto, con hijos en edades comprendidas entre los 7 y 12 años y que trabajaban, bien como amas de casa, bien fuera del hogar.
Hay que tener en cuenta que la interrelación que crean los individuos que
participan en el grupo de discusión pretende producir una representación micro de
los grupos en su realidad social. Es decir, que los discursos que se reproducían en el
grupo de discusión repiten los argumentos que se pueden encontrar en la sociedad.

(9-10)
Para analizar las aportaciones realizadas por parte de los distintos
participantes en este grupo de discusión, se parte de la realización de un marco de
diagnóstico (definen acontecimientos o situaciones como problemáticas y
necesitadas de cambio, señalando a ciertas situaciones y determinados agentes
sociales como responsables de haber causado el problema), un marco de pronóstico
(permiten formular las propuestas concretas para corregir esa situación
problemática, especificando qué debería hacerse y quién tendría que hacerlo), y un
marco de motivación (establece los motivos adecuados que justifican la acción en
favor de una causa) que estarán relacionados con nuestras hipótesis de partida
(Hunt, Benford y Snow, 1994).

TÉCNICAS CUANTITATIVAS (10)
un análisis de contenido
contabilizar la cantidad de actos violentos que
aparecen en los informativos diarios
se realizaron las fichas de análisis (una para cada
informativo) y el libro de códigos (uno para toda la investigación) correspondientes
a la investigación, tomando como referencia los denominados framing o marcos, en
concreto, los marcos de atribución de responsabilidad, de conflicto, de interés
humano, de consecuencias económicas y los marcos de moral (Semetko y
Valkenburg, 2000).

(10)Para completar esta triangulación o utilización de diversas técnicas de
investigación como forma de conocer una realidad social, es de nuestro interés
investigar la repercusión que el visionado de estos contenidos no ficticios tienen en
la formación de conductas, sentimientos y creencias de los niños, a partir de sus
propias experiencias y respuestas. Es por ello que, utilizando como sujeto de estudio
a los propios niños, realizamos una encuesta entre la población infantil de la
Comunidad de Madrid, partiendo de una selección realizada a partir de los centros
educativos públicos y concertados de educación infantil, primaria y secundaria de la
propia comunidad autónoma

seleccionamos la muestra definitiva mediante el
muestreo de probabilidad aleatorio simple, estratificado, polietápico y por
conglomerados (Wimmer y Dominick, 1996

As We May Think (Vannevar Bush)

En 1945 Vannevar Bush, ingeniero estadounidense que trabajó entre otros con el padre de la teoría matemática de la comunicación, Claude Shannon, publicó en The Atlantic As We May Think, un artículo que se considera precusor del hipertexto. En él, el autor reivindica la necesidad de que los procesos de construcción y almacenamiento de datos se realicen mediante un sistema asociativo. Explica que los métodos de indexación utilizados hasta ese momento han sido creados de un modo “artificial” y que esa es la causa de que, ante un gran volumen de publicaciones, estudios o artículos, el proceso de localización de los mismos sea muy costoso.

“Our ineptitude in getting at the record is largely caused bay the artificiality of systems of indexing. When data of any sort are placed in storage, they are filed alphabetically or numerically, and information is found (when it is) by tracing it down from subclass. It can be in only one place, unless duplicates are used; one has to have rules as to which path will locate it, and the rules are cumbersome. Having found one item, moreover, one has to emerge from the system and re-enter on a new path (…) the human mind does not work that way. It operates bay association. With one item in its grasp, it snaps instantly to the next that is suggested by the association of thoughts, in accordance with some intricate of trail carried bay the cells of the brain (…) Selection bay association, rather than indexing, may be yet mechanized. One cannot hope thus to equal the speed and flexibility with which the mind follows an associative trail, but it should be possible to beat the mind decisively in regard to the permanence and clarity of the items resurrected from the storage (…) “ (1945:13)

Bush propone la utilización de un sistema, origen del hipertexto, al que denomina memex, que tiene como principal característica el hecho de que los items están conectados unos a otros, por asociación.

“(...) The basic idea of which a provision whereby any item may be caused at will to select immediately and automatically another. This is the essential feature of the memex. The process of tying two items together is the important thing”. (1945: 14)


As We May Think (the Atlantic)

user experience

The elements of User Experience (Jesse James Garrett)
Malone, Erin (2000) User Experience Design Process: Critical Path

Olsen, George (2003) Approaches to User Experience Design

Usability Heuristics

Design Principles and Usability Heuristics - Part II The 9 Heuristics (Ben Bederson / Saul Greenberg)

Guía para la Evaluación Experta (Jmarquez)

How to conduct a Heuristic Evaluation (Jakob Nielsen)

card sorting

GAFFNEY, Gerry (2000) What is Card Sorting?

Diseña como piensan los usuarios. Técnica de agrupación de tarjetas o Card Sorting. (Eduardo Manchón)

Arquitectura de la Información en los entornos virtuales de aprendizaje. Aplicación de la técnica Card Sorting y análisis cuantitativo de los resultados. Yusef Hassan Montero*, Francisco Jesús Martín Fernández**, Dunia Hassan
Montero**, Oscar Martín Rodríguez

Information Architecture

Information Architecture why, what & when? (Andrew Dillon, 2000)

Information and Architecture (David Israel and John Perry)

Uso/Consumo de Información Web

feist - "i feel it all" (5/15/07) + "the park" (on a bus)

Tuesday, December 29, 2009

Comunicación Web: Características y Elementos

BOISOT, Max / Canals, Agustí (2004) Data, information and knowledge: have we got it right?

Information Architecture Glosary (Hagedorn, Kate)

Ludwig Wittgenstein (1889—1951)

Internet Encyclopedia of Philosophy

Stanford Encyclopedia of Philosophy

wikipedia

The Cambridge Wittgenstein Archive

The window. Philosophy on the Internet

Multimedia about Ludwing Wittgenstein (Bruce MacEvoy)

web communication (perspectives for studying it)

web communication (constructivist perspective)

web communication (rethorical perspective)

Friday, December 18, 2009

Joseph N. Cappella




articles(listed by Scientific Commons)

Researching Deliberation and Opinion about Complex Social Issues:
An Interview with Prof. Joseph Cappella


Emotional bases for quitting smoking: Extending the concept of risk to discrete emotional consequences (Joseph N. Capella)

Healthcare Dialogue: Constructing Electronic Interaction to Maximize Decision Quality
in Deliberations among Citizens, Issue Publics, and Elites
(Vincent Price and Joseph N. Cappella)

Ernest G. Bormann


Articles and Collected Writtings of Ernest G. Bormann

Fantasy Theme Analysis

Uncertainty reduction theory

Charles R. Berger (infoamérica)

Uncertainty Reduction Among Ethnicitiesin the United States
Intercultural Communication Studies III:1 1993 Judith A. Sanders & Richard L. Wiseman

"Use of uncertainty reduction theory to examine emoticons and other chat room tools facilitation of affiliative nonverbal communication" Thesis By Jordan Curtis. Submitted to the Faculty of English and Communication Department.The State University of New York At Potsdam". May, 2009

Axioms and Theorems of the Uncertainty reduction Theory

From:
Uncertainty reduction theory (wikipedia)


Axiom 1: Strangers enter an interaction with high levels of uncertainty about the
other. However, as they begin to talk to one another, the level of
uncertainty decreases. In turn, as the uncertainty decreases, the
interactants will talk more.
Axiom 2: As nonverbal expressive communication increases, uncertainty levels
decrease, and vice versa.
Axiom 3: High levels of uncertainty prompt strangers to ask more questions of the
other. As uncertainty decreases, so does the posing of questions.
Axiom 4: High levels of uncertainty in a relationship lead to less sharing and
emotional intimacy. Low levels of uncertainty allow for more sharing and
emotional intimacy.
Axiom 5: High levels of uncertainty lead to more symmetrical question exchanges in
interaction. As uncertainty decreases, so does the need for an equal
exchange of talk.
Axiom 6: Personal similarity will decrease uncertainty about another, while
dissimilarity will produce higher levels of uncertainty.
Axiom 7: An increase in uncertainty will lead to a decrease in liking. A decrease in
uncertainty will lead to an increase in liking.

Theorem 1: The amount of talking and nonverbal communicative expressions are
positively related.
Theorem 2: The amount of communication and its intimacy level is positively related.
Theorem 3: Time spent in interaction and questions posed are inversely related.
Theorem 4: Time spent communicating and instance of symmetric exchanges are inversely
related.
Theorem 5: The amount of communication and liking are positively related.
Theorem 6: The amount of communication and personal similarity are positively
related.
Theorem 7: Nonverbal expressions and intimacy level of conversation are positively
related.
Theorem 8: Nonverbal expressions and information seeking are inversely related.
Theorem 9: Nonverbal expressions and instance of symmetrical exchange are inversely
related.
Theorem 10: Nonverbal expressions and liking are positively related.
Theorem 11: Nonverbal expressions and similarity are positively related.
Theorem 12: The level of communication intimacy and information seeking are inversely
related.
Theorem 13: The level of communication intimacy and instance of symmetrical exchange
are inversely related.
Theorem 14: The level of communication intimacy and liking are positively related.
Theorem 15: The level of communication intimacy and similarity are positively
related.
Theorem 16: Posing questions and symmetrical exchanges are positively related.
Theorem 17: Posing questions and liking are negatively related.
Theorem 18: Posing questions and similarity are negatively related.
Theorem 19: Instance of symmetrical exchange and liking are negatively related.
Theorem 20: Instance of symmetrical exchange and similarity are negatively related.
Theorem 21: Similarity and liking are positively related.

Jay Blumler (1924)

wikipedia

infoamérica

The Internet and Democratic Citizenship: Theory, Practice and Policy (Communication, Society and Politics) (Review)

"Cyberspace" (Jay G.Blumler y Stephen Coleman)

The Conduct of Exploratory Research into the Social Origins of Broadcasting Audiences'
(Blumler, Jay G., Dennis Mc Quail & J. R. Brown)

The Crisis of Public
Communication
(Jay G. Blumler & Michael Gurevitch),1995
Routledge.

The vulnerable potential of the internet
. Michael Gurevitch and Jay G. Blumler, 6 February 2003

Sunday, December 13, 2009

Yo La Tengo - Our Way To Fall

Gran Torino soundtrack (Jamie Cullum)



Realign all, The stars Above my head,Warning signs, Travel far, I drink instead
On my own, Oh,how I've known, The battle scars, And worn out beds, Gentle now
A tender breeze, Blows, Whispers through, A Gran Torino, Whistling another Tired song

Engines humm, And bitter dreams,Grow, Heart locked, In a Gran Torino, It beats , A lonely rhythm , All night long, These streets, Are old , They shine, With the things
I've known, And breaks, Through, The trees, Their sparkling, Your world Is nothing more Than all The tiny things You've left Behind. So tenderly Your story is
Nothing more Than what you see Or What you've done Or will become. Standing strong
Do you belong In your skin, Just wondering. Gentle now, A tender breeze Blows
Whispers through The Gran Torino, Whistling another Tired song. Engines humm
And bitter dreams Grow.A heart locked In a Gran Torino. It beats A lonely rhythm
All night long, May I be So bold and stay I need someone To hold That shudders
My skin Their sparkling. Your world Is nothing more Than all The tiny things
You've left Behind.So realign All the stars Above my head, Warning signs, Travel far
I drink instead On my own Oh How i've known. The battle scars And worn out beds

Gentle now, A tender breeze BlowsWhispers through The Gran Torino. Whistling another
Tired song, Engines humm And better dreams Grow. Heart locked In a Gran Torino
It beats A lonely rhythm, All night long. It beats A lonely rhythm All night long
It beats A lonely rhythm All night long

Thursday, December 10, 2009

nuevo número publicado en el Global Media Journal México

Como se explica en su página web, El Global Media Journal México, es una publicación electrónica dedicada a la exploración y difusión del creciente campo de la investigación de la comunicación, en especial de temas relacionados con la globalización y el ámbito internacional. GMJ México, es auspiciada por el Centro de Investigación en Comunicación e Información (CINCO), la Maestría en Ciencias en Comunicación y el Doctorado en Estudios Humanísticos con Especialidad en Comunicación y Estudios Culturales del Tecnológico de Monterrey, en coordinación con el Departamento de Comunicación y Artes Creativas de la Universidad de Purdue-Calumet, Hammond, Indiana, USA.
Global Media Journal Mexico

Wednesday, November 25, 2009

Focus group set up in SL (made by Benny Rigaux-Bricmont)


This image illustrates the answer that Rigaux-Bricmont Benny, give to us in the forum of the paper "Conducting Research in Virtual Worlds" which he has done with khaoula ellafi and Hervet Guillaume for the IV Congress of Cybersociety

You can see a multi chair which will accomodate the number of participants, a chalk noteboard on which one you can write information, a brain board for anonymous brainstorming and a consent ball in order to respect the ethical principles for researching with avatars.

Saturday, November 21, 2009

Friday science day (scilands) bridging the gap between S.L and R.L


Yesterday, I was introduced to Zazen Mambi (Jeffrey Corbin) by Angelle Marquette and he put a poster of the GT Metaverses and 3D Environments (IV Congress of Cybersociety,) with a link to the communications made by the authors, where he carries the Friday Science day.

http://slurl.com/secondlife/Science%20School/1/223/27

This means bridging the hole between real life and s.l in a wonderfull way.
Zazen Mambi, introduced to me his project Scilands and the meeting he was conducting.
Friday science day. A lot of people there. It is an interesting event. I could not attend it but I will do.




Entrevista a Jeffrey Corbin (Zazen Manbi en Second Life),Director del Departamento de Física y Astronomía de la Escuela de Ciencias de la Universidad de Denver en Second Life (“Science School”)
Por Ronald Cotaquispe

scilands in wikipedia
Scilands classroom
Science School Physics and Astronomy in Second Life

Mobius Ryba (author of the arena rezzer and moderation tool) improved the poster with a marvellous frame and ...here is.

Monday, November 16, 2009

McLuhan in Second Life (Phylis Johnson & Lowe Runo)

Understanding Second Life as an extension of ourselves through the Identification of 5 characteristics of this Virtual Environment

This is the work that I have prepared for taking part in the IV Congress of Cybersociety, where we coordinate the GT Metaverses and 3D Environments.

The five characteristics identified can be improved. Texts, slides and videos which we received in our Group of Work help us to identify more characteristics

1,the detail in the representation of the things
2,intelligent objects
3,tools for displaying contents
4,social environment
5,linked to "real world"


Wednesday, November 11, 2009

Inauguration of the IV Congress of Cybersociety in Second Life






We encourage to you to enjoy the act that the IV Congress of Cybersociety
develops in Second Life this Friday 13 for inaugurating the event.

You could see on live the inauguration that will be celebrated in "real world" (in Barcelona) in a marvelous screen that is displayed in the San Martin de Porres University (Peru), drink a beer in a homely pub that is at Cornwall College place (United Kingdom of G. Britain and N. Ireland)and finally, go to dance in the disco that San Martin de Porres University has.

This is the schedule:

Friday, 13 November

6:30 pm ET Spanish = 9:30 PT hours Second Life

Video streaming of the inauguration of the Fourth Congress of the CyberSociety
http://slurl.com/secondlife/Second%20USMP/222/230/28

Universidad San Martin de Porres of Peru
(Seating is limited to approximately 60 simultaneous avatars)

9.30 pm Spanish time = 12:30 a.m. PT hours Second Life
Beer in the Irish pub "The Kernow and Then"
http://slurl.com/secondlife/Cornwall%20College/42/151/24
Cornwall College

10.30 pm Spanish time = 13.30 hours AM PST Second Life


For those who can withstand: disco party at Caral
http://slurl.com/secondlife/Second%20USMP/90/181/24
Universidad San Martin de Porres of Peru

Tis is the link to this information in the Blog of the IV Congress of Cybersociety

Take your avatar, got into and..participate. You will enjoy.

Note to those without Second Life avatar: just register on the website of Second Life and activate an account that appears in the registration confirmation email.

To access the places where the event will take place once you are in Second Life: just paste these addresses slur in local chat and click on it. You will be "teleported" to the moment ...

Saturday, November 7, 2009

using Virtual Worlds for doing Qualitative Research

Communications of the Congress of Cybersociety are available.
Take a look to the communications that our Group of Work , "Metaverses and 3D Environments" have received and evaluated. You will obtain many approachs for researching about virtual worlds and for applying them with different purposes.

Today I want to point out the works submitted by Benny RIGAUX-BRICMONT, Hervet Guillaume, khaoula ellafi and Leila El Kamel.: "Conducting research in Virtual Worlds", Online qualitative research and metaverses

Their works offers one very interesting useful approach towards the application of Virtual Worlds that consist on taking advantage of its social characteristic and the inmmersive feelings that provoke for using them to do qualitative research in order to get insights about the topics we want to study.

The authors, give to us methods and techniques for using Virtual Worlds for doing qualitative research and deal with the problems or special issues that are necessary to consider when we want to obtain opinions, answers, etc, from the persons that in Second Life are into their avatars.

Sunday, November 1, 2009

C. Wright Mills (1916-1962)

wikipedia

The Mass Society(from the book "The Power Elite" by C.Wright Mills Oxford Press, 1956)

Ervin Goffman (1922 –1982)

wikipedia

Erving Goffman
Sobre el trabajo de la cara
En: Erving Goffman. Ritual de la interacción. Buenos Aires, Ed. Tiempo Contemporáneo, 1970. pp. 11-25.

PRESENTATION OF SELF IN EVERYDAY LIFE (Introduction) Erving Goffman 1959
DOUBLEDAY ANCHOR BOOKS. DOUBLEDAY & COMPANY, INC. CARDEN CITY, NEW YORK

"Goffman reciclado" (Tesis-Antítesis)

"Presentación de la Persona en las Redes Sociales. Facebook desde el enfoque dramatúrgico de Ervin Goffman" (julio Villa)

The Erving Goffman Archives (EGA)

Saturday, October 24, 2009

mail box (made by DoctorPartridge Allen)




This tool has two main applications, both related to improve our ways of communication in Second Life.

1, Sending contents from Second Life to "Real World"
We can use this tool if we want to send a quick note, a slurl or even a notecard to an email account (we can copy the text from the notecard and paste it into the local chat) to our students, colleagues or even to ourselves and we don´t want waste time opening our email account to do so.

2, Receiving contents from Second Life
We can put available the Outworld Mail Box in a place we have in Second Life in order to receive suggestions, comments and questions from our visitors. This is very useful because thanks to this tool we became available for avatars who are interested in be in touch with us. They can send to us an IM aswell but sometimes, if we have many avatar contacts, when we enter in Second Life, we can feel ovewhelmed by the IMS and we do not put attention to them.

First, we must rezz the tool. Then, we open it. In the contents label , we will see that there is a script and a config note inside. We must open the script and click on reset option. Then, we open the config note and we will introduce the email which we want to send the contents instead of the email address which is written. One time the config note is modified, we must take the tool. Then, we must rezz it from our inventory and we can begin to send contents to address emails from Second Life.


For Sending emails, we must touch the mail box and the tool will ask us to type in the local chat the text we want to send. All the text we have added before hitting return will be sent to the email address we have added to the config notecard .

You can buy it by 0 linds in
Adobe Immersive Learning Simulations
http://slurl.com/secondlife/Adobe/135/149/51

Wednesday, October 21, 2009

Tuesday, October 20, 2009

Thursday, October 15, 2009

free educational Tools available in Second Life


Teachers Kit Bag

Developed by Uliana Richez on behalf of The Technology Supported Learning Group, University Of Portsmouth forThe Higher Education Academy Subject Network for Infomation and Computer Sciences
http://slurl.com/secondlife/UoP%20Island/248/14/54">

Global Kids giftbag.
http://slurl.com/secondlife/Teaching/223/164/24

Gift/Goodies Bag. University of Portsmouth.
http://slurl.com/secondlife/Natoma/210/164/27

Professor Started Kit
Uop Island
http://slurl.com/secondlife/UoP%20Island/248/14/54

Neosome´s collection of Tools
http://slurl.com/secondlife/UoP%20Island/248/14/54

You can find many boxes with Free Gadgets in

Yadnis Junkyard Newbie Paradise

http://slurl.com/secondlife/Leda/203/18/53

Montclair State CHSSouth. The educator Freebie Mail.
http://slurl.com/secondlife/Montclair%20State%20CHSSSouth/176/140/21


Freebie Warehouse

http://slurl.com/secondlife/Burns/86/137/85

The Bazaar Stlliman. Free stuff


http://slurl.com/secondlife/Stillman/140/88/23

EduIsland Teacher Networking Center


http://slurl.com/secondlife/Eduisland%202/27/23/29

Friday, October 9, 2009

audience and use of Virtual Worlds

An Analysis of MMOG Subscription Growth (Version 23.0) (MMOGCHART)

Quant Cast. Get Audience Data for any Site on the Internet

The K Zero Universe chart is the leading indicator and visualisation of companies in the virtual worlds category. The chart segments are updated on a regular basis and published to our blog.

Tuesday, October 6, 2009

Thanks to all the participants in the Group of Work Metaverses and 3D Environments (IV Congress of Cybersociety)

Our Group of Work "Metaverses and 3D Environments" tell to you that appart from the important contribution of Pierre Lévy, we have received 16 very interesting works.

Sometimes we find on newspapers articles and texts that criticize second life and it seems that the person who have wrote this kind of articles did not spent time trying to look for interesting uses of this Virtual World.

The 17 works subimitted in our GT will help people and participants in the IV Congress of Cibersociety to know about possible applications of the use of Virtual Worlds (specially Second Life) for teaching, researching, make business or even for achieving artistic purposes. We want to congratulate all the participants.


Pierre Lévy (Canada) "Toward a Civilization of Collective Intelligence"

Pedro Andrade (Portugal) "Sociology of Metaverse"

Zaixega Casás Aguín (Galicia) "Footprint of Galicia in Second Life"

Loris Talpo" (Italy) "Education in Second Life - Experiences of a Mentor and an NCI Helper"

Max Ugaz (Peru) "Espacio Virtual de la Universidad de San Martín de Porres del Perú (USMP)" Características y Aplicaciones. junio 2008 - setiembre 2009".

Daniël Vandersmissen (Belgium)"Dan Yapungku in, SL Daniël Vandersmissen in RL"

Gaia Moretti (Italy) "Mundos digitais virtuais em 3D e aprendizagem organizacional: uma relação possível e produtiva".

Giovanni Tweak (Canada) "Story of Drive Through ELF"

Akemi Mochizuki (Japan) (3 works )
1,"Designing tools in Second Life"
2, "Description of two Educational Tools for Second Life: Memorize & Categorize"
3, "Notes about Linden Scripting Language (LSL) and its possible applications"

Bex Ferriday(United Kingdom of G. Britain and N. Ireland) "Transferable Skills and Teacher Education in Second Life"

Micheline Batista (Brazil) "Second Life: cibercorpos e experimentações identitárias em um mundo virtual"

Leila El Kamel and Benny Rigaux-Bricmont (Canada)
"Online qualitative research and metaverses"


Guillaume Hervet, Ellafi khaoula , Benny Rigaux-Bricmont(Canada)
"Conducting Research in Virtual Worlds"

Mobius Ryba(United Kingdom of G. Britain and N. Ireland) Arena Rezzer and Moderation Tool"

Manuel García Vuelta (Spain) "INTERWRITE-DDB (La mejor Pizarra Interactiva de los Entornos 3D"

Wednesday, September 9, 2009

Pierre Lévy in the IV Congress of Cybersociety 2009



Pierre Lévy will participate,in the IV Congress of Cibersociety, in our Group of Work Metaverses and 3D Environments.
Lèvy ´s presentation will generate polemic because he highlights the importance of having a language that represent the essence of Collective Intelligence as a Virtual World, understanding this term not only as a space where we can interact as avatars but as a global space that is formed by the human actions, their objects and interaction. Information Economy Metalanguage (IEML) is according to Pierre Lèvy a putative language, a generative machine for the interface between the human mind and the computer power of cyberspace

We are very pleased to Pierre Lévy and we encourage all of you to participate in the
IV Congress of Cybersociety 2009. The deadline for sending contributions is 5, October

Saturday, September 5, 2009

noosphere

Global Consciousness Project

Talking about a revolution (Tracy Chapman)



Don't you know you're talking about a revolution. It sounds like a whisper
Don't you know they're talking about a revolution. It sounds like a whisper

While they're standing in the welfare lines. Crying at the doorsteps of those armies of salvation
Wasting time in unemployment lines. Sitting around waiting for a promotion

Don't you know you're talking about a revolution. It sounds like a whisper

Poor people are gonna rise up. And get their share. Poor people are gonna rise up
And take what's theirs
Don't you know you better run, run, run, run, run, run, run, run, run, run, run, run, run
Oh I said you better run, run, run, run, run, run, run, run, run, run, run, run, run

Finally the tables are starting to turn. Talking about a revolution
Finally the tables are starting to turn. Talking about a revolution oh no. Talking about a revolution oh no

While they're standing in the welfare lines. Crying at the doorsteps of those armies of salvation
Wasting time in unemployment lines. Sitting around waiting for a promotion

Don't you know you're talking about a revolution. It sounds like a whisper

And finally the tables are starting to turn. Talking about a revolution
Finally the tables are starting to turn. Talking about a revolution oh no.
Talking about a revolution oh no. Talking about a revolution oh no

Thursday, September 3, 2009

sloodle tools



chat logger, chair, distributor, primdrop,




Sunday, August 30, 2009

folksonomies

Folksonomy (wikipedia)

"Folksonomies - Cooperative Classification and Communication Through Shared Metadata"
Adam Mathes (2004)

"Folksonomies: A User-Driven Approach to Organizing Content" By Joshua Porter (2005)

"Folksonomies Tap People Power" Daniel Terdiman

"Folksonomies: The Fall and Rise of Plain-text Tagging"
Emma Toking (2006)

WordNet

WordNet® "is a large lexical database of English, developed under the direction of George A. Miller. Nouns, verbs, adjectives and adverbs are grouped into sets of cognitive synonyms (synsets), each expressing a distinct concept. Synsets are interlinked by means of conceptual-semantic and lexical relations. The resulting network of meaningfully related words and concepts can be navigated with the browser. WordNet is also freely and publicly available for download. WordNet's structure makes it a useful tool for computational linguistics and natural language processing".

The British National Corpus

The British National Corpus (BNC)
"is a 100 million word collection of samples of written and spoken language from a wide range of sources, designed to represent a wide cross-section of British English from the later part of the 20th century, both spoken and written. The latest edition is the BNC XML Edition, released in 2007.

The written part of the BNC (90%) includes, for example, extracts from regional and national newspapers, specialist periodicals and journals for all ages and interests, academic books and popular fiction, published and unpublished letters and memoranda, school and university essays, among many other kinds of text. The spoken part (10%) consists of orthographic transcriptions of unscripted informal conversations (recorded by volunteers selected from different age, region and social classes in a demographically balanced way) and spoken language collected in different contexts, ranging from formal business or government meetings to radio shows and phone-ins"

Thursday, August 27, 2009

beautiful day (U2)



The heart is a bloom, Shoots up through the stony ground. There's no room. No space to rent in this town. You're out of luck, And the reason that you had to care. The traffic is stuck, And you're not moving anywhere.You thought you'd found a friend, To take you out of this place. Someone you could lend a hand, In return for grace.

It's a beautiful day, Sky falls, you feel like. It's a beautiful day, Don't let it get away. You're on the road, But you've got no destination. You're in the mud, In the maze of her imagination. You love this town, Even if that doesn't ring true. You've been all over, And it's been all over you.

It's a beautiful day, Don't let it get away, It's a beautiful day. Touch me, Take me to that other place. Teach me, I know I'm not a hopeless case. See the world in green and blue, See China right in front of you. See the canyons broken by cloud, See the tuna fleets clearing the sea out.See the Bedouin fires at night, See the oil fields at first light. And see the bird with a leaf in her mouth, After the flood all the colors came out

It was a beautiful day, Don't let it get away, Beautiful day. Touch me, Take me to that other place. Reach me, I know I'm not a hopeless case. What you don't have you don't need it now, What you don't know you can feel it somehow. What you don't have you don't need it now, Don't need it now. Was a beautiful day

Friday, August 7, 2009

Ben Harper & Tom Freund (Pleasure & Pain)



Im leaving here on the morning train
And I will never see this world again
Ive felt pleasure
And I have felt pain
And I know now
That I can never be the same

How I wonder why the world can be so cold
And if only good die young
Then left with me cruel here to grow old
And I felt pleasure
An I felt pain
And I know now
I can never be the same

And if someday I find my peace of mind
I will share my wealth with all of human kind
Ive felt pleasure
And I have felt pain
And I know now
That I can never be the same

So if the sun does shine or rain does fall
I give thanks Ive had my sight to see through it all
And Ive felt pleasure
And I have felt pain
And I know now
That I can never be the same

Thursday, July 23, 2009

IV Congress of Cibersociety 2009. (Call for papers)

Hello. I encourage you to participate with a text, presentation or even a video in the IV Congress of Cibersociety 2009.It is an oline Congress. Your work will be published in the web of the Congress and even in a CD-ROM with ISBN.
You can submit your contribution to several Work Group focused in a wide range of topics. In this moment, the Description of the Groups of Work are not available in the webpage but soon it will. be The submission form will be available from July 29th to September 15th. Communications or "papers" are at the core of the Congress. Therefore, they must be framed and appeal directly to the issues presented by any of the Working Groups. The sending of communications has to be made exclusively from the pages of the group you want to get. Do this by using the online form of transmission that the organization has prepared for this, where the communication should always try to appeal to the questions and considerations of the Working Groups. Besides other developments of this issue, we've included the possibility of communication in different formats (text, audio, video or slide show).

This is the webpage of Our Work Group in the Congress.

Work Group: Metaverses and 3D Environments.

Melanie Hughes, Ramiro Serrano García, Jaime Alamo Serrano and Gloria Gómez-Diago coordinate the Work Group: Metaverses and 3D Environments. Bellow, I include our presentation in order to help you to contextualise your contribution in our work group.

This Work Group is open to contributions focusing on any of the metaverses and/or 3D environments which can be used in the development of teaching and or training activities. The Fourth Congress of the Cybersociety 2009 is an excellent opportunity to share and exchange experiences and findings on the proposed theme, which is not only present but has excellent projection. Besides Metaverses and 3D environments, people use the terms : virtual worlds, Multi-User Virtual Environments (MUVEs) or MMORPGs (Massively Multiplayer Online Roleplaying Games). The 3D environments and Metaverses amplify our capabilities and capacities for the establishment of human relations, the development of business initiatives or to take part in educational activities. Following McLuhan's approach, these tools operate as extensions of the body, removing barriers spatio-temporal. Levy (1998: 24) emphasizes the human aspect of these virtual environments when he says that when virtualization is a reinvention, a multiplication, of the human. Betsy Book identifies more than 20 virtual worlds currently available and identifies the key features of these environments as follows:
1. They are a shared space
2. Contain a Graphical User Interface (GUI), which enables the use of immersive 3D
environments
3. The interaction takes place in real time (immediate)
4. Users can create, edit and share content (interactivity)
5. The environment continues although users may be out of it (persistence)
6. This enables social interaction and the formation of groups and communities.

Many and varied studies, from different perspectives of science and research are conducted to identify the Metaverses / 3D environments applications. Similarly, we can also find exploratory works designed to investigate the construction of social organization in these environments. Others require descriptive detail especially in seeking to learn how some institutions operate in virtual worlds. A third group of studies focuses on the analysis of educational activities that are implemented in these environments, analysing their differentiating features, finding the tools that can assist in implementing these actions, and so on. While training, has a growing importance in virtual worlds, the potential role of enterprises in terms of promotion of products and or services as well as in regard to testing of them is also very important.

Questions proposed by the Group to motivate possible contributions:

1. Which are the virtual environments with the most opportunities and why?
2. What are the main applications of Metaverses and virtual worlds?
3. What subjects or sciences are using virtual worlds?
4. What are the main advantages of using virtual worlds for education?
5. What are the best examples of successful applications of virtual worlds for
education?
6. What educational tools can we use in virtual environments?
7. What are the main objectives of the institutions who have a place in virtual
worlds?
8. What kinds of students benefit most from instruction in a virtual environment?
Why?
9. How is teaching and learning in a virtual environment different to teaching and
learning in a real world?
10.What are the expected and or unexpected benefits of using virtual worlds for
education? Give examples.

Submissions´s Requeriments

Submissions must be original and must not have been previously submitted to any other conferences.


Meta-information


All submissions must be accompanied by five key-words and an abstract in the original language of the submission. Besides, any submission must also present its title and abstract translated into English. All of this will be required fields in the electronic form used to submit the contributions, but it is recommended that participants have this information before beginning the submission process. In addition to the versions in the original language and in English, we also suggest the translation of the title and abstract of the submission into the other official languages of the conference, as long as the participants have previous knowledge of the languages and thus the translation process would not represent a problem.

Accepted languages for submissions

The working languages of the Conference and the ones in which the organization will accept submissions are: Catalan, Spanish, Galician, Portuguese and English.
The organization of the conference will provide an automatic translation system for all web submissions.


Accepted formats


For this edition of the conference, two new formats of submissions will be accepted, in addition to the traditional text format: videos and presentations. Text: RTF, TXT, ODT, SWX, DOC
Videos, audios and presentations: each user can choose the video/presentation hosting service that she/he prefers, and provide the URL where it can be accessed. It is required that the elected video/presentation hosting service provides embed code so it can be integrated into the platform of the conference (vimeo, youtube, bliptv, dailymotion, Odeo, libsyn, SlideShare, prezi, etc.).

In all the cases and formats, it is required that the submission is accompanied by an abstract (maximum 200 words) in the original language and in English.

How to submit a contribution

In the case of submission in text format, the electronic form will accept the following file formats: RTF, TXT, ODT, SWX, DOC, ZIP and RAR. The organization of the conference would like to suggest that authors use free formats for their submissions (RTF, TXT or ODT).

In the case of other formats (videos / presentations / audio) the URL where the submission is hosted should be sent to the coordinators of the Working Group, acording to the election of the participant (vimeo, youtube, bliptv , dailymotion, SlideShare, prezi, mindmeister, etc.).


Extension of submissions

For submissions in text format, because of operational reasons and the general uniformity of the content, we recommend a minimum length of 10 double-spaced pages (approximately 3,000 words) and a maximum of 32 double-spaced pages (approximately 10,000 words). This is only a recommendation, since electronic format allows us to be as flexible in this aspect as the quality of the content suggests.

In the case of submission in video or audio format, it is recommended that you do not exceed 15 minutes of transmission.

Submissions in presentation format should not exceed 20 pages or slides (or equivalent schemes).


Complete submissions

This conference will accept only complete submissions from the very beginning of the call. That is, for a submission to be accepted it must be sent as a final and complete contribution. Because of formal issues, incomplete submissions, initial summaries or abstracts will not be accepted for consideration.


Deadline for submitting a contribution
The deadline for submitting a contribution will be September 15, 2009.

Recommendations to articulate content

The Conference organizers believe that all the submissions should clearly explicit:

The object of study of the submission;
The relevance and interest of the specific subject matter, depending on the goals and approach of the working group;
Methodology and academic fields according to which the submission was developed.
To seek to end the presentation with conclusions regarding the topic of the submission.

Citations formats within the text

For communications in the form of text document, we recommend using citations within the text of the communication, in brackets, indicating the author's surname, year and page reference, for example:(AUTHOR, 1997: 101) or, also: (AUTHOR & COPYRIGHT: 1997: 101-105). Only use footnotes for citations if they give more information or comments on the appointment.


Formatting the bibliography

We recommend not to use indentations and use the following format for the preparation of bibliographies or similar:

Books:
TURKLE, Sherry, 1997, Life on the screen. Identity in the age of the Internet, New York: Touchstone

Book chapters:
STRATTON, John, 1997, "Cyberspace and the Globalization of Culture", en David PORTER (ed.), Internet Culture, New York & London: Routledge, pp. 253-275

Journal articles:
STARRS, Paul F., 1997, "The sacred, the regional and the digital", en The Geographical Review, vol. 87, no. 2, pp. 193-218

Online article:
Organismo Autónomo de Museos y Centros (1999, July 4th). Museo de la Ciencia y el Cosmos , [online]. Tenerife, España: Trujillo, W. M. Recovered June 23 2005, from http://www.mcc.rcanaria.es


Literature, citations and references for videos, audios and presentations

If deemed necessary, a text file (RTF, TXT, ODT, SWX, DOC, ZIP and RAR) may be attached containing the bibliographic information, citations and references used in the submitted material

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