>[Apologies again if you're getting this as a duplicate... it's tough >to find the right CMS mailing list. Please come!] > >Friends, > >We invite you to this month's edition of the Harvard-Yale-MIT Cyber >Scholars Working Group. We will meet on Tuesday February 19, at MIT >in Cambridge. We will meet in MIT's Stata Center (aka, "Building >32), room 32-155 at 6pm. The Stata center is two blocks from the >Kendall Square T (subway) stop, on the Red Line. You can find >directions below: > >http://whereis.mit.edu/map-jpg?mapterms=32&mapsearch=go >http://beyondbroadcast.net/blog/wp-content/themes/kiwi/images/map.png > >*Pizza will be provided* > >This event is free and open to all members of the Harvard-Yale-MIT >community. The following speakers will present their work: > > From Harvard Berkman Center: >Melanie Dulong de Rosnay >"Defining Taxonomies for Access and Reuse of Creative Works and >Scientific Data" > > From Yale ISP: >Stephen Wilmarth, Center for 21st Century Skills >"Five Socio-Technology Trends that Change Everything in 21st Century >Learning and Teaching" > > From MIT Comparative Media Studies: >Colleen Kaman, Graduate Student in CMS >"The World Earth Catalog Redux: Environmentalism in the Age of Global >Climate Change" > > > >PAPER ABSTRACTS AND SPEAKER BIOS BELOW: > >Stephen Wilmarth, Center for 21st Century Skills >"Five Socio-Technology Trends that Change Everything in 21st Century >Learning and Teaching" > >* Abstract * > >New digital technologies open the door on changes in learning and >teaching that go much deeper than anything we've experienced in >history. Converging technologies are augmented by new social >patterns, creating a "virtuous cycle" of new knowledge creation. >Until now, technology has made its impact on productivity in global >commerce, as we've defined it by industrial age standards. So, e- >mail, the World Wide Web and cell phones have made us more >accessible, more mobile, and more productive in our daily lives. The >problem is, our measurements of productivity continue to be grounded >in industrial age standards and ideas. The case can be made that at >the dawn of the 21st century, converging technologies and emerging >social trends lay the groundwork for entirely new landscapes, in >society, in commerce, in the very meaning of the work we do and the >lives we lead, and ultimately in the what, where, why, and how we >learn. Curriculum design has been the foundation of our pedagogy >practice and professional teaching standards in a system that has >changed only marginally since the start of the modern academy of the >Renaissance period. But emerging socio-technology trends will have a >broad and definitive impact on curriculum design going forward. >Learning and teaching will be reshaped by the forces of social >production, social networks, a semantic web, media grids, and a new >paradigm of knowledge creation best stated as a metaphor with >biological, organic, sustainable tenor. Let's refer to the metaphor >as "the new zoo" and debate how this metaphoric representation of >knowledge creation forces a new look at how we should redesign >learning experiences going forward. > > >* Biography * > >Stephen Wilmarth is currently a Senior Program Specialist and Co- >Founder of the Center for 21st Century Skills in Litchfield, >Connecticut. The Center is an NSF-funded program with the purpose to >design and operate innovative learning programs in K-14 classrooms >and learning communities. The mission of the Center is to prepare >learners for productive lives in a global 21st century society and >economy. He received his B.A. in History from the University of >Bridgeport, and has attended Suffolk Law School, Babson's Olin >Graduate School of Management, and the Harvard Graduate School of >Education. Prior to his experience as an educator, Wilmarth founded >several high-tech, VC funded start-ups. He has been a guest lecturer >at MIT's Sloan School of Management and the London Business School, >and is currently under contract with ASCD (an educational publishing >house) to co-author a book on curriculum design with Dr. Heidi Hayes >Jacobs of Columbia University's Teachers College. He has been a >friend of the Berkman Center for Internet & Society at Harvard Law >School and the Internet Society Project at Yale Law School for the >past several years. > >--- > > From Harvard Berkman Center: >Melanie Dulong de Rosnay >"Defining Taxonomies for Access and Reuse of Creative Works and >Scientific Data" > >*Abstract* > >Rights expression languages provide legal metadata and relational >elements to describe which actions can be performed on creative works >and information. They can be part of digital rights management >systems, or used by search engines to find works according to their >availability status. Current legal metadata schemes express legal and >contractual rules with standardized syntax (e.g. XML, RDF), but are >not necessarily semantically interoperable. Compatibility may be >achieved through the definition of a common denominator, e.g. >jurisdiction-based definitions (European law harmonization and >transposition, national versions of Creative Commons licenses), or >community-based norms (citation, commercial use, appropriation or >reuse). Definitions, licenses and protocols may evaluate freedom or >openness and restrictions. > >This research is currently being extended in collaboration with >Science Commons in order to identify freedoms and restrictions for >scientific databases. To this end, Science Commons has released a >Protocol for Implementing Open Access Data, a set of "requirements >for gaining and using the Science Commons Open Access Data Mark and >metadata." > >* Biography * > >Melanie Dulong de Rosnay is a fellow at the Berkman Center for >Internet & Society at Harvard Law School, where she leads research in >copyright law and information science. In addition, she is designing >a distance learning course on copyright for librarians in partnership >with eIFL, working on open access science and open data policy with >Science Commons, coordinating publications for Communia, the European >thematic network on the digital public domain, and serving as legal >project lead for Creative Commons in France. > >Prior to joining the Berkman Center, Ms. Dulong de Rosnay >participated to research projects on legal metadata and ontologies, >rights expression languages, e-science and open access, Internet >governance, and technical standardization (MPEG-21). She holds a >doctorate in law from CERSA (the Administrative Science Studies >Research Center from University Paris 2), where her dissertation was >entitled "Legal and technological regulation of networked information >and creative works." She also holds degrees in political science and >law from the Universities of Lyon, Leipzig, and Tilburg, and has >taught copyright law at the University of Technology of Compiègne, >France. > >--- > >Colleen Kaman, Graduate Student in CMS >"The World Earth Catalog Redux: Environmentalism in the Age of Global >Climate Change" > >* Abstract * > >The threat of climate change has generated increasing interest in >curbing energy use. Many of the well-publicized efforts have included >corporate strategies to 'go green' and become more environmentally >friendly as well as cap and trade systems and laws that seek to curb >carbon emissions. Some argue that these current responses do not >adequately address the fundamental need to change how we produce and >consume energy. Moreover, while U.S. environmental movement has >generated a public response to this threat, the reaction has not been >widespread and sustained enough to substantial impact the problem. >Critics note that without tackling the large issue of energy use, we >will fail to attain the eighty percent cut in carbon emissions by >2050 needed to avoid the most drastic impacts of climate change. This >paper examines the threat of climate change not as a scientific >problem, but as a social and cultural one. More than seventy percent >of Americans consider themselves to be active in, or sympathetic to, >the environmental movement, although only about ten percent have >actually made an effort to substantially curb their so-called carbon >footprint. At the same time, an increasing number of Americans feel >that the movement is doing more harm than good. This paper traces the >current tension in and relative ineffectiveness of the environmental >movement to changing relationships between citizenship, media, >politics, and consumer culture. Environmentalism is a complex issue, >simultaneously existing as a political movement and an economic, >social, and even counter-cultural construct. Competing notions of >citizenship classify the problem of climate change differently and >hence propose very different solutions to curbing it. How might the >specific criticisms of the environmental movement reveal these deeper >tensions? How might we understand the role of the individual across >competing models of citizenship? And finally, how do various models >of citizenship impact media choice and the message created? This >research will explore several case studies to reveal how these >shifting boundaries are creating new opportunities for a citizen-led >environmentalism that transcends the bounds traditionally set by the >environmental establishment. > > >* Biography * > >Colleen Kaman is in the Comparative Media Studies program at MIT, >where she is analyzing the intersection of new media on notions of >democracy and vernacular culture. She is a researcher with the Center >for Future Civic Media, a CMS-Media Lab initiative. Her research >focuses on notions of public space, mobility, identity, and narrative >across media. She currently is developing a mobile air pollution- >monitoring device that functions as a digital pet and social >networking tool as well as a community-driven participatory radio >site. Prior to coming to MIT, Ms. Kaman worked almost ten years as a >documentary producer/director and broadcast journalist where she >examined issues involving electoral politics, environment, health, >education, and the judicial system. She earned her B.A. in >Anthropology from Bates College in 1995. > > >-- >Steve Schultze >[EMAIL PROTECTED] > > > > >_______________________________________________ >Cms-anno mailing list >[EMAIL PROTECTED] >http://mailman.mit.edu/mailman/listinfo/cms-anno
Debbie Meinbresse STS Program, MIT 617-452-2390 _______________________________________________ Sci-tech-public mailing list [email protected] http://mailman.mit.edu/mailman/listinfo/sci-tech-public
