Facebook has apologized to its users and advertisers for being forced to respect people’s privacy in an upcoming update to Apple’s mobile operating system – and promised it will do its best to invade their privacy on other platforms.
Sometimes I forget how funny The Register can be. This is terrific.
Facebook is warning developers that privacy changes in an upcoming iOS update will severely curtail its ability to track users' activity across the entire Internet and app ecosystem and prevent the social media platform from serving targeted ads to users inside other, non-Facebook apps on iPhones.
I fail to see anything bad about this.
“There were little white girls slicking their edges and drawing their eyebrows all weird,” Roberts says. “They would wrap tape around their fingers to be their fake nails. They'd put hoops on. When you call them out, it's, ‘Anyone of any race can be a Hot Cheeto Girl.’ No sweetheart, we know what you're doing. We know that the Hot Cheeto Girl is just a derivative of the ghetto girl, the hood rat, the Shanaynay that people used to call Black and Latinx women.”
The most effective videos come down to one factor: how well a creator grabs hold of our attention. That is to say, how deftly they make what we watch theirs. Blackness is a proven attention getter. Its adoption is racism, custom-fit.
This last line needs more explanation. Why is its adoption racism?
the tenets of minstrel performance remain alive today in television, movies, music, and, in its most advanced iteration, on the internet.
I wonder if it's the history of minstrelsy that makes this a problem. When I think of people laughing at minstrel shows, I think they were laughing at the racist caricatures of black people on show, so it was hateful entertainment and their joy was derived from it. When I think of what people are doing today on TikTok, it doesn't immediately seem to be for the same reasons. And the laughter doesn't seem to come from a place of hatred of black people. A person painting themselves black and making a "joke" about black people being stupid feels very different from someone imitating Nene Leakes to call an airline ghetto. Is it possible to imitate black culture innocently?
In a video uploaded to TikTok last December, a white teen saunters through an airport terminal, roller suitcase in hand. As he passes the check-in counter for Spirit—the notoriously awful low-cost airline—a look of mild irritation crosses his face. He glances left, then right. “Whew chile, the ghetto,” he says, elongating the o in ghetto. Only it's not the young man's voice we hear. It's that of reality diva NeNe Leakes, whose audio was pulled, edited, and resynchronized for the eight-second clip.
As Blackmon puts it, “Be clear: Without Black culture, TikTok wouldn't even be a thing.”
TikTok, it turned out, was reminiscent of Vine in more ways than one. The common denominator of many of its viral moments is an unspoken partiality to Black cultural expression
I devised and delivered the original Turing's sunflowers experiment with Jonathan Swinton for the museum and am co-author on the paper from the results. I also conceptualised Hookedonmusic with computational musicologists from Amsterdam for the same museum group. I describe in a book chapter a reflection on digital methods, and wider implications for communities and society in relation to ethics. Do have a look, in relation to ethics https://www.academia.edu/41439394/The_Dream_Life_of_Digital_in_search_of_lost_purpose
Your paper mainly focuses on on a narrow form of what citizen science can be for museums - ie crowdsourcing, it could also consider the role of museums as a platform to engage audiences in thinking about topics of wider societal concern e.g. Turing's homosexuality and its relevance to museum visitors today.
Chiou, L., & Tucker, C. (2020). Social Distancing, Internet Access and Inequality (Working Paper No. 26982; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w26982
Hull, T., Levine, J., Bantilan, N., Desai, A., & Majumder, M. S. (2020, August 13). Digital phenotyping of complex psychological responses to the COVID-19 pandemic. https://doi.org/10.31234/osf.io/qtrpf
This is very close to a content strategy for degrowth. Ethical, minimalist approach based on the importance of links.
DeFilippis, E., Impink, S. M., Singell, M., Polzer, J. T., & Sadun, R. (2020). Collaborating During Coronavirus: The Impact of COVID-19 on the Nature of Work (Working Paper No. 27612; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27612
EU Jobs at Highest Risk of COVID-19 Social Distancing: Will the Pandemic Exacerbate Labour Market Divide?. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved July 29, 2020, from https://covid-19.iza.org/publications/dp13281/
1) a inexistência de infraestrutura física de transmissão; 2) a disponibilidade de equipamento/conexão de acesso (como computadores, modem, antenas); 3) o treinamento no uso dos instrumentos do computador e da internet; 4) a capacitação intelectual dos usuários para o uso da tecnologia e dos espaços virtuais; e 5) o aproveitamento e o desenvolvimento de conteúdos específicos e adequados às necessidades de diversos segmentos da população. Por certo que os citados elementos se tornam ainda mais complexos se pensados em nível de satisfação e de qualidade de satisfação.
Fatores para exclusão digital
A ciberexclusão representa um dos vieses da desigualdade social e trata do problema da não fruição adequada (por variados motivos) da
Exclusão Digital
The word “pedagogy,” as we use it, defines the work of education at the intersection of theory and practice — the act of teaching that derives from reflection and which inspires reflection again. Pedagogy is both where “critical” and “digital” terminate, and also the whole terrain of teaching.
I agree with this. Creating divisions on how pedagogy relates to one age group over another takes away from the key developments around education and pedagogy, and creates a slightly more disconnected, disjointed field for education. Good education and educational practices are just that - the subject or age specificity can distract from otherwise good practices and theories that can and often do transcend the disciplines.
It is not unusual for one individual to possess several dozen different usernames and passwords.
Having multiple names is an interesting manifestation of having multiple identities. Do you tend to use your "real" name, a consistent username across services, or different usernames based on the kind of service? What happens when those contexts collapse (like when you give a work acquaintance your personal email address).
A digital identity is made up of the sum total of digital traces relating to an individual or a community
I tend to think of my digital identities (plural) as something closer to personae - the personalities I wish to expose or highlight or preserve on particular platforms or with particular groups. Interesting challenge to think about the integrative, single identity.
Cook, D. (2020 May 07). Five workplace trends will shape life after lockdown. The Conversation. http://theconversation.com/five-workplace-trends-will-shape-life-after-lockdown-138077
How Taiwan became a coronavirus success story. (2020, June 8). The Institute for Government. https://www.instituteforgovernment.org.uk/events/how-taiwan-became-coronavirus-success-story
the indexable nature of human beings themselves via the traces they consciously or unconsciously leave on the network, that is to say the question of their digital identity.
"Consciously or unconsciously" is interesting. The imposition of identity by others, as well as our own volition in crafting it.
Ivers, Louise C., and Daniel J. Weitzner. ‘Can Digital Contact Tracing Make up for Lost Time?’ The Lancet Public Health 0, no. 0 (16 July 2020). https://doi.org/10.1016/S2468-2667(20)30160-2.
Starominski-Uehara, M. (2020). Powering Social Media Footage: Simple Guide for the Most Vulnerable to Make Emergency Visible [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/gefhv
Mark Zuckerberg & Thierry Breton: Towards a post COVID-19 Digital Deal between tech and governments? (2020, May 18). https://www.youtube.com/watch?v=uZfi6WkIfgU&feature=youtu.be
Fitzgerald, R. M. (2020). WAKING TO NORMAL: Examining Archival Appraisal in Data-driven Society [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/2befk
Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
Starominski-Uehara, M. (2020). Powering Social Media Footage: Simple Guide for the Most Vulnerable to Make Emergency Visible [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/ek6tz
prevent its disclosure to any person not authorized to create the subscriber's digital signature
So the signature can be used by another entity to create the digital signature if authorized beforehand.
So if there is a statement that "I authorize [organization] to create a cryptographic key-pair on my behalf, and create the digital signature."
Simply stated, students are often not provided with opportunities in school to practice the web literacies necessary to read, write, and participate on the web.
I remember having to take a computer science course in high school/middle school, but it mainly focused on developing digital skills instead of digital literacies
Crawford, J., Butler-Henderson, K., Rudolph, J., Glowatz, M., & Al, E. (2020). COVID-19: 20 Countries’ Higher Education Intra-Period Digital Pedagogy Responses. Journal of Applied Teaching and Learning (JALT), 3(1). https://doi.org/10.37074/jalt.2020.3.1.7
Lovato, J., Allard, A., Harp, R., & Hébert-Dufresne, L. (2020). Distributed consent and its impact on privacy and observability in social networks. ArXiv:2006.16140 [Physics]. http://arxiv.org/abs/2006.16140
Rauschenberg, C., Schick, A., Goetzl, C., Röhr, S., Riedel-Heller, S., Koppe, G., Durstewitz, D., Krumm, S., & Reininghaus, U. (2020). Social isolation, mental health and use of digital interventions in youth during the COVID-19 pandemic: A nationally representative survey [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/v64hf
Rauschenberg, C., Schick, A., Hirjak, D., Seidler, A., Apfelbacher, C., Riedel-Heller, S., & Reininghaus, U. (2020). Digital interventions to mitigate the negative impact of the COVID-19 pandemic on public mental health: A rapid meta-review [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/uvc78
Midgley, C., Thai, S., Lockwood, P., Kovacheff, C., & Page-Gould, E. (2020). When Every Day is a High School Reunion: Social Media Comparisons and Self-Esteem [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/zmy29
Lockdown. (n.d.). Retrieved June 23, 2020, from https://projectlockdown.world/#0.56/0/-32.1
This integration of digital tools and automated technologies into building practices has become ever-more urgent in light of the agility that will be required to cope with the effects of climate change, including the increased mobility of people and reduction in material and human resources. Architecture that could accommodate more people in the event of mass migration, or construction practices that could efficiently utilise local resources instead of relying on global supply chains, are possible results of digitising the production of the built environment.
As long as the tools are made freely available to the public, lest the control shift to those who own/control such tools (proprietary software in the hands of large digital coroporations).
se dictan otras disposiciones relacionadas con el depósito legal
Revisión de propuesta de decreto sobre el depósito legal digital en Colombia
Kozyreva, A., Lewandowsky, S., & Hertwig, R. (2019, December 4). Citizens Versus the Internet: Confronting Digital Challenges With Cognitive Tools. https://doi.org/10.31234/osf.io/ky4x8
malinja. (2015, June 18). Human Capital and Digital Skills [Text]. Shaping Europe’s Digital Future - European Commission. https://ec.europa.eu/digital-single-market/en/human-capital
Wasil, A., Taylor, M., Franzen, R., Steinberg, J., & DeRubeis, R. (2020). Promoting Graduate Student Mental Health during COVID-19: Acceptability and Perceived Utility of an Online Single-Session Intervention [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/x9ch8 gr
Brashier, N. M., & Schacter, D. L. (2020). Aging in an Era of Fake News. Current Directions in Psychological Science, 0963721420915872. https://doi.org/10.1177/0963721420915872
Pescetelli, N., Cebrian, M., & Rahwan, I. (2020, February 10). Real-time Internet Control of Situated Human Agents. https://doi.org/10.31234/osf.io/xn7sr
Mclachlan, S., Lucas, P., Kudakwashe Dube, Hitman, G. A., Osman, M., Kyrimi, E., Neil, M., & Fenton, N. E. (2020). The fundamental limitations of COVID-19 contact tracing methods and how to resolve them with a Bayesian network approach. https://doi.org/10.13140/RG.2.2.27042.66243
Goodell, G., Al-Nakib, H. D., & Tasca, P. (2020). Digital Currency and the Economic Crisis: Helping States Respond. ArXiv:2006.03023 [Cs, Econ, q-Fin]. http://arxiv.org/abs/2006.03023
Bauch, C. T., & Anand, M. (2020). COVID-19: When should quarantine be enforced? The Lancet Infectious Diseases, S147330992030428X. https://doi.org/10.1016/S1473-3099(20)30428-X
European Semester Spring Package. (n.d.). [Text]. European Commission - European Commission. Retrieved May 31, 2020, from https://ec.europa.eu/commission/presscorner/detail/en/ip_20_901
7 emerging themes in digital government. (2020, May 26). https://apolitical.co/en/solution_article/7-emerging-themes-in-digital-government
Dark Patterns: Regulating Digital Design. (2020, May 13). https://www.stiftung-nv.de/en/publication/dark-patterns-regulating-digital-design
Battiston, P., Kashyap, R., & Rotondi, V. (2020, May 11). Trust in science and experts during the COVID-19 outbreak in Italy. https://doi.org/10.31235/osf.io/5tch8
Bode, L., & Vraga, E. (2020 May 7). Analysis | Americans are fighting coronavirus misinformation on social media. Washington Post.https://www.washingtonpost.com/politics/2020/05/07/americans-are-fighting-coronavirus-misinformation-social-media/
Galandra, C., Cerami, C., Santi, G., Dodich, A., Cappa, S., Vecchi, T., & Crespi, C. (2020). Covid-19 in mind: How job loss and health threatening events modulate risk-taking behaviours in real-life contexts [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/5n942
Schwalbe, N., & Wahl, B. (2020). Artificial intelligence and the future of global health. The Lancet, 395(10236), 1579–1586. https://doi.org/10.1016/S0140-6736(20)30226-9
Multiple articles from Financial Times - Future of AI and Digital Healthcare
Edelmann, A., Wolff, T., Montagne, D., & Bail, C. A. (2020). Computational Social Science and Sociology. Annual Review of Sociology, 46(1), annurev-soc-121919-054621. https://doi.org/10.1146/annurev-soc-121919-054621
Filer, T. & Kaminer, R. How governments can engage digital resources to manage their Covid-19 response. (2020, March 9). StateUp. https://stateup.co/how-governments-can-engage-digital-resources-to-manage-their-covid-19-response/
Chakravorti, B. (2020 May 06). Exit from coronavirus lockdowns – lessons from 6 countries. The Conversation. http://theconversation.com/exit-from-coronavirus-lockdowns-lessons-from-6-countries-136223
The Associated Press (2020, May 8). UN Chief Says Pandemic Is Unleashing a “Tsunami of Hate.” The New York Times. https://www.nytimes.com/aponline/2020/05/08/world/ap-un-virus-outbreak-hate-speech.html
White, J. (2020, May 8). Attitudes of Australians to the Government’s COVIDSafe contact tracing app. Melbourne School of Psychological Sciences. https://psychologicalsciences.unimelb.edu.au/chdh/news/attitudes-of-australians-to-the-governments-covidsafe-contact-tracing-app
ReconfigBehSci en Twitter: “RT @Psychonomic_Soc: Starting next week... @siminevazire @STWorg @ceptional @psforscher @farid_anvari @stefanmherzog https://t.co/6PPpPbsdNI” / Twitter. (n.d.). Twitter. Retrieved May 12, 2020, from https://twitter.com/SciBeh/status/1259943685602541568
If your hosting provider does not support HTTPS, the following options are available: You can contact your web hosting provider: tell them you want a free HTTPS certificate through Let’s Encrypt. You’re probably not the only one using your web hosting provider service who wants HTTPS. You can request that your web hosting provider offer Let’s Encrypt HTTPS certificates as a free part of their hosting package. An effective way to make this ask is through email, their help desk system, or by contacting the web hosting provider through social media. You can switch to a different web hosting provider. Find a web hosting provider who offers full HTTPS support as part of their web hosting package by checking our list. You might be able to use Certbot. If you have SSH access to the server your website is hosted on, you might be able to use Certbot. You will need to know the software and system your server is running on. After you confirm the software and system information, you can use the dropdown menus above to generate specific instructions for running Certbot on your server through the command line.
ABSTRACTLet’s Encrypt is a free, open, and automated HTTPS certificate au-thority (CA) created to advance HTTPS adoption to the entire Web.Since its launch in late 2015, Let’s Encrypt has grown to become theworld’s largest HTTPS CA, accounting for more currently valid cer-tificates than all other browser-trusted CAs combined. By January2019, it had issued over 538 million certificates for 223 million do-main names. We describe how we built Let’s Encrypt, including thearchitecture of the CA software system (Boulder) and the structureof the organization that operates it (ISRG), and we discuss lessonslearned from the experience. We also describe the design of ACME,the IETF-standard protocol we created to automate CA–server inter-actions and certificate issuance, and survey the diverse ecosystemof ACME clients, including Certbot, a software agent we created toautomate HTTPS deployment. Finally, we measure Let’s Encrypt’simpact on the Web and the CA ecosystem. We hope that the successof Let’s Encrypt can provide a model for further enhancements tothe Web PKI and for future Internet security infrastructure.
public-benefit digital infrastructure projects, the first of which was the Let's Encrypt certificate authority. ISRG's founding directors were Josh Aas and Eric Rescorla. The group's founding sponsors and partners were Mozilla, the Electronic Frontier Foundation, the University of Michigan, Cisco, and Akamai.
About Internet Security Research Group Mission Our mission is to reduce financial, technological, and educational barriers to secure communication over the Internet.
HTTPS Everywhere HTTPS Everywhere is a Firefox, Chrome, and Opera extension that encrypts your communications with many major websites, making your browsing more secure. Encrypt the web: Install HTTPS Everywhere today.
Certbot is part of EFF’s larger effort to encrypt the entire Internet. Websites need to use HTTPS to secure the web. Along with HTTPS Everywhere, Certbot aims to build a network that is more structurally private, safe, and protected against censorship. Certbot is the work of many authors, including a team of EFF staff and numerous open source contributors.
What’s Certbot? Certbot is a free, open source software tool for automatically using Let’s Encrypt certificates on manually-administrated websites to enable HTTPS. Certbot is made by the Electronic Frontier Foundation (EFF), a 501(c)3 nonprofit based in San Francisco, CA, that defends digital privacy, free speech, and innovation.
The objective of Let’s Encrypt and the ACME protocol is to make it possible to set up an HTTPS server and have it automatically obtain a browser-trusted certificate, without any human intervention. This is accomplished by running a certificate management agent on the web server. To understand how the technology works, let’s walk through the process of setting up https://example.com/ with a certificate management agent that supports Let’s Encrypt. There are two steps to this process. First, the agent proves to the CA that the web server controls a domain. Then, the agent can request, renew, and revoke certificates for that domain. Domain Validation Let’s Encrypt identifies the server administrator by public key. The first time the agent software interacts with Let’s Encrypt, it generates a new key pair and proves to the Let’s Encrypt CA that the server controls one or more domains. This is similar to the traditional CA process of creating an account and adding domains to that account. To kick off the process, the agent asks the Let’s Encrypt CA what it needs to do in order to prove that it controls example.com. The Let’s Encrypt CA will look at the domain name being requested and issue one or more sets of challenges. These are different ways that the agent can prove control of the domain. For example, the CA might give the agent a choice of either: Provisioning a DNS record under example.com, or Provisioning an HTTP resource under a well-known URI on http://example.com/ Along with the challenges, the Let’s Encrypt CA also provides a nonce that the agent must sign with its private key pair to prove that it controls the key pair. The agent software completes one of the provided sets of challenges. Let’s say it is able to accomplish the second task above: it creates a file on a specified path on the http://example.com site. The agent also signs the provided nonce with its private key. Once the agent has completed these steps, it notifies the CA that it’s ready to complete validation. Then, it’s the CA’s job to check that the challenges have been satisfied. The CA verifies the signature on the nonce, and it attempts to download the file from the web server and make sure it has the expected content. If the signature over the nonce is valid, and the challenges check out, then the agent identified by the public key is authorized to do certificate management for example.com. We call the key pair the agent used an “authorized key pair” for example.com. Certificate Issuance and Revocation Once the agent has an authorized key pair, requesting, renewing, and revoking certificates is simple—just send certificate management messages and sign them with the authorized key pair. To obtain a certificate for the domain, the agent constructs a PKCS#10 Certificate Signing Request that asks the Let’s Encrypt CA to issue a certificate for example.com with a specified public key. As usual, the CSR includes a signature by the private key corresponding to the public key in the CSR. The agent also signs the whole CSR with the authorized key for example.com so that the Let’s Encrypt CA knows it’s authorized. When the Let’s Encrypt CA receives the request, it verifies both signatures. If everything looks good, it issues a certificate for example.com with the public key from the CSR and returns it to the agent. Revocation works in a similar manner. The agent signs a revocation request with the key pair authorized for example.com, and the Let’s Encrypt CA verifies that the request is authorized. If so, it publishes revocation information into the normal revocation channels (i.e. OCSP), so that relying parties such as browsers can know that they shouldn’t accept the revoked certificate.
Let’s Encrypt is a free, automated, and open certificate authority (CA), run for the public’s benefit. It is a service provided by the Internet Security Research Group (ISRG). We give people the digital certificates they need in order to enable HTTPS (SSL/TLS) for websites, for free, in the most user-friendly way we can. We do this because we want to create a more secure and privacy-respecting Web. You can read about our most recent year in review by downloading our annual report (Desktop, Mobile). The key principles behind Let’s Encrypt are: Free: Anyone who owns a domain name can use Let’s Encrypt to obtain a trusted certificate at zero cost. Automatic: Software running on a web server can interact with Let’s Encrypt to painlessly obtain a certificate, securely configure it for use, and automatically take care of renewal. Secure: Let’s Encrypt will serve as a platform for advancing TLS security best practices, both on the CA side and by helping site operators properly secure their servers. Transparent: All certificates issued or revoked will be publicly recorded and available for anyone to inspect. Open: The automatic issuance and renewal protocol will be published as an open standard that others can adopt. Cooperative: Much like the underlying Internet protocols themselves, Let’s Encrypt is a joint effort to benefit the community, beyond the control of any one organization. We have a page with more detailed information about how the Let’s Encrypt CA works.
Liu, L., Wang, X., Tang, S., & Zheng, Z. (2020). Complex social contagion induces bistability on multiplex networks. ArXiv:2005.00664 [Physics]. http://arxiv.org/abs/2005.00664
Countries are using apps and data networks to keep tabs on the pandemic. (2020 March 26). The Economist. https://www.economist.com/briefing/2020/03/26/countries-are-using-apps-and-data-networks-to-keep-tabs-on-the-pandemic?fsrc=newsletter&utm_campaign=the-economist-today&utm_medium=newsletter&utm_source=salesforce-marketing-cloud&utm_term=2020-05-07&utm_content=article-link-1
Reynolds, E. Here’s How The Online Status Indicators In Apps Influence Our Behaviour. (2020, April 30). Research Digest. https://digest.bps.org.uk/2020/04/30/heres-how-the-online-status-indicators-in-apps-influence-our-behaviour/
Reynolds, E. Here’s How The Online Status Indicators In Apps Influence Our Behaviour. (2020, April 30). Research Digest. https://digest.bps.org.uk/2020/04/30/heres-how-the-online-status-indicators-in-apps-influence-our-behaviour/
Ross-Hellauer, T., Tennant, J. P., Banelytė, V., Gorogh, E., Luzi, D., Kraker, P., Pisacane, L., Ruggieri, R., Sifacaki, E., & Vignoli, M. (2020). Ten simple rules for innovative dissemination of research. PLOS Computational Biology, 16(4), e1007704. https://doi.org/10.1371/journal.pcbi.1007704
OPeN - Parliaments working during COVID. (n.d.). Google Docs. Retrieved April 24, 2020, from https://docs.google.com/spreadsheets/d/1fBmohuWY48lKOG9fkvv7P33OAfdG2i2aSqnA1ZngpQg/edit?ts=5e95dcaa&usp=embed_facebook
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Higbee, T. (2020, April 18). Mattson, Higbee, Aguilar, Nichols, Campbell, Nix, Reinert, Peck, and Lewis-BAP Criando e compartilhando atividades digitais de instrucao. https://doi.org/10.31234/osf.io/9x7mj
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In general, developers are free to maintain their add-ons in the manner they choose. Is that generally pro- or generally anti-freedom?
honestly it looks a lot more like typical tech company anti-freedomism
What's terrible and dangerous is a faceless organization deciding to arbitrarily and silently control what I can and can not do with my browser on my computer. Orwell is screaming in his grave right now. This is no different than Mozilla deciding I don't get to visit Tulsi Gabbard's webpage because they don't like her politics, or I don't get to order car parts off amazon because they don't like hyundai, or I don't get to download mods for minecraft, or talk to certain people on facebook.
They don't have to host the extension on their website, but it's absolutely and utterly unacceptable for them to interfere with me choosing to come to github and install it.
It's no less beyond the pale than when apple actively sabotaged people's devices to force them to upgrade or amazon deleted people's already bought and downloaded ebooks. It's completely unacceptable and frankly should fall under consumer rights laws.
Vilella, S., Paolotti, D., Ruffo, G. et al. News and the city: understanding online press consumption patterns through mobile data. EPJ Data Sci. 9, 10 (2020). https://doi.org/10.1140/epjds/s13688-020-00228-9
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Picturing Health. Films about coronavirus (COVID-19). picturinghealth.org/coronavirus-films/
Digital ThinkTanking in Times of COVID-19 | DGAP. (n.d.). Retrieved April 24, 2020, from https://dgap.org/en/events/digital-thinktanking-times-covid-19
Parágrafo 8.
Esto implica una obligación desde la biblioteca por garantizar ambientes de reproducción, acceso, etc.
Propuesta de reglamentación del Depósito legal en Colombia
Propuesta de reglamentación del depósito legal digital
Nanni, M., Andrienko, G., Boldrini, C., Bonchi, F., Cattuto, C., Chiaromonte, F., Comandé, G., Conti, M., Coté, M., Dignum, F., Dignum, V., Domingo-Ferrer, J., Giannotti, F., Guidotti, R., Helbing, D., Kertesz, J., Lehmann, S., Lepri, B., Lukowicz, P., … Vespignani, A. (2020). Give more data, awareness and control to individual citizens, and they will help COVID-19 containment. ArXiv:2004.05222 [Cs]. http://arxiv.org/abs/2004.05222
Munger, K. (2020). Digital Literacy and Online Political Behavior [Preprint]. Open Science Framework. https://doi.org/10.31219/osf.io/3ncmk
Digital Identification in Finance Initiative in Africa | The Abdul Latif Jameel Poverty Action Lab. (n.d.). Abdul Latif Jameel Poverty Action Lab (J-PAL). Retrieved April 9, 2020, from https://www.povertyactionlab.org/initiative/digital-identification-finance-initiative-africa
Abdulla, A., Wang, B., Qian, F., Kee, T., Blasiak, A., Ong, Y. H., Hooi, L., Parekh, F., Soriano, R., Olinger, G. G., Keppo, J., Hardesty, C. L., Chow, E. K., Ho, D., & Ding, X. (n.d.). Project IDentif.AI: Harnessing Artificial Intelligence to Rapidly Optimize Combination Therapy Development for Infectious Disease Intervention. Advanced Therapeutics, n/a(n/a), 2000034. https://doi.org/10.1002/adtp.202000034
This principle equally applies to the laws of our country; we should never violate basic rights even if the consequences aren’t immediately evident.
un ensemble hétérogène mais cohérent
en effet, cette harmonisation technique est nécessaire pour penser la filiation entre l'écriture et la production: écrire dans MS Word peut être aussi éloigné de l'objet de publication que le manuscrit rédigé à la main (pas de cohérence), alors que l'écriture en Markdown ou LaTeX s'inscrit dans la logique fluide d'un système de publication nativement numérique comme la chaîne de Quire ou de Stylo (cohérent du premier jet à la publication finale).
Nous pouvons constater qu’il y a un lien entre les formes produites et les moyens mis en œuvre pour les produire.
dans une perspective nativement numérique, écrire et produire sont alors intrinsèquement liés.
par exemple: dans le modèle du manuscrit rédigé à la main ou tapé à la dactylo, le processus de production est au mieux analogue (consistant à reproduire des lettres que l'auteur a posées sur papier), au pire complètement hétérogène à l'acte d'écriture (il faut prendre le processus du début pour en faire un livre publiable).
By retracing how one body is chained to another in precarity, it shows the thickness of desire and potential inside these digital bonds.
i'm still not sold on the idea that there is desire or love for the work that is performed (see annotation about digital worker above).
Lily and Bill were part of a supply chain that fed the military indus-trial complex that fed the budding digital industries.
this still reads pre-digital to me.
this ten-year span of digital work exemplified the precarity of digital labor before precarity became a term to describe the uncertain and stressful conditions of work for digital workers.
Are they digital workers though? Maybe they need to define digital. I was reading this case study as a proceeding whatever digital was. Is it digital because they made equipment for electronics?
A digital worker is not necessarily alien-ated from the commodity she doesn’t own; she finds an unrequited desire and love for the digital work she performs. A feminist methodology shows how being chained is not determined by digital rules and technologies that enable oppression. It is not a result of the material infrastructures and technologies that enable communication, connectivity, and networks.
What? I need to come back to this.
Design and Implementation of an Educational Game for Teaching Chemistry in Higher Education
The effect of games and simulations on higher education: a systematic literature review
Educational Games in Higher Education
Using Games in Online Education: Is it a Winning Strategy?
comprenant mieux — digital literacy
cela semble insuffisant; il faudrait parler de digital competency, et de la possibilité d'exercer cette competency.
Something else that will never change is the right to freely self-host Matomo On-Premise; this way you can always host Matomo Analytics on your own servers without having to pay for it.
The digital divide is real, and in the coming months, those without internet access or devices that can run newer software will be shut out of many of the digital communities we’re building to support one another.
GDPR introduces a list of data subjects’ rights that should be obeyed by both data processors and data collectors. The list includes: Right of access by the data subject (Section 2, Article 15). Right to rectification (Section 3, Art 16). Right to object to processing (Section 4, Art 21). Right to erasure, also known as ‘right to be forgotten’ (Section 3, Art 17). Right to restrict processing (Section 3, Art 18). Right to data portability (Section 3, Art 20).
Resources for Closing the Digital Divide
This website hosts numerous resources to aid educators in their attempt to close the digital divide that alienates a certain socio-economic demographic of students and limits their ability to succeed in school. The website first lists hyperlinked articles to help educators understand the state of the digital divide, then lists hyperlinked articles and resources to help take action to improve the digital divide and close digital learning gaps before supplying links to articles and resources that can help instructors develop media and digital literacy within their respective classrooms. This would be an incredibly helpful website for any instructor who is looking for background information on and resources by which to close the digital divide. Rating: 9/10
Right now, if you want to know what data Facebook has about you, you don’t have the right to ask them to give you all of the data they have on you, and the right to know what they’ve done with it. You should have that right. You should have the right to know and have access to your data.
Do learners seek out texts that consider multiple perspectives and broaden their understanding of the world? Do learners critically analyze a variety of information and ideas from a variety of sources? Do learners choose texts and tools to consume, create, and share ideas that match their need and audience? Do learners create new ideas using knowledge and insights gained? Do learners analyze the credibility of information, authorial intent, and its appropriateness in meeting their needs? Do learners use information and the ideas of others to solve problems and make decisions as informed citizens? Do learners strive to see limitations and overlaps between multiple streams of information? Do learners gain new perspectives because of the texts they interact with? Do learners use tools to deepen understandings, to share ideas, and to build on others’ thinking? Do learners develop new skills strategies to meet the challenge of new texts and tools?
These are the goals of digital literacy.
The results of the questionnaire indicated that West Town students had greater access to the Internet at home and were required to use the Internet more in school. These results suggest that a separate and independent achievement gap existed for online reading, based on income inequality.
The achievement gap is multifaceted, so as educators, we need to attack it in more ways. Getting children library cards (internet access) and technology experiences from a younger age can help close this gap, but only if it is in a equitable way.
The Digital Edge How Black and Latino Youth Navigate Digital Inequality
Book
The rise of big data and social media has resulted in particular transformations of academia. Deborah Lupton (2015) has, in this context, coined the notion of digital soci-ology. She argues that digital sociology consists of (a) professional digital practice so that sociologists employ ‘digital tools as part of sociological practice – to build networks, construct an online profile, publicize and share research and instruct students’ (p. 15); (b) the investigation of the use of digital technology; (c) digital data analysis, which has also been characterized as the rise of digital methods (Rogers, 2013); and (d) critical digital sociology, the fourth aspect of digital sociology. Lupton (2015) defines critical digital sociology as the ‘reflexive analysis of digital technologies informed by social and cul-tural theory’ (p. 16).All forms of social analysis reflect society in complex ways. Critical digital sociology is a particular reflexion of and on digital technologies’ role in society. It is a theoretical approach grounded in critical and Marxist theory that tries to understand capitalism and domination as well as their possible alternatives. But one should note that there is a con-tradiction between critical sociology as digital sociology’s fourth dimension and big data analytics that is part of Lupton’s third dimension of digital sociology.
Jürgen Habermas (1971), we can say that there is a danger that digital positivism advances an ‘absolutism of pure [digital, quantitative] methodology’ (p. 5), forgets about academia’s educational role, falls short of fully understanding ‘the meaning of knowledge’ (p. 69) in the information society at large and is an ‘immunization of the [Internet] sciences against philosophy’ (p. 67).
Americans working from home
xor
⊕ is the symbol for xor
xor is true when one of the two inputs is exclusively 1.
ie:
1 ⊕ 0 = 1 0 ⊕ 1 = 1 1 ⊕ 1 = 0
The World According to Eco
"It's not interactive, ... there's one screen, and you just have to read it," he explained. "It's the same as reading a [paper] page."
sometimes tech isn't much of an improvement >> we need to channel to the special abilities of growing tech -hashtags, hyperlinks, interactive games and level checks, etc.
That makes digital writing a potentially powerful lever for social good, allowing students to "actively participate in civic society and contribute to a vibrant, informed, and engaged community," as the ALA notes. It also makes digital writing a potentially dangerous tool—decisions about when and what to share online can have repercussions for a student's safety, privacy, and reputation.
I love how digital literacy allows so many to have access to so much and to communicate easily with others. But there is a definite dark side to sharing in any digital format and many don't think about that.
An Internet of Things -- Keller Easterling
New Ways of Seeing - James Bridle
Digital Services Playbook
Steve Yegge Rant
ya sea permitiendo publicidad en las bibliotecas, o colaborando con Microsoft
Esto tiene una vuelta de tuerca. Al final los impulsos de Microsoft en bibliotecas terminaron en manos de IFLA pero eso no quiere decir que el desarrollo de habilidades en el uso de tecnologías haya quedado enfocado en las herramientas de esta empresa y ahora la suit de Google frente a otras alternativas al margen de estas corporaciones. Un mejor servicio o una tecnología fácil de usar se entiende como un don por el que nadie luchó para obtenerlo ¿entonces qué es lo que ha costado y cómo se ha pagado? ignorar el entendimiento de algunas tecnologías es ignorar la manera que tenemos para pensar y hacer desde una perspectiva de ciudadanía digital ¿cómo se puede ejercer los derechos en el siglo XXI si la única ruta que se conoce es la que muestran las corporaciones?
a brief but adequate description for the items in the SDR content management system and on PURL pages associated with the items
are these the splash pages? What are these PURL pages?
Despite the successful resolution, it was still quite unsettling that a domain name could be transferred to another registrant and sinkholed for some perceived violation. I thought there would be more checks in place to confirm that a perceived violation was real before a domain could be transferred.
This is highly unsettling. A person, organisation, country, or company should not be able to have a domain name transferred from its rightful owner this easily.
Integrating Technology with Bloom’s Taxonomy
This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10
Digital Literacy Initiatives
This website outlines digital literacy initiatives provided by the Literacy Information and Communication System (LINCS). The U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) implements these intitatives to aid adult learners in the successful use of technology in their education and careers. Students have free access to learning material on different subjects under the "LINCS Learner Center" tab. Teachers and tutors also have access to resoruces on implementing educational technology for professional development and effective instruction. Rating 8/10
Robin outlines the key features of digital storytelling and examines how it facilitates learning in a variety of settings.
The article outlines the value of story-telling in professional development to improve faculty effectiveness. Identifying the problems with current professional development and their lack of efficacy, the authors argue the digital storytelling engages educational professionals, attracting them to online training.
10/10
The article examines the value of digital storytelling to improve online communities within Army professional forums. In addition to providing a basis for storytelling, the authors examine how storytelling can improve discussions in military training.
9/10
Rossiter and Garcia evaluate the use of digital storytelling in adult learning classrooms, primarily through the use of "autobiographical learning" where learners share personal experiences and connections with the content. They outline "three key dimensions" that make storytelling valuable in adult learning: voice, creativity, and self-direction.
10/10
The site provides an explanation of digital storytelling, an outline of the uses in education, and a foundation of web tools to implement digital storytelling as a means of instruction. The 7 elements of digital storytelling serve as a guide for instructors and students.
10/10
it’s important to embrace pedagogies that leverage synchronous (live) instruction.
It is mention in this article that Arizona State University is on the right track regarding superior online services. this article point of view is about the online challenges for colleges and universities, such as, doing live videos, online services and supplying tech devices. this website "EdTech" is a online magazine education technology resource for both K-12 and higher education.
ecognize the legitimacy of scholarship produced in new media, whether by individuals or in collaboration, and cre-ate procedures for evaluating these forms of scholarship
Also key.
Even more troubling is the state of evaluation for digital scholarship, now an extensively used resource for scholars across the humanities: 40.8% of departments indoctorate-granting institutions report no experience evaluating refereed articles in electronic format, and 65.7% report no experience evaluating monographs in electronic format.
This is startling!
"Digital literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills."
Definition of digital literacy.
No matter how well you design a system, humans will end up surprising you with how they use it. “We make it obvious that it’s a bot, a digital assistant, at the start. But sometimes customers overlook that. And they’ll say, ‘are you a bot? What’s going on here? Transfer me through!’ And they’ll get into it quite strongly,” explains David Grilli, AGL’s chatbot product owner
Interesting to note response to chatbots
Mantenimiento
La política debería incluir la garantía institucional de conservar o asegurar la actualización de dispositivos de almacenamiento.
Our monitoring services must use metrics from a network topology level—within a rack, to a cluster, to a datacenter, to a region, to the WAN and the edge—and they must have the capability to zoom in and out.
pulse of the network
Investigate network pulse in human networks
Dependencia externa:grado en que un formato en particular depende de un hardware o software en específico:el sistema operativo o el software para la presentación o uso y la complejidad de hacer frente a esas dependencias en entornos técnicos futuros
Esto impacta directamente con el apartado sobre "Fuera del alcance de la estrategia de preservación". No puedes preservar algo si no tienes las garantías para conservar o ejecutar a futuro. Esta barrera debería superarse con una excepción.
mplementación de mecanismos como el cifrado que impiden la conservación de los contenidos mediante un repositorio de confianza
Las Medidas Tecnológicas de Protección entran en esta categoría.
Las aplicaciones y archivos ejecutables
La BNC no se responsabiliza por la preservación de aplicaciones creadas en Colombia. Esto es un punto a favor para proyectos como el de Grafoscopio que, por su infraestructura, está pensado para perdurar en un ambiente de programación que posibilita su preservación en el tiempo, Pharo. Sin embargo es un hueco en la memoria de la producción de contenidos digitales del país, la economía naranja en contexto de gobierno (2018-2022) y las defensas de la Dirección Nacional de Derecho de Autor a las industrias creativas (que incluye software en el marco de su protección) pero por las dependencias no hay garantías de preservarlas en el tiempo. Básicamente o los productores de software se hacen un lugar en el mercado o están destinados a perecer en el olvido en la memoria de la nación.
Los conjuntos de datos geoespaciales
Es interesante que desde la BNC se presenten los datos geoespaciales y se justifiquen como datos que progresivamente están siendo reconocidos por las entidades gubernamentales y aún así, los datos de la RNBP en donde se ubican los puntos de la red en el país, están en Google Maps.
Los conjuntos de datos geoespaciales
Es interesante que desde la BNC se presenten los datos geoespaciales y se justifiquen como datos que progresivamente están siendo reconocidos por las entidades gubernamentales y aún así, los datos de la RNBP en donde se ubican los puntos de la red en el país, están en Google Maps.
Formato y características del archivo
Formatos y características de archivos de imagen (Fotografía e imagen vectorial o creada con software de dibujo) y audios.
Factores de calidad y funcionalidad
Tamaño y resolución sugeridas por la BNC según el tipo de captura que se realice, básica/genérica o profesional. Incluye las dimensiones para la digitalización en escáneres para preservación (5400 x 3800 px.).
Texto realizado en procesador de textos o formatos de publicación de escritorio
Mención a la preferencia de uso de formatos de procesador de texto libre y basados en XML.
Las decisiones sobre la conservación, el acceso y la preservación de los materiales digitales en la adquisición o fase de creación, se tomarán enforma conjunta por el personal de la Biblioteca directamente involucrado en la gestión de las estrategias de preservación.
¿Quién debe estar involucrado en los procesos de preservación? ¿solo la área dedicada a este propósito o debe ser transversal a los flujos de información de la entidad o de los proyectos que se acogen en el marco de la preservación digital?
sus metadatos asociados se desarrollaren de acuerdo con las normas vigentes y las mejores prácticas,
Se debe confrontar este documento con las prácticas reales de la institución y la línea frente a las recomendaciones de uso de normas y su aplicación desde la institución como un ente rector.
niveles de clasificación de la información como: confidencial, privado, sensibley público.
La BNC define niveles de acceso a contenidos según los tipos de contenidos y los perfiles de usuario de la biblioteca. Esto, por la sensibilidad de información que podrían contar los documentos en sus colecciones.
Lineamientos de preservación digital de la Biblioteca Nacional de Colombia
There is a growing need to establish literacies around open education, copyright, social media and networked learning as a foundational skill.
Among both students AND instructors. Instructors teach what they know, and if they do not feel comfortable themselves working in these environments b/c they lack digital skills, then they will not encourage students to work openly.
The learner’s key skills shift away from certainty and towards decision making between various options.
from certainty to decision making - moving from simplicity to complexity, from knowing what to do to knowing ways to do things
iteracy, which includes the abilities to apply to printed material critical analysis, inference and synthesis;
How can this encompass digital literacy and non-printed texts; how does being literate change as the world of tech is constantly changing?
The ‘Why’ of MultiliteraciesFirst, why literacy? Or even more fundamentally, why education (in which literacy is a ‘basic’)? On this front, not much has changed in ten years. The two sides of the political spectrum, characterised loosely as ‘left’ and ‘right’, remain poles apart in what they see as the appropriate role of literacy learning in society, and indeed, education in general.
Well, I think there is a lot has changed since this article (2009) and the question is not "Why?" anymore. The real hard question is "How"? How are we going to keep up with the speed of changing technology and new digital literacies? How can we make sure that every child gets the opportunity to spend ample time on the computer, creating, building, constructing and not only consuming? How can we scaffold teachers so they are skilled and capable of using new digital literacies?
37 Tech Tools Your World Language Students Should Have
These are great tools and can help teachers find tools for an array of projects.
Genus Species + Species Hybrids Example
Great examples of remixes in the real world
Video Games (Is School Enough? Series)
I love the idea for my students coding and creating games. I bought a robot to start getting students to code and start engaging in other ideas.
I love the view the student has on feedback. Knowing what constructive criticism is really helpful is great growth-mindset. Using peers to give constructive criticism is a great way to help students out.
Cultural Anthropologist Mimi Ito on Connected Learning, Children, and Digital Media
This is a great question and a great start. I think teachers want o do this but do not know how or where to start. The question has been posed and I am sure little by little we will figure out how to do it.
11 Ways to Teach Savvy Search Skills
Some of these are useful tools when teaching digital literacy and research skills.
Five Steps to Teaching Students How to Research Online and Filter Information
Great 5 steps to teach how to research and filter!
Interpretive Mode
Good ideas for the World Language Classroom and a good opportunity to teach digital literacy skills, especially reading. Students can look for the information instead of the information just being handed to them.
However, this does not nec-essarily mean they are skilled in the effective use of online information, perhaps the most important aspect of the Internet. Studies show that stu-dents lack critical evaluation skills when reading online (Bennet, Maton, & Kervin, 2008; Forzani & Maykel, 2013; Graham & Metaxas, 2003) and that they are not especially skilled with reading to locate information online (Kuiper & Volman, 2008
I completely agree with this. They can use the internet but they lack the skills to sift through information in a timely manner that does not make them give up in 10 seconds.
One might even suggest that, over a lifetime, learning how to learn New Literacies is more important than learning a specific literacy of reading or writing.
This is learning how to learn. When we learn how to learn we can figure out new technologies and we can problem solve
By creating a curriculum that allows for problem-based inquiry learning, high-level discussion, and collaboration
building skills to prepare students for digital world.
five phases:
The Internet Inquiry Project is an online research project that helps students develop the important digital knowledge and skills needed as they build their web literacies.
IIQ helps students develop and craft web literacy by cultivating web knowledge and skills.
Open learning, also known as open education
requires a open, sharing, collaborative environment. Promotes pedagogical dialogue. OER have potential to transcend "geographic, economic, or language barriers". Also, OER strengthens digital literacy.
Teaching Activities
Great resources for educators!!
Not teaching digital literacy along with language or other literacy instruction does our students a disservice. Nowadays, applying for a job or even filling in an online form to reserve a picnic table at a local park requires digital literacy skills.
We must also not assume that others are teaching out students digital literacy. It is everyone's responsibility.
Biblioteca Digital de Bogotá: ficha técnica
Política de la Biblioteca Digital de la Biblioteca Nacional de Colombia. Versión 1.0
Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.
I'm having trouble with what the internet literacy map is. Can anyone define?
Digital literacy is not about the skills of using technologies, but how we use our judgment to maintain awareness of what we are reading and writing, why we are doing it, and whom we are addressing.
good summary quotation
limited access to the commercialized Internet can also stand in the way of someone’s access to online visual and musical forms and learning about them
For more on digital redlining, read "Digital Redlining, Access, and Privacy" by Chris Gilliard.
2016
Those patches eventually shipped in October 2016
Kickstarter patches
Patches The languishing Kickstarter backers’ patches are the first four pictured above. The fifth is from the Axanar Indiegogo and the Starfleet Disaster Response was available for Axanar’s “special events.”
June 19, 2019
Broken Promise<br> Axanar producer Alec Peters announced in February 2019 that Ares Digital was almost done and ready for beta testing, and that he fully expected to launch by the end of February. That didn't happen.
entirely new registration and log-in system
Contradiction<br> This news in June 2019 is at odds with the "finished updates" announced in February 2019.
Donor Dashboard
Funding Axanar<br> Ares Digital 3.0 is critical for Alec Peters' effort to raise at least $200,000 to produce the long-promised Axanar short films.
Barred from public crowdfunding by the settlement in Star Trek’s copyright lawsuit against Axanar, Peters is depending on Ares Digital to raise the quarter-million dollars he estimates Axanar will cost.
Indiegogo patches
Indiegogo donors have been waiting since 2015 for the patches promised as perks.
Here are the prototypes for those patches.
your perks
Axanar has had trouble fulfilling perks still owed to donors in three separate crowdfunding campaigns since 2015.
Funding Axanar Ares Digital 3.0 is critical for Alec Peters' effort to raise at least $200,000 to produce the long-promised Axanar short films.
Barred from public crowdfunding by the settlement in Star Trek’s copyright lawsuit against Axanar, Peters is depending on Ares Digital to raise the quarter-million dollars he estimates Axanar will cost.
Ares Digital
This blog post pertains to version 3.0 of Ares Digital, which was unreleased as of 2 July 2019. The system's development, despite the numerical designation, has not been iterative. Each version was essentially created from scratch.
Former Axanar CTO Terry Mcintosh disputes ownership of Ares Digital as a trademark, and claims to have applied to the U.S. Patent and Trademark Office for registration of the name as a trademark. As of 2 July 2019 the trademark does not appear in the USPTO database.
The original Ares Digital, never fully completed, was created by McIntosh. Version 2.0 was coded by Bill Watters, who has since resigned as CTO. Version 3.0 was created in his spare time by developer Jerry Ablan.
Simply put, a digital footprint is the record or trail left by the things you do online. Your social media activity, the info on your personal website, your browsing history, your online subscriptions, any photo galleries and videos you’ve uploaded — essentially, anything on the Internet with your name on it.