http://www.bibsonomy.org/burst/user/yishBibSonomy RSS feed for /user/yish2010-03-22T06:28:18+01:00http://www.bibsonomy.org/bibtex/2b79a209742d7eb7c39ddb5c934885f28/yishyish2010-02-19T00:47:21+01:00constructivism education medical medicine meta-analysis pbl problem-based <span style="color:#555555;">HENK G. <a href="http://www.bibsonomy.org/author/SCHMIDT">SCHMIDT</a> and HENK T. <a href="http://www.bibsonomy.org/author/VAN DER MOLEN">VAN DER MOLEN</a> and WILCO W. R. <a href="http://www.bibsonomy.org/author/TE WINKEL">TE WINKEL</a> and WYNAND H. F. W. <a href="http://www.bibsonomy.org/author/WIJNEN">WIJNEN</a> </span><em>Educational Psychologist</em>(<em>2009</em>)Fri Feb 19 00:47:21 CET 2010RoutledgeEducational Psychologist227 - 2494Constructivist, Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School442009constructivism education medical medicine meta-analysis pbl problem-based http://www.bibsonomy.org/bibtex/2fa7d89c3d5a352a2ac80de9679127658/yishyish2010-01-31T18:50:31+01:00cases casestories como eassessment feasst formative learning my polonsky practitioner wleformativeeassessment <span style="color:#555555;">Norbert <a href="http://www.bibsonomy.org/author/Pachler">Pachler</a> and Caroline <a href="http://www.bibsonomy.org/author/Daly">Daly</a> and Yishay <a href="http://www.bibsonomy.org/author/Mor">Mor</a> and Harvey <a href="http://www.bibsonomy.org/author/Mellar">Mellar</a> </span><em>Computers and Education</em>(<em>forthcoming</em>)Sun Jan 31 18:50:31 CET 2010Computers and EducationFormative e-assessment: practitioner casesforthcomingcases casestories como eassessment feasst formative learning my polonsky practitioner wleformativeeassessment This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project 'Scoping a vision of formative e-assessment', namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 – January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the 'domain' of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see Daly et al (forthcoming). This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam (2009). In addition, Laurillard's Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper1. http://www.bibsonomy.org/bibtex/26f655d007cd9e7775285ec77abfa3d1c/yishyish2010-01-31T17:17:36+01:00como design learner-centered learning m2o ml4d mobile participatory polonsky socialsoftware technology <span style="color:#555555;">Niall <a href="http://www.bibsonomy.org/author/Winters">Winters</a> and Yishay <a href="http://www.bibsonomy.org/author/Mor">Mor</a> </span>(<em>2008</em>)Sun Jan 31 17:17:36 CET 2010CoMo: Supporting collaborative groupwork using mobile phones in distance education2008como design learner-centered learning m2o ml4d mobile participatory polonsky socialsoftware technology The CoMo project, funded by the Centre for Distance Education, University of London, aims to investigate how distance learners can be supported in their collaborative group work using mobile devices. The objectives are as follows: * Iteratively co‐design and develop a set of collaborative mobile phone‐based group work activities (with students and course leaders) * Determine the ways in which the activities provide students with opportunities to reflect on their practices * Identify distance learners' and tutors' experiences of these activities in support of distance learning * Reflect on our design process and evaluate the activities enabling the production of 'lessons learnt', detailing how the activities enhanced (or not) student learning. http://www.bibsonomy.org/bibtex/25b4b50983d4b2766a9a9b1f6210ac285/yishyish2010-01-31T17:00:22+01:00collaborative design informal learning organisation participatory workplacelearning <span style="color:#555555;">Kieslinger <a href="http://www.bibsonomy.org/author/Barbara">Barbara</a> and Pata <a href="http://www.bibsonomy.org/author/Kai">Kai</a> and Fabian Claudia <a href="http://www.bibsonomy.org/author/M">M</a> </span><em>International Journal of Emerging Technologies in Learning iJET</em>(<em>2009</em>)Sun Jan 31 17:00:22 CET 2010International Journal of Emerging Technologies in Learning (iJET)3A Participatory Design Approach for the Support of Collaborative Learning and Knowledge Building in Networked Organizations22009collaborative design informal learning organisation participatory workplacelearning Engagement in collaborative learning and knowledge building activities is still a big challenge for many workplace-learning designers. Especially in highly competitive environments people might be reluctant to give away too much of their tacit knowledge. A feeling of ownership and an involvement of the individual in the planning of the learning activities can be important motivational factors. In an international research project called IntelLEO – Intelligent Learning Extended Organization we intend to follow a participatory design approach involving individual workers from the very beginning of the development process. The planned user participation will range from the first conceptual design phase through the different development stages until the final validation of the system. Our hypothesis is that this involvement will increase the motivation of the individuals for collaborative learning and knowledge building activities.http://www.bibsonomy.org/bibtex/229ac30a76e2dc026392858d25d18820e/yishyish2010-01-31T15:11:49+01:00digital identity imported media polonsky psychology social <span style="color:#555555;">Steven <a href="http://www.bibsonomy.org/author/Warburton">Warburton</a> and Stylianos <a href="http://www.bibsonomy.org/author/Hatzipanagos">Hatzipanagos</a> (eds.). </span><em>IGI Global, </em>(<em>forthcoming</em>)Sun Jan 31 15:11:49 CET 2010Digital Identity and Social Mediaforthcomingdigital identity imported media polonsky psychology social Digital or online identity is a socio-technical construct that has evolved over the past 15 years (Turkle 1995, Jenkins 2006, boyd 2009). It has given rise to a wide terminological spectrum: from the concept of an identity made up of elements of personal information that authorise participation in identity transactions to 'digital selves' - purposefully instantiated extensions of our real persona that cohere around the use of social tools and services that include personal aggregators, social network services and personal Web-publishing through blogs. Electronic information about the individual is derived from what we say about ourselves, shaped by commentary from others and extended through electronic exchanges with both human and computer based intelligent agents. The creation of a digital identity is seen as a means of empowerment - contributing to our sense of agency, and also as a critical component in enabling participation in a globalized knowledge society (Pena 2009). This timely book will examine the impact of social media and distributed social spaces on our contemporary understandings of digital identity. Objectives of the Book To assess the meaning and examine the impact of digital identities on our day-to-day activities from a range of contemporary technical and socio-cultural perspectives; To deepen understanding about the diverse range of tools and practices that compose the spectrum of online identity services and uses; To foster the exchange of information and good practice in online identity management techniques, with illustrations from key contexts such as education; To raise the level of awareness of the challenges and opportunities that new social tools and new social media afford; To explore visions and scenarios for the future development and deployment of online identities, for example in relation to lifelong learning or the workplace. Target Audience Researchers, teaching practitioners, the wider educational community across all sectors, educational technologists and individuals who are interested in how social media and emerging technologies will impact on formal education and the social implications that surround the reformulation and fluidity of virtual communities. In addition, professionals and researchers working in the field of information and communication technologies and knowledge management in various disciplines (e.g., education, library science, sociology, information and communication sciences, computer science and information technology). Recommended topics include, but are not limited to, the following: Conceptual frameworks and approaches to understanding digital identity; The impact of new technologies, social software and social media, on conceptualisations of [digital] identity; Authenticity and trust in identity based transactions; Machine mediated identities; Digital identity management - defending identity, reputation management and risk; The digital self and blurring boundaries between public and private spaces; Lifelong learning and the importance of digital identity for transitions from school to adult life and beyond; Negotiating individual, group, community and network based digital identities; Personalisation software and the impact on digital identities; The economic, societal, ethical and political issues raised by the increased availability of personal information; Digital literacies and accessibility in relation to digital identities; Identity, trust and authenticity in social networks; Relations between communities, networks, groups and individual identities; Personalisation technologies and digital identity; Cultural dynamics of online identity; Social media and emerging identity practices; Presence technologies, online visibility and digital identity. We will also consider including chapters that place digital identity within the broad themes of young people and the Internet, digital democracy and the implications for educational practice, typologies of computer mediated networks, virtual mobility, social software as community-based knowing, the Semantic Web, complexity and emergent behaviours in social software use.http://www.bibsonomy.org/bibtex/24eda47ee1680b98b8deb12df8dc4152c/yishyish2010-01-31T10:33:09+01:00design designpatterns games learning mathgamespatterns my polonsky <span style="color:#555555;">Childs <a href="http://www.bibsonomy.org/author/Mark">Mark</a> and Mor <a href="http://www.bibsonomy.org/author/Yishay">Yishay</a> and Winters <a href="http://www.bibsonomy.org/author/Niall">Niall</a> and Cerulli <a href="http://www.bibsonomy.org/author/Michele">Michele</a> and Bj&#246;rk <a href="http://www.bibsonomy.org/author/Staffan">Staffan</a> and Alexopoulou <a href="http://www.bibsonomy.org/author/Efi">Efi</a> and Bennerstedt <a href="http://www.bibsonomy.org/author/Ulrika">Ulrika</a> and Jonker <a href="http://www.bibsonomy.org/author/Vincent">Vincent</a> and Kynigos <a href="http://www.bibsonomy.org/author/Chronis">Chronis</a> and Pratt <a href="http://www.bibsonomy.org/author/Dave">Dave</a> and Wijers <a href="http://www.bibsonomy.org/author/Monica">Monica</a> </span><em>Research Report, </em><em>D40.1.1. </em><em>Kaleidoscope network of excellence, </em>(<em>2006</em>)Sun Jan 31 10:33:09 CET 2010D40.1.1Learning Patterns for the design and deployment of Mathematical Games: Literature reviewResearch Report2006design designpatterns games learning mathgamespatterns my polonsky This literature review is intended as an introduction to the issues that arise when trying to capture the process of designing and developing mathematical games. It offers a perspective on the range of approaches available. Design patterns are suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. These patterns are termed learning patterns, and they will be available as an outcome of this project.http://www.bibsonomy.org/bibtex/2f83117c189b81be6325136eadd04061b/yishyish2010-01-27T14:46:59+01:00Gray Internet Magnetic Voxel-based addiction density imaging matter morphometry resonance <span style="color:#555555;">Yan <a href="http://www.bibsonomy.org/author/Zhou">Zhou</a> and Fu chun <a href="http://www.bibsonomy.org/author/Lin">Lin</a> and Ya song <a href="http://www.bibsonomy.org/author/Du">Du</a> and Ling di <a href="http://www.bibsonomy.org/author/Qin">Qin</a> and Zhi min <a href="http://www.bibsonomy.org/author/Zhao">Zhao</a> and Jian rong <a href="http://www.bibsonomy.org/author/Xu">Xu</a> and Hao <a href="http://www.bibsonomy.org/author/Lei">Lei</a> </span><em>European Journal of Radiology</em>(<em>2009</em>)Wed Jan 27 14:46:59 CET 2010European Journal of Radiology - Gray matter abnormalities in Internet addiction: A voxel-based morphometry studyIn Press, Corrected Proof2009Gray Internet Magnetic Voxel-based addiction density imaging matter morphometry resonance Background This study aims to investigate brain gray matter density (GMD) changes in adolescents with Internet addiction (IA) using voxel-based morphometry (VBM) analysis on high-resolution T1-weighted structural magnetic resonance images.Methods Eighteen IA adolescents and 15 age- and gender-matched healthy controls took part in this study. High-resolution T1-weighted magnetic resonance imaging scans were performed on the two groups. VBM analysis was used to compare the GMD between the two groups.Results Compared with healthy controls, IA adolescents had lower GMD in the left anterior cingulate cortex, left posterior cingulate cortex, left insula, and left lingual gyrus.Conclusions Our findings suggested that brain structural changes were present in IA adolescents, and this finding may provide a new insight into the pathogenesis of IA.ScienceDirect - European Journal of Radiology : Gray matter abnormalities in Internet addiction: A voxel-based morphometry studyhttp://www.bibsonomy.org/bibtex/2b58dfa31652febafce01e64fede4ec66/yishyish2010-01-26T02:29:56+01:00children networking polonsky social socialnetworks teens <span style="color:#555555;">Childnet <a href="http://www.bibsonomy.org/author/International">International</a> </span>(<em>2008</em>)Tue Jan 26 02:29:56 CET 2010A Childnet International Research ReportYoung People and Social Networking Services2008children networking polonsky social socialnetworks teens The project is designed to investigate how social networking services can and are being used to support personalised formal and informal learning by young people in schools and colleges. The work opens by asking “What are social networking services?” This section investigates current definitions of social networking services and provides a comprehensive review of current social networking service types and activities. In Evaluating social networking services, this report then describes how to use a toolkit – a social networking evaluation chart covering six different social networking services, and an accompanying checklist, which are available to download from the Digizen website to evaluate services. The chart is not definitive, but provides a comprehensive framework covering significant relevant issues such as site age restrictions, the presence of adverts, collaborative tools, security issues and data management restrictions. Benefits and opportunities evaluates the potential educational benefits to individual users, as well as outlining some of the opportunities that educators and schools using social networking services might take advantage of. This section looks at issues around digital literacy and social engagement, skills and identity development, and opportunities for better understanding e-safety and data management issues. Barriers and risks looks at current barriers to using social networking services within education, including staff development and support issues, and risk evaluation and management approaches. Risk areas that educators should be aware of are outlined, and approaches to manage these are addressed. Issues include users’ perceptions of the environment they are posting in, personal data management, and cyberbullying and potentially illegal behaviours. Ideas and examples showcases innovative practice, providing links to a range of projects and examples where social networking services have been successfully used to support both teachers and students. Links to current debates around specific services are also included. Finally, the Glossary describes some terms that readers may be unfamiliar with.http://www.bibsonomy.org/bibtex/2894926c510eb644400cdeea913ba7833/yishyish2010-01-25T15:55:25+01:00election iran iranelection microblogging ml4d polonsky twitter <span style="color:#555555;">Alex <a href="http://www.bibsonomy.org/author/Burns">Burns</a> and Ben <a href="http://www.bibsonomy.org/author/Eltham">Eltham</a> </span><em>Proceedings of Communications Policy &amp; Research Forum, </em><em>page 298-310. </em><em>Network Insight Institute, University of Technology, Sydney, </em>(<em>2009</em>)Mon Jan 25 15:55:25 CET 2010Proceedings of Communications Policy & Research Forum 298-310Twitter Free Iran: an Evaluation of Twitter's Role in Public Diplomacy and Information Operations in Iran's 2009 Election Crisis2009election iran iranelection microblogging ml4d polonsky twitter Social media platforms such as Twitter pose new challenges for decision-makers in an international crisis. We examine Twitter's role during Iran's 2009 election crisis using a comparative analysis of Twitter investors, US State Department diplomats, citizen activists and Iranian protesters and paramilitary forces. We code for key events during the election's aftermath from 12 June to 5 August 2009, and evaluate Twitter. Foreign policy, international political economy and historical sociology frameworks provide a deeper context of how Twitter was used by different users for defensive information operations and public diplomacy. Those who believe Twitter and other social network technologies will enable ordinary people to seize power from repressive regimes should consider the fate of Iran's protesters, some of whom paid for their enthusiastic adoption of Twitter with their lives.http://www.bibsonomy.org/bibtex/2294f447847842759d5302dfdbc32cf51/yishyish2010-01-25T13:54:36+01:00crisismapping crowdsourcing ml4d mobile polonsky ushahidi <span style="color:#555555;">Ory <a href="http://www.bibsonomy.org/author/Okolloh">Okolloh</a> </span><em>Participatory Learning and Action</em>(<em>2009</em>)Mon Jan 25 13:54:36 CET 2010Participatory Learning and Action65-70Ushahidi or ‘testimony’: Web 2.0 tools for crowdsourcing crisis information592009crisismapping crowdsourcing ml4d mobile polonsky ushahidi This article reflects on the development of the Ushahidi website. The idea behind the website was to harness the benefits of crowdsourcing information (using a large group of people to report on a story) and facilitate the sharing of information in an environment where rumours and uncer- tainty were dominant. At the height of the post-election violence in Kenya in late December 2007 and early January 2008, my personal blog become one of the main sources of information about the flawed electoral process and the violence that broke out thereafter.1 There was a government ban on live media and a wave of self-censorship within mainstream media, which created an information vacuum. The government argued false or biased reporting would result in even more ethnic-based violence, and that it wanted the opportunity to review media reports before they went ‘live’. In response to the ban I asked people to send me information via comments on my blog and emails – about incidents of violence that they were witnessing or hearing about throughout the country, and that were not being reported by the media. http://www.bibsonomy.org/bibtex/230c683d4f73f1fec200c3d6123650d38/yishyish2010-01-25T13:49:49+01:00journalism ml4d participatory polonsky social ushahidi web web20 <span style="color:#555555;">Maarit <a href="http://www.bibsonomy.org/author/Makinen">Makinen</a> and Mary Wangu <a href="http://www.bibsonomy.org/author/Kuira">Kuira</a> </span><em>The International Journal of Press/Politics</em><em>13(3):328-335</em>(<em>2008</em>)Mon Jan 25 13:49:49 CET 2010The International Journal of Press/Politics3328-335Social Media and Postelection Crisis in Kenya132008journalism ml4d participatory polonsky social ushahidi web web20 This article analyzes the role of the media during the two months of postelection crisis in 2008 in Kenya. We discuss how people exchanged information during and after the media ban and analyze online discussions and media coverage. Particular emphasis is given to the role of the social media, such as Web 2.0 communication tools and services, which enable citizens to interact or share content online. Our analysis shows that during the crisis, the social media functioned as an alternative medium for citizen communication or participatory journalism.This experience has important implications for the process of democratization in Kenya. Social Media and Postelection Crisis in Kenya -- Mäkinen and Wangu Kuira 13 (3): 328 -- The International Journal of Press/Politicshttp://www.bibsonomy.org/bibtex/2ba947276ca629f72935d8fb28d0c6146/yishyish2010-01-25T13:24:56+01:00election iran iranelection polonsky socialnetworks socialsoftware twitter web2.0 <span style="color:#555555;">Jonathan <a href="http://www.bibsonomy.org/author/Beilin">Beilin</a> and Matt <a href="http://www.bibsonomy.org/author/Blake">Blake</a> and Mac <a href="http://www.bibsonomy.org/author/Cowell">Cowell</a> and David <a href="http://www.bibsonomy.org/author/Fisher">Fisher</a> and Sam <a href="http://www.bibsonomy.org/author/Gilbert">Gilbert</a> and Russell <a href="http://www.bibsonomy.org/author/Hanson">Hanson</a> and Tim <a href="http://www.bibsonomy.org/author/Hwang">Hwang</a> and Alex <a href="http://www.bibsonomy.org/author/Leavitt">Leavitt</a> and Greg <a href="http://www.bibsonomy.org/author/Marra">Marra</a> and Colin <a href="http://www.bibsonomy.org/author/McSwiggen">McSwiggen</a> and Dharmishta <a href="http://www.bibsonomy.org/author/Rood">Rood</a> and Aaron <a href="http://www.bibsonomy.org/author/Shaw">Shaw</a> and Frank <a href="http://www.bibsonomy.org/author/Tobia">Tobia</a> and Seth <a href="http://www.bibsonomy.org/author/Woodworth">Woodworth</a> </span>(<em>2009</em>)Mon Jan 25 13:24:56 CET 2010The Iranian Election on Twitter: The First Eighteen Days2009election iran iranelection polonsky socialnetworks socialsoftware twitter web2.0 The political events that transpired during and after the 2009 Iranian election garnered global attention, particulary due to the purported importance of Twitter. As a platform- independent service for communication, Twitter has become a preferred vehicle to broadcast unfolding events in Iran both within the country and to an international audience. The use of Twitter to communicate about these events is a striking instance of the memetic spread of behaviors and ideas online. http://www.bibsonomy.org/bibtex/225686ff9d80a6b5f2d8588968259efa0/yishyish2010-01-25T13:07:29+01:00development economic fishermen india ml4d mobile polonsky <span style="color:#555555;">Reuben <a href="http://www.bibsonomy.org/author/Abraham">Abraham</a> </span><em>Information Technologies and International Development</em><em>4(1):5--17</em>(<em>2007</em>)Mon Jan 25 13:07:29 CET 2010Information Technologies and International Development15--17Mobile phones and economic development: Evidence from the fishing industry in India42007development economic fishermen india ml4d mobile polonsky There is considerable speculation about the correlation between investments in telecommunications and economic development. Yet, there has been very little research on whether there is a connection between information and communication technologies (ICTs) and economic growth, and if indeed a connection can be established, how it works. Vast populations in developing countries live in rural areas and are subject to the vagaries of their highly inefficient markets. Mobile phones, by virtue of their role as carriers and conduits of information, ought to lessen the information asymmetries in markets, thereby making rural and undeveloped markets more efficient. This article tests this assumption using a case-study from India, where the fishing community in the southwestern state of Kerala has adopted mobile phones in large numbers. Using mobile phones at sea, fishermen are able to respond quickly to market demand and prevent unnecessary wastage of catch---fish being a highly perishable commodity---a common occurrence before the adoption of phones. At the marketing end, mobile phones help coordinate supply and demand, and merchants and transporters are able to take advantage of the free flow of price information by catering to demand in undersupplied markets. There is also far less wastage of time and resources in all segments of the fishing community. Fishermen spend less time idling on shore and at sea, whereas owners and agents go to the landing centers only when they receive information (via mobile phones) that their boats are about to dock. We find that with the widespread use of mobile phones, markets become more efficient as risk and uncertainty are reduced. There is greater market integration; there are gains in productivity and in the Marshallian surplus (sum of consumer and producer surplus); and price dispersion and price fluctuations are reduced. The potential efficiencies are, however, subject to easy access to capital, especially at the production end of the supply chain, without which the market remains less efficient than it could be. Finally, the quality of life of the fishermen improves as they feel less isolated and less at risk in emergencies.http://www.bibsonomy.org/bibtex/23d9ecb37221dde5e04fa2f91ae545875/yishyish2010-01-25T13:04:53+01:00aid development economic growth ml4d mobile polonsky telcom <span style="color:#555555;">Leonard <a href="http://www.bibsonomy.org/author/Waverman">Waverman</a> and Meloria <a href="http://www.bibsonomy.org/author/Meschi">Meschi</a> and Melvyn <a href="http://www.bibsonomy.org/author/Fuss">Fuss</a> </span><em>USAid report, </em>(<em>2003</em>)Mon Jan 25 13:04:53 CET 2010USAid reportThe impact of telecoms on economic growth in developing countries22003aid development economic growth ml4d mobile polonsky telcom There is a long tradition of economic research on the impact of infrastructure investments and social overhead capital on economic growth. Studies have successfully measured the growth dividend of investment in telecommunications infrastructure in developed economies.2 But few have assessed the impact of telecommunications rollout in developing countries. Given the importance of telecommunications to participation in the modern world economy, we seek to fill the void in existing research. Investment in telecoms generates a growth dividend because the spread of telecommunications reduces costs of interaction, expands market boundaries, and enormously expands information flows. Modern revolutions in management such as ‘just-in-time’ production rely completely on efficient ubiquitous communications networks. These networks are recent developments. The work by Roeller and Waverman (2001) suggests that in the OECD, the spread of modern fixed-line telecoms networks alone was responsible for one third of output growth between 1970 and 1990. Developing countries, however, experience a low telecoms trap – the lack of networks and access in many villages increases costs, and reduces opportunities because information is difficult to gather. In turn, the resulting low incomes restrict the ability to pay for infrastructure rollout. In the OECD economies, modern fixed-line networks took a long time to develop. Access to homes and firms requires physical lines to be built – a slow and expensive process. France, which had 8 fixed line telephones per 100 population (the ‘penetration rate’) in 1970, doubled this by 1976, and reached 30 main lines per 100 population in 1980. Mobile phones are lower cost and far quicker to rollout than fixed lines. In 1995, Morocco had 4 fixed lines per 100 inhabitants after many years of slow investment, and zero mobile phones per 100 inhabitants. In 2003, only eight years later, the mobile phone penetration rate in Morocco was 24, while fixed line penetration had stagnated at its 1995 level. We find that mobile phones in less developed economies are playing the same crucial role that fixed telephony played in the richer economies in the 1970s and 1980s. Mobile phones substitute for fixed lines in poor countries, but complement fixed lines in rich countries, implying that they have a stronger growth impact in poor countries. Many countries with under-developed fixed-line networks have achieved rapid mobile telephony growth with much less investment than fixed- line networks would have needed. We subjected the impact of telecoms rollout on economic growth in poorer nations to a thorough empirical scrutiny. We employed two different approaches– the Annual Production Function (APF) approach following the work of Roeller and Waverman (2001) and the Endogenous Technical Change (ETC) approach similar to the work of Robert Barro (1991). The latter provided us with the most robust and sensible estimates of the impact of mobile telephony on economic growth. We used data on 92 countries, high income and low income, from 1980 to 2003, and tested whether the introduction and rollout of mobile phone networks added to growth. We find that mobile telephony has a positive and significant impact on economic growth, and this impact may be twice as large in developing countries compared to developed countries. This result concurs with intuition. Developed economies by and large had fully articulated fixed-line networks in 1996. Even so, the addition of mobile networks had significant value-added in the developed world: the value-added of mobility and the inclusion of disenfranchised consumers through pay- as-you-go plans unavailable for fixed lines. In developing countries, we find that the growth dividend is far larger because here mobile phones provide, by and large, the main communications networks; hence they supplant the information-gathering role of fixed-line systems. The growth dividend of increasing mobile phone penetration in developing countries is therefore substantial. All else equal, the Philippines (a penetration rate of 27 percent in 2003) might enjoy annual average per capita income growth of as much as 1 percent higher than Indonesia (a penetration rate of 8.7 percent in 2003) owing solely to the greater diffusion of mobile telephones, were this gap in mobile penetration to be sustained for some time. A developing country that had an average of 10 more mobile phones per 100 population between 1996 and 2003 would have enjoyed per capita GDP growth that was 0.59 percent higher than an otherwise identical country. For high-income countries, mobile telephones also provide a significant growth dividend during the same time period. Sweden, for example, had an average mobile penetration rate of 64 per 100 inhabitants during the 1996 to 2003 period, the highest penetration of mobiles observed. In that same period, Canada had a 26 per 100 average mobile penetration rate. All else equal, we estimate that Canada would have enjoyed an average GDP per capita growth rate nearly 1 percent higher than it actually was, had the mobile penetration rate in Canada been more-than-doubled. Our research also provides new estimates of demand elasticities in developing countries – we find both the own–price and income elasticities of mobile phone demand to be significantly above 1. That is, demand increases much more than in proportion to either increases in income or reductions in price. We also find that mobile phones are substitutes for fixed-line phones. http://www.bibsonomy.org/bibtex/2221ab89beb57ff67cb7e62b5bd291d91/yishyish2010-01-25T11:18:17+01:00economics networks opencontent opensource polonsky <span style="color:#555555;">Yochai <a href="http://www.bibsonomy.org/author/Benkler">Benkler</a> </span><em>Yale University Press, </em>(<em>2006</em>)Mon Jan 25 11:18:17 CET 2010The Wealth of Networks: How Social Production Transforms Markets and Freedom2006economics networks opencontent opensource polonsky http://www.bibsonomy.org/bibtex/2f57ae79b52943c6727496a99c94b2dd5/yishyish2010-01-25T11:16:24+01:00kaleidoscope learning ml4d mlearning mobile mobilelearning polonsky technology <span style="color:#555555;">Mike <a href="http://www.bibsonomy.org/author/Sharples">Sharples</a> and Inmaculada Arnedillo <a href="http://www.bibsonomy.org/author/Sánchez">S&#225;nchez</a> and Marcelo <a href="http://www.bibsonomy.org/author/Milrad">Milrad</a> and Giasemi <a href="http://www.bibsonomy.org/author/Vavoula">Vavoula</a> </span><em>Technology Enhanced Learning: Principles and Products, </em><em>Springer-Verlag, Berlin, </em>(<em>2009</em>)Mon Jan 25 11:16:24 CET 2010Technology Enhanced Learning: Principles and Products233-249Mobile Learning: Small devices, Big Issues2009kaleidoscope learning ml4d mlearning mobile mobilelearning polonsky technology Over the past ten years mobile learning has grown from a minor research interest to a set of significant projects in schools, workplaces, museums, cities and rural areas around the world. Each project has shown how mobile technology can offer new opportunities for learning that extend within and beyond the traditional teacher-led classroom. Yet, the very diversity of the projects makes it difficult to capture the essence of mobile learning or to show how it contributes to the theory and practice of education. In this chapter we attempt to address the central issues of what is mobile learning and how can we design and evaluate it. Drawing on a theory of mobile learning as ‘the processes of coming to know through conversations across multiple contexts amongst people and personal interactive technologies’ (Sharples et al. 2007) we shall discuss how learning contexts are created through interaction, and how portable and ubiquitous technologies can support effective conversations for learning. We shall draw on the findings from recent major projects to show how people artfully engage with their surroundings, peers and technology to create impromptu sites of learning and to carry their conversations from place to place, from time to time, from topic to topic.http://www.bibsonomy.org/bibtex/2b7b7e58b92cf711724dc5e2c7ae9f903/yishyish2010-01-25T10:41:26+01:00action collaboration collaborative community polonsky selforganising social software technology <span style="color:#555555;">Clay <a href="http://www.bibsonomy.org/author/Shirky">Shirky</a> </span><em>Penguin Press, </em>(<em>2008</em>)Mon Jan 25 10:41:26 CET 2010Here comes everybody: the power of organizing without organizations2008action collaboration collaborative community polonsky selforganising social software technology http://www.bibsonomy.org/bibtex/255b31c1da88501789976c5357b9a1a48/yishyish2010-01-23T18:27:11+01:00UN action civic conflict crisis emergency mobile polonsky social technologies <span style="color:#555555;">Diane <a href="http://www.bibsonomy.org/author/Coyle">Coyle</a> and Patrick <a href="http://www.bibsonomy.org/author/Meier">Meier</a> </span><em>ashington, D.C. and London, UK: UN Foundation-Vodafone Foundation Partnership, </em>(<em>2009</em>)Sat Jan 23 18:27:11 CET 2010New Technologies in Emergencies and Conflicts: The Role of Information and Social Networks2009UN action civic conflict crisis emergency mobile polonsky social technologies looks at innovation in the use of technology along the timeline of crisis response, from emergency preparedness and alerts to recovery and rebuilding. It profiles organizations whose work is advancing the frontlines of innovation, offers an overview of international efforts to increase sophistication in the use of IT and social networks during emergencies, and provides recommendations for how governments, aid groups, and international organizations can leverage this innovation to improve community resilience.United Nations Foundation » New Technologies in Emergencies and Conflictshttp://www.bibsonomy.org/bibtex/22e5a40938b955e39c2327fa160edd633/yishyish2010-01-23T18:15:32+01:00UN mhealth ml4d mobile polonsky <span style="color:#555555;">Vital Wave <a href="http://www.bibsonomy.org/author/Consulting">Consulting</a> </span>(<em>2009</em>)Sat Jan 23 18:15:32 CET 2010mHealth for Development: The Opportunity of Mobile Technology for Healthcare in the Developing World2009UN mhealth ml4d mobile polonsky This report examines issues at the heart of the rapidly evolving intersection of mobile phones and healthcare. It helps the reader to understand mHealth s scope and implementation across developing regions, the health needs to which mHealth can be applied, and the mHealth applications that promise the greatest impact on heath care initiativesUnited Nations Foundation » mHealth for Developmenthttp://www.bibsonomy.org/bibtex/2dce416ede83077921f54cce6301e388e/yishyish2010-01-23T18:05:36+01:00Africa ml4d mobile polonsky <span style="color:#555555;">Sokari <a href="http://www.bibsonomy.org/author/Ekine">Ekine</a> and Nathan <a href="http://www.bibsonomy.org/author/Eagle">Eagle</a> and Ken <a href="http://www.bibsonomy.org/author/Banks">Banks</a> and Redante <a href="http://www.bibsonomy.org/author/Asuncion-Reed">Asuncion-Reed</a> and Anil <a href="http://www.bibsonomy.org/author/Naidoo">Naidoo</a> and Amanda <a href="http://www.bibsonomy.org/author/Atwood">Atwood</a> and Christiana <a href="http://www.bibsonomy.org/author/Charles-Iyoha">Charles-Iyoha</a> and Becky <a href="http://www.bibsonomy.org/author/Faith">Faith</a> and Joshua <a href="http://www.bibsonomy.org/author/Goldstein">Goldstein</a> and Christian <a href="http://www.bibsonomy.org/author/Kreutz">Kreutz</a> and Tanya <a href="http://www.bibsonomy.org/author/Notley">Notley</a> and Juliana <a href="http://www.bibsonomy.org/author/Rotich">Rotich</a> and Berna Twanza <a href="http://www.bibsonomy.org/author/Ngolobe">Ngolobe</a> and Bukeni <a href="http://www.bibsonomy.org/author/Waruzi">Waruzi</a> </span><em>FAHAMU BOOKS AND PAMBAZUKA PRESS, </em>(<em>2010</em>)Sat Jan 23 18:05:36 CET 2010SMS Uprising: Mobile Activism in Africa Sokari Ekine2010Africa ml4d mobile polonsky SMS Uprising provides a unique insight into how activists and social change advocates are addressing Africa's many challenges from within, and how they are using mobile telephone technologies to facilitate these changes. This collection of essays by those engaged in using mobile phone technologies for social change provides an analysis of the socio-economic, political and media contexts faced by activists in Africa today. The essays address a broad range of issues including inequalities in access to technology based on gender, rural and urban usage, as well as offering practical examples of how activists are using mobile technology to organise and document their experiences. They provide an overview of the lessons learned in making effective use of mobile phone technologies without any of the romanticism so often associated with the use of new technologies for social change. The examples are shared in a way that makes them easy to replicate – 'Try this idea in your campaign.' The intention is that the experiences described within the book will lead to greater reflection about the real potential and limitations of mobile technologies. Edited by Nigerian activist Sokari Ekine, who runs the prize-winning blog Black Looks, the book brings together some of the best known and experienced developers and users of mobile phone technologies in Africa, including Juliana Rotich from Ushahidi in Kenya, Ken Banks of Kiwanja.net, and Berna Ngolobe of WOUGNET in Uganda.SMS Uprising: Mobile Activism in Africa