BibSonomyburst/user/yish/polonskyBibSonomy RSS feed for /user/yish/polonsky2012-02-16T08:59:28+01:00http://www.bibsonomy.org/bibtex/28392e8921413ba470274903d88938bb8/yishyish2011-02-04T12:44:42+01:002004 cerme2005 cscl-2005 gmr guess-my-rule haifa-edtech ijceell06 ijtme2006 mathgamespatterns micromath my myown mythesis noe-kaleidoscope number polonsky sequences toontalk weblabs <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Sendova">Evgenia Sendova</a> </span><em>History and Education in Mathematics and Informatics, Attracting Talent to Science; Proceedings of the International Congress MASSEE 2003, september 15-21, Borovets, Bulgaria, </em><em>University of Latvia, </em><em>Latvia, </em>(<em>2003</em>)Fri Feb 04 12:44:42 CET 2011LatviaHistory and Education in Mathematics and Informatics, Attracting Talent to Science; Proceedings of the International Congress MASSEE 2003, september 15-21, Borovets, BulgariaToonTalking about Mathematics20032004 cerme2005 cscl-2005 gmr guess-my-rule haifa-edtech ijceell06 ijtme2006 mathgamespatterns micromath my myown mythesis noe-kaleidoscope number polonsky sequences toontalk weblabs http://www.bibsonomy.org/bibtex/2911e927f6c77cba3fe5e558bcdb04f9f/yishyish2011-02-04T12:44:32+01:00AI agents dilemma gametheory haifa-edtech learning multiagent my myown polonsky prisoner&#039;s <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Rosenschein">Jeffrey S. Rosenschein</a> </span><em>Proceedings of the First International Conference on Multiagent Systems ICMAS95, </em><em>page 276-282. </em><em>Menlo park, California, </em><em>AAAI Press / MIT Press, </em>(<em>1995</em>)Fri Feb 04 12:44:32 CET 2011Menlo park, CaliforniaProceedings of the First International Conference on Multiagent Systems (ICMAS95)276-282Time and the Prisoner's Dilemma.1995AI agents dilemma gametheory haifa-edtech learning multiagent my myown polonsky prisoner's http://www.bibsonomy.org/bibtex/228303ca1e27490e81acc83f0d1e55f8c/yishyish2011-02-04T12:43:55+01:00CnE07 KalDesignResearch design designpatterns emdp games haifa-edtech kaleidoscope learning lp mathgamespatterns my myown patterns polonsky <span class="authorEditorList"><a href="/author/Pratt">Dave Pratt</a>, <a href="/author/Winters">Niall Winters</a>, <a href="/author/Alexopoulou">Efi Alexopoulou</a>, <a href="/author/Bligh">James Bligh</a>, <a href="/author/Björk">Staffan Björk</a>, <a href="/author/Cerulli">Michele Cerulli</a>, <a href="/author/Childs">Mark Childs</a>, <a href="/author/Chioccariello">Augusto Chioccariello</a>, <a href="/author/Jonker">Vincent Jonker</a>, <a href="/author/Kynigos">Chronis Kynigos</a>, <a href="/author/Lindström">Berner Lindström</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/O&#039;Donnell">Fionnuala O&#039;Donnell</a>, <a href="/author/Tangney">Brendan Tangney</a>, and <a href="/author/Wijers">Monica Wijers</a> </span>(<em>2006</em>)Fri Feb 04 12:43:55 CET 2011Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report (2007-04-23 13:20:50)2006CnE07 KalDesignResearch design designpatterns emdp games haifa-edtech kaleidoscope learning lp mathgamespatterns my myown patterns polonsky http://www.bibsonomy.org/bibtex/2f7705204cb381d4853cffcde77b6a57a/yishyish2011-02-04T12:43:34+01:00CiHB ILE KalDesignResearch PlanetMakingStuffTogether algebra cerme6 constructionism design gmr haifa-edtech ijtme2006 learning mathematics maths my myown mythesis noe-kaleidoscope number polonsky selected sequences sequnces toontallk top weblabs webreports <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, <a href="/author/Noss">Richard Noss</a>, <a href="/author/Hoyles">Celia Hoyles</a>, <a href="/author/Kahn">Ken Kahn</a>, and <a href="/author/Simpson">Gordon Simpson</a> </span><em>the International Journal for Technology in Mathematics Education</em> <em>13(2):65-78</em> (<em>2006</em>)Fri Feb 04 12:43:34 CET 2011the International Journal for Technology in Mathematics Education265-78Designing to see and share structure in number sequences132006CiHB ILE KalDesignResearch PlanetMakingStuffTogether algebra cerme6 constructionism design gmr haifa-edtech ijtme2006 learning mathematics maths my myown mythesis noe-kaleidoscope number polonsky selected sequences sequnces toontallk top weblabs webreports This paper reports on a design experiment in the domain of number sequences conducted in the course of the WebLabs project. We iteratively designed and tested a set of activities and tools in which 10-14 year old students used the ToonTalk programming environment to construct models of sequences and series, and then shared their models and their observations about them utilising a web-based collaboration system. We report on the evolution of a design pattern (programming method) called “Streams” which enables students to engage in the process of summing and “hold the series in their hand”, and consequently make sophisticated arguments regarding the mathematical structures of the sequences without requiring the use of algebra. While the focus of this paper is mainly on the design of activities and its epistemological foundations, we include some illustrative examples of one group of students' work, which indicate the potential of the activities and tools for expressing and reflecting on deep mathematical ideas.http://www.bibsonomy.org/bibtex/21e53996c8c7994f17938350efb409cd8/yishyish2011-02-04T12:22:25+01:00IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports <span class="authorEditorList"><a href="/author/Matos">João Filipe Matos</a>, <a href="/author/Mor">Yishay Mor</a>, <a href="/author/Noss">Richard Noss</a>, and <a href="/author/Santos">Madalena Santos</a> </span><em>Fourth Congress of the European Society for Research in Mathematics Education CERME-4, </em><em>Sant Feliu de Guíxols, Spain, </em>(<em>2005</em>)Fri Feb 04 12:22:25 CET 2011Sant Feliu de Guíxols, SpainFourth Congress of the European Society for Research in Mathematics Education (CERME-4)Sustaining Interaction in a Mathematical Community of Practice2005IJCEELL communities cscl-2005 gmr gmx haifa-edtech mathgamespatterns my myown mythesis noe-kaleidoscope of polonsky practice sequences weblabs webreports http://www.bibsonomy.org/bibtex/2b54f884125d439beee1afeab9c3ca6fa/yishyish2011-02-04T12:21:34+01:00KalDesignResearch TEL cerme6 constructionism eLPBookMor gmr haifa-edtech learning maths my myown mythesis narrative polonsky programming selected sequences top <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Noss">Richard Noss</a> </span><em>International Journal of Continuing Engineering Education and Life-Long Learning IJCEELL</em> <em>18(2):214-233</em> (<em>2008</em>)Fri Feb 04 12:21:34 CET 2011International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL)2214-233Programming as Mathematical Narrative182008KalDesignResearch TEL cerme6 constructionism eLPBookMor gmr haifa-edtech learning maths my myown mythesis narrative polonsky programming selected sequences top This paper describes a narrative-oriented approach to the design and the analysis of a computational system and a set of activities for mathematical learning. Our central contention is that programming can offer a key to resolving the tension between the different representational structures of narrative and mathematical formalism. In the course of describing our approach, we make a distinction between the epistemic-cognitive elements of narrative and the social, cultural and affective elements. We then elaborate the theoretical grounds of the individual epistemic facets of narrative. We propose a link between narrative theories of learning and constructionist traditions, specifically the notion of situated abstraction. This link suggests the possibility of further dialogue between the two academic communities http://www.bibsonomy.org/bibtex/2dea6e9bcf73fecbf6004c78aa714d5d3/yishyish2011-02-04T12:21:27+01:00CERME-6-patterns IDR KalDesignResearch LDSE LP asld-book asld2011 cal09-patterns design designpatterns eLPBookMor edid9 education haifa-edtech iterative jime08 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patterns pedagogicalpatterns polonsky postdocapplication research <span class="authorEditorList"><a href="/author/Winters">Niall Winters</a>, and <a href="/author/Mor">Yishay Mor</a> </span><em>Computers and Education</em> <em>50(2):579-600</em> (<em>2008</em>)Fri Feb 04 12:21:27 CET 2011Computers and Education2579-600IDR: a participatory methodology for interdisciplinary design in technology enhanced learning502008CERME-6-patterns IDR KalDesignResearch LDSE LP asld-book asld2011 cal09-patterns design designpatterns eLPBookMor edid9 education haifa-edtech iterative jime08 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patterns pedagogicalpatterns polonsky postdocapplication research One of the important themes that emerged from the CAL’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary techno-pedagogical design, drawing on the design patterns tradition (Alexander, Silverstein & Ishikawa, 1977) and the design research paradigm (DiSessa & Cobb, 2004). We discuss the iterative development and use of our methodology by a pan-European project team of educational researchers, software developers and teachers. We reflect on our experiences of the participatory nature of pattern design and discuss how, as a distributed team, we developed a set of over 120 design patterns, created using our freely available open source web toolkit. Furthermore, we detail how our methodology is applicable to the wider community through a workshop model, which has been run and iteratively refined at five major international conferences, involving over 200 participants. http://www.bibsonomy.org/bibtex/2cae60e254a94675c4964093ca988a160/yishyish2011-02-04T12:20:55+01:00Mobile activism collaboration georeference geotagging haifa-edtech mlearning mobmaps my myown polonsky social <span class="authorEditorList"><a href="/author/Gens">Luís Gens</a>, <a href="/author/Paredes">Hugo Paredes</a>, <a href="/author/Martins">Paulo Martins</a>, <a href="/author/Fonseca">Benjamim Fonseca</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Morgado">Leonel Morgado</a> </span><em>CRIWG 2009, Lecture Notes in Computer Science LNCS 5784, </em>(<em>2009</em>)Fri Feb 04 12:20:55 CET 2011CRIWG 2009, Lecture Notes in Computer Science (LNCS) 5784MobMaps: Towards a Shared Environment for Collaborative Social Activism2009Mobile activism collaboration georeference geotagging haifa-edtech mlearning mobmaps my myown polonsky social Nowadays it is possible to disseminate information to the all world in real time using current communication tools supported mostly by the Internet. The work of several organizations reporting a multitude of problems that our society faces can be sustained by participatory platforms, which stimulate the collaboration of participants all over the world. In this paper we present a technological platform that provides a shared environment for collaborative social activism. We adapted the platform to a particular organization, MachsomWatch that reports human rights abuses in Israelis checkpoints. Finally we present some preliminary results obtained by ethnographic research using the developed platform.http://www.bibsonomy.org/bibtex/2ac5f7552c7d03c7811c9ca8d2daac021/yishyish2011-02-04T12:20:04+01:00Architecture4Participation CERME-6-patterns CaseStudies Games IDR JIME Learning Mathematics OER PatternLanguages asld-book asld2011 cal09-patterns casestudies contel11 design designpatterns eLPBookMor edid9 education educational elp-feasst haifa-edtech jime08 language ldg learning learningdesigngrid lgcbook lp mathgamespatterns methodology my myown mythesis olnet open opencontent openeducationalresources opensource participatory patternlanguagenetwork patternlanguagenetworkpublications patterns planetpublications polonsky ppw selected top tuebingenfeasst wleformativeeassessment workshops <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Winters">Niall Winters</a> </span><em>Journal of Interactive Media</em> (<em>2008</em>)Fri Feb 04 12:20:04 CET 2011Journal of Interactive MediaParticipatory design in open education: a workshop model for developing a pattern language2008Architecture4Participation CERME-6-patterns CaseStudies Games IDR JIME Learning Mathematics OER PatternLanguages asld-book asld2011 cal09-patterns casestudies contel11 design designpatterns eLPBookMor edid9 education educational elp-feasst haifa-edtech jime08 language ldg learning learningdesigngrid lgcbook lp mathgamespatterns methodology my myown mythesis olnet open opencontent openeducationalresources opensource participatory patternlanguagenetwork patternlanguagenetworkpublications patterns planetpublications polonsky ppw selected top tuebingenfeasst wleformativeeassessment workshops Technologically enhanced learning environments raise complex challenges for their designers, developers and users. Design patterns and pattern languages have recently emerged as a potential framework for addressing some of these challenges. However, the uptake of design patterns has been slow outside of the computer science community. We argue that this is largely a consequence of a weak positioning of pattern languages, as a form of delivering expert knowledge to layperson, and suggest an alternative view: the development of a pattern language as a community endeavour. In terms of open education, the workshop model can be viewed as an open production process for developing educational resources, in our case design patterns. We propose a model of pattern elicitation workshops, in which collaborative development of a pattern language provides a framework for sharing design knowledge within interdisciplinary communities. This model was iteratively developed at five international conferences. It was then postulated as a design pattern itself, encompassing a series of practices and a set of supporting tools. We believe this model could be applied in a broad range of communities concerned with the development of open digital educational resources.http://www.bibsonomy.org/bibtex/24eda47ee1680b98b8deb12df8dc4152c/yishyish2011-02-04T12:18:59+01:00design designpatterns games haifa-edtech learning mathgamespatterns my myown polonsky <span class="authorEditorList"><a href="/author/Mark">Childs Mark</a>, <a href="/author/Yishay">Mor Yishay</a>, <a href="/author/Niall">Winters Niall</a>, <a href="/author/Michele">Cerulli Michele</a>, <a href="/author/Staffan">Björk Staffan</a>, <a href="/author/Efi">Alexopoulou Efi</a>, <a href="/author/Ulrika">Bennerstedt Ulrika</a>, <a href="/author/Vincent">Jonker Vincent</a>, <a href="/author/Chronis">Kynigos Chronis</a>, <a href="/author/Dave">Pratt Dave</a>, and <a href="/author/Monica">Wijers Monica</a> </span><em>Research Report, </em><em>D40.1.1. </em><em>Kaleidoscope network of excellence, </em>(<em>2006</em>)Fri Feb 04 12:18:59 CET 2011D40.1.1Learning Patterns for the design and deployment of Mathematical Games: Literature reviewResearch Report2006design designpatterns games haifa-edtech learning mathgamespatterns my myown 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/270782f4ed3df5a7684e1dab800443e6f/yishyish2011-02-04T12:18:15+01:00CERME-6-patterns CnE07 Design Designpatterns GLiSL IJCEELL ILE Interactive KalDesignResearch LDSE Technology WLEFormativeEAssessment asld-book asld2011 cal09-patterns cerme6 chais2007 contel11 design designpatterns eLPBookMor edid9 education emdp enhanced environments experiments gamesresearch haifa-edtech jime08 jls10 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patternlanguagenetwork patterns polonsky postdocapplication research science selected top <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Winters">Niall Winters</a> </span><em>Interactive Learning Environments</em> <em>15(1):61-75</em> (<em>2007</em>)Fri Feb 04 12:18:15 CET 2011Interactive Learning Environments161-75Design approaches in technology enhanced learning152007CERME-6-patterns CnE07 Design Designpatterns GLiSL IJCEELL ILE Interactive KalDesignResearch LDSE Technology WLEFormativeEAssessment asld-book asld2011 cal09-patterns cerme6 chais2007 contel11 design designpatterns eLPBookMor edid9 education emdp enhanced environments experiments gamesresearch haifa-edtech jime08 jls10 ldg learning learningdesigngrid lgcbook lp methodology my myown mythesis olnet patternlanguagenetwork patterns polonsky postdocapplication research science selected top Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists.http://www.bibsonomy.org/bibtex/27542356db18170d22f5cb8bc4d3bca60/yishyish2011-02-04T12:17:51+01:00cases casestories como eLPBookMor eassessment feasst formative haifa-edtech learning my myown polonsky practitioner wleformativeeassessment <span class="authorEditorList"><a href="/author/Pachler">Norbert Pachler</a>, <a href="/author/Daly">Caroline Daly</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Mellar">Harvey Mellar</a> </span><em>Computers and Education</em> <em>54(3):715-721</em> (<em>2010</em>)Fri Feb 04 12:17:51 CET 2011Computers and Education3715-721Formative e-assessment: practitioner cases542010cases casestories como eLPBookMor eassessment feasst formative haifa-edtech learning my myown 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/2424c205eeb1987eaa36e4b04eaad1f86/yishyish2011-02-04T12:17:42+01:00design designpatterns eLPBookMor edid9 haifa-edtech jime08 lp mathgamespatterns methodology my myown mythesis olnet patternlanguagenetwork patterns planetpublications polonsky <span class="authorEditorList"><a href="/author/Winters">Niall Winters</a>, <a href="/author/Mor">Yishay Mor</a>, and <a href="/author/Pratt">Dave Pratt</a> </span><em>Technology-enhanced learning: Design Patterns and Pattern Languages, </em><em>Sense Publishers, </em><em>Rotterdam, </em>(<em>2010</em>)Fri Feb 04 12:17:42 CET 2011RotterdamTechnology-enhanced learning: Design Patterns and Pattern Languages233-254The distributed developmental network - d2n: a social configuration to support design pattern generation2010design designpatterns eLPBookMor edid9 haifa-edtech jime08 lp mathgamespatterns methodology my myown mythesis olnet patternlanguagenetwork patterns planetpublications polonsky http://www.bibsonomy.org/bibtex/2af724f169df552bf3bf1e41e17887106/yishyish2011-02-04T12:13:46+01:00design designpatterns elp-feasst gmx haifa-edtech haifa-games-course learning mathematics maths my myown patterns pedagogicalpatterns polonsky top <span class="authorEditorList"><a href="/author/Mor">Yishay Mor</a> </span><em>Proceedings of the 13th European Conference on Pattern Languages of Programs EuroPLoP 2008, </em><em>page 348-384. </em><em>CEUR-WS, </em>(<em>2010</em>)Fri Feb 04 12:13:46 CET 2011Proceedings of the 13th European Conference on Pattern Languages of Programs (EuroPLoP 2008)348-384Guess my X and other patterns for teaching and learning mathematics2010design designpatterns elp-feasst gmx haifa-edtech haifa-games-course learning mathematics maths my myown patterns pedagogicalpatterns polonsky top Most people see learning mathematics as a demanding, even threatening, endeavour. Consequently, creating technology-enhanced environments and activities for learning mathematics is a challenging domain. It requires a synergism of several dimensions of design knowledge: usability, software design, pedagogical design and subject matter. This paper presents a set of patterns derived from a study on designing collaborative learning activities in mathematics for children aged 10-14, and a set of tools to support them.http://www.bibsonomy.org/bibtex/2914987a0dfa0cfc963211260f51a57e8/yishyish2010-07-27T10:34:33+02:00cscl cscl-2005 ijceell06 ijtme2006 mythesis polonsky sequences-esm sequences-ictmt7 <span class="authorEditorList"><a href="/author/Scardamalia">Marlene Scardamalia</a>, and <a href="/author/Bereiter">Carl Bereiter</a> </span><em>Journal of the Learning Sciences</em> <em>3(3):265-283</em> (<em>1994</em>)Tue Jul 27 10:34:33 CEST 2010Journal of the Learning Sciences3265-283Computer support for knowledge-building communities31994cscl cscl-2005 ijceell06 ijtme2006 mythesis polonsky sequences-esm sequences-ictmt7 In this article we focus on educational ideas and enabling technology for knowledge-building discourse. the conceptual bases of computer-supported intentional learning environments (CSILE) come from research on intentional learning, process aspects of expertise, and discourse in knowledge-building communities. These bases combine to support the following propositions: Schools need to be restructured as communities in which the construction of knowledge is supported as a collective goal, and the role of educational technology should be to replace classroom discourse patterns with those having more immediate and natural extensions to knowledge-building communities outside school walls. CSILE is described as a means for reframing classroom discourse to support knowledge building in ways extensible to out-of-school knowledge-advancing enterprises. Some of the most fundamental problems are logistic, and it is in solving these logistic problems that we see the greatest potential for educational technology.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 class="authorEditorList"><a href="/author/Winters">Niall Winters</a>, and <a href="/author/Mor">Yishay 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/229ac30a76e2dc026392858d25d18820e/yishyish2010-01-31T15:11:49+01:00digital eLPBookMor identity imported media polonsky psychology social <span class="authorEditorList"><a href="/author/Warburton">Steven Warburton</a>, and <a href="/author/Hatzipanagos">Stylianos Hatzipanagos</a> (Eds.). </span><em>IGI Global, </em>(<em>forthcoming</em>)Sun Jan 31 15:11:49 CET 2010Digital Identity and Social Mediaforthcomingdigital eLPBookMor 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/2b58dfa31652febafce01e64fede4ec66/yishyish2010-01-26T02:29:56+01:00children networking polonsky social socialnetworks teens <span class="authorEditorList"><a href="/author/International">Childnet 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 class="authorEditorList"><a href="/author/Burns">Alex Burns</a>, and <a href="/author/Eltham">Ben 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 class="authorEditorList"><a href="/author/Okolloh">Ory 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.