Internet + Society 2007 - User contributions [en]

Open Access at UNIVERSITY - OpenCourseWare and Beyond

2025-01-24T21:49:46Z

BerkmanSysop: BerkmanSysop moved page Open Access at UNIVERSITY â OpenCourseWare and Beyond to Open Access at UNIVERSITY - OpenCourseWare and Beyond without leaving a redirect: bad character

Open Access at UNIVERSITY â OpenCourseWare and Beyond

MITâs OpenCourseWare, along with numerous other University-lead open access learning initiatives, has revealed the worldâs thirst for open access knowledge and learning. What have we learned from previous efforts, and how and in what ways can Universities harness the potential of making their course material open access? How do we give knowledge, once put online, a sense of âlifeâ â how do we make it âlivingâ knowledge to be shared and developed with learners around the world?
Facilitator: Anne Margulies (MIT OpenCourseWare)

== Related Questions: ==
*How do we create open access journals that are fiscally sustainable?
*Do extension schools dilute the brand of a university?
*Should that even matter?
*If successful, will anyone take the degrees seriously?
*Will normal graduates resent extension students?
*What are the financial and the business models for making a vision of openness possible and sustainable?
*Will becoming more open threaten the standing of the University (as the traditional view would hold) or would it enhance it?
*In what way does Harvard University's concept of openness resonate with the ideas of justice and morality?
*What role will (and what role should) the libraries and museums play in defining how open our universities should be?
*How do we fund research to maximize openness, but still make it possible for interested corporations and governments to participate?
*How do we maintain and guarantee the quality of information as openness increases?
*If you were to create a trustworthy "open" organization (or an organization to which you entreat openness) what would this type of organization look like?
*How should we define openness, particularly in opposition to some concept or definition of closed?
*It is fine and good for Harvard, a multi-billion dollar organization, to advance this vision of openness. But what about the small firms?
*How open or closed should Harvard university be? What is the most interesting issue in relation to this?
*What role do OpenCourseWare systems play in this endeavor to harness the Internet as an open facilitator and distributor of University knowledge?
*What do you feel about openness in classrooms in the for-profit center and impact of this on government and academic arenas? Who should be responsible for the openness of the net?
*Will Harvard consciously and productively define its future position on 'openness' or be dragged there by the rest of the world?
*How does the university's budget allocation and procurement process create incentives for greater openness?
*How do you balance benefits and rights of enrolled/paying students and 'open' university participants?

Question:Should all publicly funded research be in the public domain

2025-01-24T21:40:34Z

BerkmanSysop: BerkmanSysop moved page Question:Should all publicly funded research be in the public domain to Question:Should all publicly funded research be in the public domain? without leaving a redirect: add question mark

Please Discuss!

* What about funding from government on secret research considered by our government to be of high security value and by our scientists as interesting? Does the implication of the question suggest that we should not undertake such research?

Please Discuss !

Question:Is Poker a game of skill. Poker is a game of bluff. To Bluff: To deceive (an opponent in cards) by a bold bet ...please hit reply to follow this thought on wiki.

2024-12-17T15:46:55Z

BerkmanSysop: UTurn to 1704067200

yes, and here we are, almost in real time.

==
'''UNIVERSITY Interest In and Concerns About Poker''' ==

Harvard chooses the best students in the world to come here to learn. We see many of them become intensely interested in playing the game of poker. It behooves us to ask: What is to be learned from playing poker? What is to be feared? Can we mitigate the risks our fears represent?

We have an opportunity to research a magnificent digital data base opened to us by the online poker industry for purposes of research. We propose an open academic inquiry into questions of interest and concern. We go where the questions lead. Understand that research must be unfettered, not channeled to any pre-determined result.

We propose to explore the place of poker in the university world, in American and global society, in American and global law, in cyberspace, following our questions where they lead.

*'''*How great and how serious are the dangers of addiction? Are there signals of addiction which could be discerned and used to warn those at risk? '''
*'''*Does Poker encourage alcohol and tabacco abuse?
*'''*Is Poker women-friendly? What has been the history and what is the trajectory of female participation in poker? How can the data be queried?'''
*'''*Is poker competitive with the educational mission of university or to be embraced by it? What is the reality of concern about distraction of youth?'''
*'''*Can measures be developed and empirical work structured relevant to the legal regulation of poker? '''
*'''*Does poker differentially impact low income people?'''
*'''*Is there danger of society losing its best minds to professional poker?'''
*'''*[[Is Poker a game of skill?]] '''
*'''*Has anyone improved on Nez Ankeny's bluffing algorithm since i wrote my poker program in 1982?'''

How would one query the data in order to test these questions?

''--There are many possibilities and permutations in a statistical model. Basic MLE: dichotomous dependent variable--bluff, no bluff. Independent variables: bet size, strength of hand, gender, size of pot, siz of player's chip stack, size of opponent's chip stack, number of prior hands played, size of blink, big blind/small blind/no blind, and theoretically interesting interactions between any of the above. Interact these with income. The qualitative questions are left to inference from this and other data.''

We can also request input from an interested world. We can learn from our students what, in their perception, they learn and risk.

We seek in the discussion and list of invitees people who can help us think things through and structure research queries to the data.
David Parkes
Ari Pfeffer
Andy Bloch
Annie Duke
Howard Lederer
Jay Kadane
Steven Leavitt
Sen. Alfonse D'Amato
Duncan Watts
Justice Antonin Scalia
David Sklansky
Mike Sexton
Andrew Woods
Alan Stone
Elena Kagan
Theodore Stebbins
Jonathan Zittrain
Nick Marshall
Howard Shaffer
Bill Dutton
put the list up on a wiki
let folks add their names
Michael Bolcerek, head of Poker Players Alliance

April 24, 2007
Major companies in the Interactive Gaming Counsel, Party Gaming, 888, Full Tilt, Poker Stars, Micro Gaming:

Help us make the event a fundraiser for the open domain of UNIVERSITY. We invite the online poker industry to become an exemplar of forward thinking in understanding and supporting the quest for truth and open access to knowledge in the cyber domain. By putting poker in service of the open domain of university we will affirm an ethic of goodness and public benefit that the game itself is sometimes missing.

What do i want from you?

*a little cash up front
*a blank check going forward which you can stop at any time
*open access to your data

***

The Wisdom of Poker in the words of Kenny Rogers - The Gambler

;call for papers, call for talking points,
;is there a journal that would publish
;can we form one
;open access poker number one

***

What has UNIVERSITY to fear from GOOGLE

2013-04-15T20:41:01Z

BerkmanSysop: UTurn to 1185926401

==Why is this a question worth asking? ==
Because Google is a giant for-profit corporation with a dominating position in internet search space, the richest and most powerful of all internet domains. Consider yourself the act of interacting with your machine; consider how much of what you do is finding.

We have to fear that Google might see it in its for-profit self-interest to fractionate and exploit the resources of our university domain to our collective disadvantage. Already they have induced some universites among us to make secret deals.

==Who are the secret deals secret from?==

==Think of UNIVERSITY as client==
We have to fear finding ourselves in a defensive adversary relationship with Google in which Google holds the dominating power.

Participants

2013-04-15T20:40:45Z

BerkmanSysop: UTurn to 1185926401

If you are coming to this year's Internet & Society Conference, add your name to this list!

== Attendees ==

* [http://cyber.law.harvard.edu Amar Ashar, Berkman Center for Internet & Society]
* [http://www2.wwnorton.com/catalog/spring04/032564.htm Matthew Battles, senior editor, Museum of Fine Arts, Boston and instructor, Harvard Extension School]
* [http://www.vanfeliu.com/attorneyProfile-Beckerman.htm Ray Beckerman] Partner, [http://www.vanfeliu.com Vandenberg & Feliu, LLP] Author, [http://recordingindustryvspeople.blogspot.com "Recording Industry vs. The People"]
* Marcus Breen, Associate Professor, Department of Communication Studies, Northeastern University, Boston
* Jim Bunce, Engineer/MPA, Cornell University
* [http://www.der.org Cynthia Close, Executive Director, Documentary Educational Resources]
* [http://parts.mit.edu Mac Cowell, Developer, The International Genetically Engineered Machine competition]
* [http://www.copyright.com Dave Davis, Library Manager, Copyright Clearance Center, Danvers]
* [http://www.uchsc.edu/derm/dellavalle.php Robert Dellavalle, Associate Professor of Dermatology and Preventive Medicine, University of Colorado Health Sciences Center]
* [http://chronicle.com/contact/staff.htm Andrea Foster, staff reporter, Chronicle of Higher Education]
* [http://fountain.levinux.org RenÃ©e Fountain, professor at Laval University, Canada]
* [http://conversationbase.com/blog Critt Jarvis, Co-Founder and Lead Architect, Conversation Base LLC]
* [http://www.thenewfreedom.net/wp/ Rich Jones, TheNewFreedom.net]
* [http://www.omidyar.net/ Thomas Kriese, Omidyar Network]
* [http://www.countway.med.harvard.edu P. Scott Lapinski, Digital Resources Librarian, Countway Library, Harvard Medical School]
* [http://muddyriver.us/newlib/ Ken Liss], Communication Librarian, Boston College
* [http://fas.harvard.edu/ofa Scott Lozier, Office for the Arts, Harvard College]
* [http://scottmacleod.com Scott MacLeod, Lecturer, Society and Information Technology, Chatham College, Penn State, Univ. of Pittsburgh]
* Karen Markin, Director of Research Development, University of Rhode Island
* [http://www.law.harvard.edu/faculty/martin Terry Martin, Librarian & Professor,Harvard Law School]
* [http://cyber.law.harvard.edu Charles Nesson, Professor, Harvard Law School]
* [http://www.digitalnative.org Anthony Pino, Harvard College]
* [http://tacticalmedia.blogspot.com Jason Pramas, doctoral student, UMass Boston, Public Policy PhD Program and Tactical Media Group]
* [http://cyber.law.harvard.edu Rebecca Tabasky, Berkman Center for Internet & Society]
* [http://www.peteryu.com Peter K. Yu, Associate Professor of Law & Director, Intellectual Property & Communications Law Program, Michigan State University College of Law]
* [http://listics.com Frank Paynter]
* Gosia Stergios, Knowledge Analyst, Harvard Business School
* Doris Ann Sweet, Associate Director for Public Services, Simmons College Library
* [http://alicerobison.org Alice J. Robison], Postdoctoral Fellow, [http://cms.mit.edu Comparative Media Studies], Massachusetts Institute of Technology
* [http://hul.harvard.edu/ Randy Stern, Systems Development Manager, Harvard University Library Office for Information Systems]
* [http://www.copyright.com/academic Tim Bowen, Product Manager - Academic Market, Copyright Clearance Center, Danvers, MA]

FFT

2013-04-15T20:40:23Z

BerkmanSysop: UTurn to 1185926401

'''We've recieved some questions about the waiting list. If you're set to go to a dinner and it turns out that you can't make it, please let the registration table know so they can contact the people on the waiting list.'''

'''Thanks!'''

== '''[http://www.gov.harvard.edu/faculty/sverba/ Sid Verba], Carl H. Pforzheimer University Professor and Director Emeritus of the Harvard University Library''' -- What is the future of the University library? ==

* Reservation: [http://www.sandrines.com/ Sandrines] [http://maps.google.com/maps?f=q&hl=en&q=8+Holyoke+Street,+Cambridge,+MA MAP: 8 Holyoke Street]
**1.
**2. Bonnie Peirce
**3. Michael Rand
**4. Richard Rowe
**5. Christine Madsen
**6. Matthew Steven Carlos
**7. Jeff Bernhard
**8. Zheng Xu
*WaitList
**1. [http://muddyriver.us/newlib/ Ken Liss]
**2. Scott MacLeod
**3. Karrie Peterson
**4. Frank Paynter
**5. Jia Lin JIN
**6.

== '''Erin Mishkin, [http://www.digitalnative.org/Main_Page The Digital Natives Project] and Gabriel Mugar, Founder, [http://www.presspasstv.org/ Press Pass TV]''' - "In his well-known article on "digital natives," [http://www.marcprensky.com/ Marc Prensky] writes, 'Todayâs students are no longer the people our educational system was designed to teach.' How so? How do we begin to address this issue? What schools/programs are already leading the way in approaching education from a digital natives perspective?" ==
We would love it if, when you sign up, you can identify your affiliation and also pose a question or two that interests you on the topic of digital natives! Also, if you're interested in some additional reading, check out:
* [http://teentechweek.wikispaces.com/space/showimage/positive_uses.pdf Positive Uses of Social Networking Sites (pdf)]
* [http://plcmcl2-things.blogspot.com/ Learning 2.0]
* [http://www.danah.org/papers/AAAS2006.html Why Youth Heart MySpace]
* Reservation: [http://www.tanjoreharvardsq.com/ Tanjore] [http://maps.google.com/maps?f=q&hl=en&q=18+Eliot+Street,+Cambridge,+MA MAP: 18 Eliot Street]
**1. Andrea Foster
**2. Joshua Cullick
**3. Robin Gane-McCalla
**4. Jeff Gross
**5. Elizabeth Brown
**6. Michael Feldman
**7. Frank Catanzaro
**8. Robin Peek
*WaitList
**1. Marina Simun
**2. Tony Pino
**3. Dominick Pino

=='''Karim Lakhani, Assistant Professor, Technology and Operations Management Unit [http://www.hbs.edu/faculty/klakhani/index.html Harvard Business School]''' - "How do open access issues apply to knowledge in professional schools at universities?" ==

* Reservation: [http://thebostonphoenix.com/boston/food_drink/cheap/documents/01673634.htm Spice] [http://maps.google.com/maps?f=q&hl=en&q=24+Holyoke+Street,+Cambridge,+MA MAP: 24 Holyoke Street]
**1. Michael Fisher
**2. Bob Dellavalle MD
**3. P. Scott Lapinski
**4. Juliette Melton
**5. Jonathan Feinstein
**6. Henry Shephard
**7. Mac Cowell
**8. Oliver Day
*WaitList
**1.
**2.
**3.

=='''Scott Lozier, Administrative Coordinator, Office of the Arts -- Harvard University''' -- Are artists like professors - keepers of knowledge that they have exclusive rights to? Where does distribution end in today's world? ==

'''Full Description'''

Imagine that you have over twenty years of the best historic Jazz Archives in the world: performances, interviews, master classes. You have a program to bring two Jazz masters to your university each year. Your mission is to educate undergrads, the university community and spread jazz to the world. Your hope is to help Jazz thrive all over the world. But no one can access your archives.

Should the university use its resources to support artistic excellence like it supports academic excellence? What are the copyright issues around the arts compared to research or classes? Are artists like professors - keepers of knowledge that they have exclusive rights to? Many artists sign contracts stating that the university can distribute copies in furtherance of the university's educational goals? Where does distribution end in today's world?

* Reservation: [http://www.bordercafe.com/locations.html Border Cafe] [http://maps.google.com/maps?f=q&hl=en&q=32+Church+Street,+Cambridge,+MA MAP: 32 Church Street]
**1. [http://conversationbase.com/blog Critt Jarvis]
**2. [http://pryder.livejournal.com/ Mark Dulcey]
**3. Susanne Belovari
**4. Andrew Hubble
**5. Heather Cole
**6. Mary Clare Altenhofen
**7. [http://www.aidg.org/blog/ Cat Laine ]
**8. Christina Xu
*WaitList
**1.
**2.
**3.

=='''Lewis Hyde, Berkman Center Fellow, Richard L. Thomas Professor of Creative Writing -- [http://www.kenyon.edu/x8146.xml Kenyon College] and Eric Gordon -- Assistant Professor of New Media, [http://www.emerson.edu/media_arts/faculty.cfm?facultyID=533 Emerson College]''' - "What should the fair use norms be for classroom teaching?"==

Description (From Prof. Hyde) -- My hope would be to continue the working group in a more
informal and intimate manner. I would also like it if people brought their specific experiences (cases & troubles they have had) to the table for discussion.

* Reservation: [http://www.dolphinseafood.com/ Dolphin Seafood Restaurant] [http://maps.google.com/maps?f=q&hl=en&q=1105+Massachusetts+Avenue,+Cambridge,+MA MAP: 1105 Massachusetts Avenue]
**1. Mark Tomizawa
**2. [http://www.der.org Cynthia Close]
**3. Joel Thierstein
**4. Michelle Thorne
**5. Ryan Trinkle
**6.
**7.
**8.
*WaitList
**1.
**2.
**3.

Early Beginnings and Evolution

2013-04-15T20:40:21Z

BerkmanSysop: UTurn to 1185926401

Early Beginnings 
At Harvard University, instructional technologists have historically experienced difficulties inspiring a critical mass of faculty to innovate with centralized technology. In the late nineties, the University established a central group of developers, i.e., not affiliated with a particular school, called iCommons to assist with this problem. This group began to produce a centralized system of course technologies that all faculty could access and use in their teaching. When the first version of this course management system was deployed in 2001, the problem initially became one of motivation: how do instructional technologists entice Harvard faculty to use these tools appropriately and innovatively? Instructional technologists, ideally, want to work with faculty members who will exchange appropriate and innovative practices with one another and proselytize colleagues in order to achieve an early majority of faculty using the centralized tools. If this early majority of faculty can be formed, instructional technologists could then stop promoting the technology and spend more time consulting about the technology. In other words, the main problem for technology adoption cycles is always to develop a critical mass of interested faculty who will make the technology self-sustainable.

After the new course management system was deployed in 2001, University leaders realized the University was at the stage where only early adopters with a certain level of technical sophistication had the inclination to integrate the new technologies. As a result, Harvard University President Larry Summers et al began an initiative to centrally fund and develop a program where Harvard students could work with local instructional technology staff and faculty with a primary goal of increasing the use of technology in instruction. This program became the Presidential Instructional Technology Fellows (PITF) program and was rolled out initially at the Faculty of Arts and Sciences (FAS) in 2004. From the outset, no formal structures, principles or procedures were established for the PITF program. President Larry Summers and University officials laid out a few main objectives and established a funding model. The programâs modest goals were to help faculty utilize the newly developed centralized tools and increase student face-to-face time with Harvard faculty. 

From such humble beginnings within FAS, the PITF program developed organically into an unprecedented institutional initiative that focused on teaching and technology adoption. Today, the PITF program is a flourishing operation that has a successful impact on technology integration across multiple faculty.

Evolution of the PITF Program 
In April 2004, Harvard President Larry Summers et al instituted the Presidential Instructional Technology Fellows (PITF) program. The program was derived as a collaborative partnership between the Provost office and Harvardâs individual schools. Local schools would recruit and train graduate and undergraduate students to be fellows who work with faculty one-on-one to utilize technology for educational uses (Powell, 2004). During the roll-out, Provost Steven Hyman remarked that âour effort is designed to place resources close to faculty to empower them to better use the remarkable software tools that have developed in recent years. Weâre out of the early adopter phase and ready to use more broadly what weâve created through the diligent efforts of faculty, staff and studentsâ (Powell, 2004). President Summers added that âfinding ways to enhance the student experience and to support our faculty in applying technology is the main goalâ (Powell, 2004). A year after the program began, Summers remarked that ânew technologies hold important promise to improve teaching and learning, and we're fortunate to have a group of talented individuals translating these innovations into practical useâ (Powell, 2005). The program strives to have students benefit from the initiative as much as faculty. Fellows share experiences with other students in regular plenary meetings where work is showcased and ideas are shared (Powell, 2004). They also develop valuable technical skills that enhance resumes and are useful in real life career development. Finally, each spring, awards are handed out to students who have been involved with top projects that have had a major impact on teaching and learning (Powell, 2004).
At present the majority of Harvard schools administrate the PITF program at their local level.

<hr>
Powell, A. (2004). Presidential Technology Initiative Unveiled: New fellows, grants stem from implementation-focused effort. Harvard Gazette, (8 April 2004). http://www.news.harvard.edu/gazette/2004/04.08/13-tech.html.

Powell, A. (2005). First Presidential Instructional Technology Fellows Awarded: Technology fellows teach, learn; help others teach, learn. Harvard Gazette, (2 June 2005). http://www.news.harvard.edu/gazette/2005/06.02/11-preztech.html.