ICTlogy Lifestream http://ictlogy.net/lifestream/feed en-us http://blogs.law.harvard.edu/tech/rss Sweetcron ictlogist@ictlogy.net El Gobierno Abierto y la brecha digital http://ictlogy.net/lifestream/items/view/16397 El Gobierno Abierto y la brecha digital

Seminario para el curso Claves prácticas para diseñar una estrategia de Gobierno Abierto y Comunicación en Internet Universidad el País Vasco. San Sebastián,... From: Ismael Peña-López Views: 378

2 ratings Time: 01:31:05 More in Science & Technology

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Mon, 15 Dec 2014 05:40:00 -0800 http://www.youtube.com/watch?v=HqErwvBf3Mc&feature=youtube_gdata
El Gobierno Abierto y la brecha digital http://ictlogy.net/lifestream/items/view/16396 El Gobierno Abierto y la brecha digital

Seminario para el curso Claves prácticas para diseñar una estrategia de Gobierno Abierto y Comunicación en Internet Universidad el País Vasco. San Sebastián,... From: Ismael Peña-López Views: 366

3 ratings Time: 01:31:05 More in Science & Technology

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Mon, 15 Dec 2014 00:59:00 -0800 http://www.youtube.com/watch?v=HqErwvBf3Mc&feature=youtube_gdata
Política generosa, política agradecida http://ictlogy.net/lifestream/items/view/16395 All I See Are Naked Emperors. Vía Mayka Escenario 1. El representante público nos informa, a bombo y platillo, su generosidad — o la de su gobierno — en agraciar los ciudadanos con tal o cual intervención, gasto o inversión. Podría haber hecho otra cosa, pero ha tenido en consideración ciertas peticiones y necesidades, ha evaluado — seguro — el signo de los tiempos en los medios de comunicación y las encuestas de intención de voto, y ha optado por recompensar a los ciudadanos que se han portado bien. Escenario 2. Después de ingentes esfuerzos por parte de los vecinos y/o la sociedad civil organizada, la comunidad consigue sacar adelante un proyecto colectivo. Por aquello de airearlo y salir en los medios — a menudo no basta con hacer algo, hay que contarlo —, se invita al representante público. Éste, muy sinceramente y de todo corazón, agradece a la comunidad el esfuerzo e ilusión empleados. Los dos escenarios anteriores representan, con sus similitudes, uno de los mayores actos de subversión política que vivimos hoy en día. En el primer caso, el representante público actúa como si, realmente, el dinero fueran suyo. Obvia que el dinero es del contribuyente, que de forma estrictamente coyuntural tiene el encargo de gestionarlo, y que tiene también un contrato anual — los presupuestos — que compromete con quien le da el dinero para que lo administre de una forma determinada — y no de otra. En el segundo caso, el representante olvida que es él quien trabaja para el ciudadano y no al revés. Imaginemos que llegamos al trabajo y le decimos en nuestro jefe: estoy orgulloso de ti y muy agradecido por el trabajo que haces. Considero que sería mucho más lógica la situación inversa, y así debería suceder también en política: que fuera el ciudadano quien aprobara o quien agradeciera un trabajo bien hecho por el representante electo. Se podrá decir que ambos casos se ha llevado la crítica al extremo. Y que lo que realmente ocurre es que la persona habla en nombre de la institución. Y que la institución nos representa a todos. Y que, por tanto, el representante electo en realidad es una especie de ente que habla a los ciudadanos en nombre de los ciudadanos mismos. He aquí la subversión. Tanto nos hemos acostumbrado a ser representados, a inhibirnos de la política, que este tipo de círculos de solipsismo institucional y de rendición de la soberanía nos parecen de lo más normal. Hay un ejemplo extraído de la lucha feminista que será (creo) del todo esclarecedor: “papá ayuda mucho a mamá en las cosas de casa”. ¿Vemos el problema en este enunciado? Pues, en mi opinión, este ejemplo es primo hermano del “El Partido Tal sí lo hace bien y, gracias a él, se invertirán tanto dinero en el Barrio Cual” o “Estamos muy orgullosos de que el Barrio Cual haya conseguido defender sus propios intereses a pesar de que el gobierno quizás ha hecho dejación de funciones”. Se nos recuerda constantemente — desde la ciudadanía, desde los partidos (nuevos y viejos), desde la sociedad civil organizada, desde la academia — cuaán profundos están siendo los cambios que estamos viviendo y cuan urgente es la necesidad de hacer cambios a fondo. La urgencia de una regeneración democrática. Pero, como ocurrió (y ocurre) con la lucha por los derechos de las mujeres, el lenguaje nos traiciona. A menudo de forma involuntaria e inconsciente… lo que quizá sea el peor de los enemigos: lo tenemos en casa sin saberlo. Si queremos hacer una regeneración democrática, si queremos llevar a cabo un ejercicio de devolución de la soberanía al ciudadano, más aún si estamos en disposición de iniciar procesos de destitución y de constitución de un nuevo contrato social, es necesario que prestemos también atención a las formas. En las formas que tenemos tan bajo la piel que nos son invisibles. No basta, claro. No es suficiente, por supuesto. Pero es necesario. En una época de cambios, de relativismo, de repensar conceptos, es necesario resituar los actores y sus prácticas. Recordar quién es soberano y quién sirve a quién y en qué condiciones. Si no, puede que lo cambiamos todo para que nada cambie. Entrada originalmente publicada el 9 de diciembre de 2014, bajo el título Política generosa, política agraïda en la Revista Treball. Todos los artículos publicados en esa revista pueden consultarse allí en catalán o aquí en castellano. Esta entrada publicada originalmente en SociedadRed como Política generosa, política agradecidaLa entrada Política generosa, política agradecida aparece primero en SociedadRed.

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Sun, 14 Dec 2014 13:10:00 -0800 http://ictlogy.net/sociedadred/20141214-politica-generosa-politica-agradecida/
The use of social networking sites and the need to rethink democracy and the forms of participation http://ictlogy.net/lifestream/items/view/16394 Notes from the The construction of a new Mediterranean Sea: women, youngsters and new forms of participation seminar, organized by the Fundació CatDem, in Barcelona, Spain, on December 12th, 2014. Ismael Peña-LópezSocial networking sites and democracy: rethinking participation.

Ricard EspeltThe use of social networking sites and the need to rethink democracy and the forms of participation

We’ve talked too much about citizen participation… we’ve been talking too much about it despite the fact that we are still doing too little. The more global thing always has a very local background. Most big civic actions begin with small, local initiatives. Representative democracy is old, and has aged badly. Public representatives are seen not only as unable to solve problems, but even to identify them. Will participation turn old representative democracy into a young participative democracy? The problem is that we use a loudspeaker to talk to people and let them decide… on a previously set of options. Participation is not about letting people give their opinions on what is already decide, but about deciding what has to be decided. Then comes commitment. In participation, is there a commitment to take action? to transform things? Or is it just faking decision-making but, all in all, not deciding anything? Participation should also raise awareness… on the limits of participation itself: what can be decided and what not, what are the costs of any option/decision, etc. It is crucial that people understands how did we get here, what is the logic and the process and means by which a final decision was made. The solution may be agreed by everyone or not, but the process should. Participation, and even agreement or decision-making is not about turning diversity into a homogeneous mass. It’s about finding common goals within disagreement. Same with how to lead and how to facilitate a process. Who is an influencer, who is a local leader? Unless one does not know and engage these leaders and influencers, civic action is bound to failure. Participation has to be inclusive. We should care that everyone participates, that everyone is engaged with both the topic and the process. This engagement many times by setting up places where people can meet each other, interact, do things together… not necessarily related with participation or decision-making, just creating bounds. Defining clear goals and places for deliberation should be a top priority once a community and problem have been identified. Then, it necessarily comes making participation a collective action. And a collective that is connected. Collective: many people; connective: the collective connected. If possible, participation should be disruptive, innovative: it is engaging and, most of the times, efficient in optimizing the resources at reach. This post originally published at ICT4D Blog as The use of social networking sites and the need to rethink democracy and the forms of participationThe post The use of social networking sites and the need to rethink democracy and the forms of participation appeared first on ICT4D Blog.

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Fri, 12 Dec 2014 10:06:00 -0800 http://ictlogy.net/20141212-use-social-networking-sites-need-rethink-democracy-forms-participation/
Lali Sandiumenge. The construction of a new Mediterranean Sea: women, youngsters and new forms of participation http://ictlogy.net/lifestream/items/view/16393 Notes from the The construction of a new Mediterranean Sea: women, youngsters and new forms of participation seminar, organized by the Fundació CatDem, in Barcelona, Spain, on December 12th, 2014. Lali Sandiumenge.The construction of a new Mediterranean Sea: women, youngsters and new forms of participation Asmaa Mahfouz calls on January 18, 2011, all Egyptians to go down to Tahrir Square on January 25.

Rima DAli protests before the Syrian Parliament on April 2012:

Women had always been active on networks and offline politics, but the events of the Arab Spring boosted it to higher grounds. Digital activism in the Arab world begins with forums, then blogs and, at last, social networking sites. First activists in the Arab world come with a technological background. They come from both secular and religious organizations. Blogging or activism in social networking site always comes from offline activism. The blogosphere helped in levelling the ground of activism in gender terms: in the blogosphere there is no difference between male and female bloggers. Blogs were used to capture media attention and, from there, to enter politics and the political agenda. Kolena Layla — we all are Layla — was a campaign that was issued in 2006 to raise awareness on women rights inequality. Arab techies was a group that worked as a regional network and that first met offline in 2008. The goal of Arab techies was to foster the use of technology, especially for activism and awareness raising on human rights. Arab techies also fought censorship, which was tight especially in what concerns the use of the Internet. HarassMap is an initiative born in 2010 to raise awareness and report on sexual harassment. Similarly, OpAntiSH (operation anti-sexual harassment) created in December 2012. At the end of 2007, social networking sites — namely Facebook and Twitter — begin to gain momentum for (online) activism as their usage expands among the population. Despite the rapid growth, at the outbreak of the Arab Spring in early 2011 both Facebook and Twitter still had very low adoption levels, and with important gender imbalances. [Lali describes here more than a dozen most interesting initiatives led by women in the Arab World to fight for their rights and with a special use of ICTs and social networking sites.] Discussion Q: These examples are very active, but are they majority or minority? Do they have a major/broad impact? Lali Sandiumenge: there especially is a qualitative impact in the sense that the Internet enables a much much more plural set of voices that now can have their voices heard. And not only heard, but very difficult to stop, both internally and externally. On the other hand, it is not only about diffusion and awareness raising, but organization: activists not any more need to remain clandestine, as they can meet online without worrying for their physical security. This has a secondary effect on disclosure of who is an activist and where: the Internet enables knowing who is fighting in what field. Àngel Colom: Internet, in several parts of the Arab world, is acknowledge to have contributed that people could became full citizens. In some places maybe it won’t bring the revolution, but certainly deep democratic reforms. This post originally published at ICT4D Blog as Lali Sandiumenge. The construction of a new Mediterranean Sea: women, youngsters and new forms of participationThe post Lali Sandiumenge. The construction of a new Mediterranean Sea: women, youngsters and new forms of participation appeared first on ICT4D Blog.

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Fri, 12 Dec 2014 08:40:00 -0800 http://ictlogy.net/20141212-lali-sandiumenge-construction-new-mediterranean-sea-women-youngsters-new-forms-participation/
Philipp Schmidt. Social Open Learning: Can Online Social Networks Transform Education? http://ictlogy.net/lifestream/items/view/16392 Notes from the conference Social Open Learning: Can Online Social Networks Transform Education?, held at the MACBA Auditorium within the framework of the Debates on Education, initiative of the Jaume Bofill Foundation and the Universitat Oberta de Catalunya, in Barcelona, Spain, 11 December 2014. Social Open Learning: Can Online Social Networks Transform Education?Philipp Schmidt, Director’s Fellow at the MIT Media Lab The Internet changed how talent is distributed. And talent is distributed equally, but opportunity is not. If we take 1088AD as the foundation of the University — the year of the foundation of the University of Bologna —, it is a huge achievement that it has lasted that long, but it also means that there are many tensions piled up along time, as its model has remained mainly unchanged. And engagement seems to be at its lowest levels when we measure lectures, accoding to Roz Picard’s work. When facing the future of education, we should certainly challenge the concept of the lecture. How do we learn? How do we create an engaging learning experience? 4 Ps of Creative Learning:

Projects. Does not necessarily mean “building” something, but the idea of setting up a project with goals, processes, tasks, milestones, etc. Peers. Sharing, collaboration, support. Passion/Purpose. Connection with your personal interests, so you’re engaged by the idea. Attach people to the things they are already interested. Play. Taking risks, experimenting, not being afraid to fail.

What about open social learning? We have to acknowledge that most of the “advancements” and “innovations” in education have limited themselves to replicate the actual educational model. Are open social learning communities the future of education? Open:

Contribute over consume. Peer to per over top down. Discover over deliver.

The future of education is not technology. The opportunity of internet is not connecting computers but people. It’s the community what matters. Success criteria of the MIT Media Lab:

Uniqueness. If someone is already doing it, we do not do it too. Impact. It has to change people’s lives. Magic. It puts a smile on your face.

The Learning Creative Learning began as a course and ended up as a community. The course itself enabled community building through individual, decentralized participation. A report on the experience can be accessed at Learning Creative Learning: How we tinkered with MOOCs, by Philipp Schmidt, Mitchel Resnick, and Natalie Rusk. Organization of an Edcamp in the line of barcamps or unconferences, but online, using Unhangouts. Unhangouts leverages on Google Hangouts, enabling splitting in several “rooms”. Most of the times, the online experience ended up in several offline meetings, so it’s good to combine both ways of communicating and organizing. On the other hand, the experience proved to be highly engaging, as people would be much more prone to participate. It’s all about networks and communities. Discussion. Chairs: Valtencir Mendes Q: how can you explain why the US is so advanced in learning and, on the contrary, it performs so poor in PISA tests? Schmidt: we should be careful about taking PISA as the measure for everything. That said, there’s a huge problem of underinvestment in public schools and universities, thus the bad scores. Ismael Peña-López: when we talk about MOOCs, and most especially cMOOCs, we usually find that participants have to be proficient in technology, have to know how to learn, and have to have some knowledge on the discipline that is being learnt. The intersection of these three conditions usually leaves out most of the people. How do you fight this? Schmidt: there does not seem to be a single solution to scaling cMOOCs, and maybe one of the solutions is to take some compromises while keeping the philosophy of the cMOOC. For instance, use some common technologies even if they are not the best ones or the preferred by the leaders. Stick to few tools, good (somewhat centralized, planned) moderation, etc. Q: how this specific example influenced schools? Schmidt: Learning Creative Learning courses was a course for teachers. That was a way to infiltrate schools from the backdoor. Same, for instance, with Scratch, which is used widely and carries embedded most of the philosophy of the MIT Media Lab. Q: people usually neither like nor know how to work in groups or collaboratively. If groups work it usually is because there is a strong leader. How do you do that (leading or setting up a leader). Schmidt: we know some of the reasons why groups do not work. But the solution may not be that there needs to be a leader, but leadership. And this leadership can take different forms. Facilitation, the group fabric, etc. can be ways to approach the point of leadership. Valtencir Mendes: how can we assess and certify what is being learnt this way? Are open badges a solution? Schmidt: certification is very important, as most of the people that approach these initiatives already have a degree. How do we reach people that are looking for a certification and would never participate in such initiatives unless they issue certificates? Communities are extremely good at figuring out who is good at what, who you go to ask a question, etc. Portfolios, portfolios of the projects they have done and the network of people you’ve been working with. Last, the monopoly of certification may have been a good idea in the past, but it may already not be a good idea any more, and it would be better many more ways to get/issue a certificate. Q: how do you work with soft skills, how do you introduce open social learning in the corporate world to learn these skills? Schmidt: some things are very difficult to teach, but are easy to learn. Many of these soft skills are easy to learn if you create the appropriate context, even if they would be very difficult to teach. But it still is a very hard to solve problem. Q: can these initiatives work in crosscultural contexts? Schmidt: this is a very complex question. For instance, authority if very related with culture: how do you manage authority in a crosscultural setting? Or, for instance, addressing elder people is differently regarded depending on the culture. So, there are no systems to support crosscultural learning and thus we have to see it case by case. Josep Maria Mominó: are we now witnessing the end of the hype of technology in education? did we have too much expectations and we now see the impact is poor? Or what will come in the future? Can we really trust the initiative of teachers? Will that suffice? Schmidt: we usually have to wait a whole generation to see impacts in society, and this generation is just now coming of age. On the other hand, we should be expecting not a technology driven change, but a socially driven one. And this may already be happening.

This post originally published at ICT4D Blog as Philipp Schmidt. Social Open Learning: Can Online Social Networks Transform Education?The post Philipp Schmidt. Social Open Learning: Can Online Social Networks Transform Education? appeared first on ICT4D Blog.

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Thu, 11 Dec 2014 11:13:00 -0800 http://ictlogy.net/20141211-philipp-schmidt-social-open-learning-can-online-social-networks-transform-education/
Cuando las malas artes políticas rompen Internet http://ictlogy.net/lifestream/items/view/16391 Mis compañeros Jordi Sánchez-Navarro, Daniel Aranda y Silvia Martínez-Martínez acaban de publicar WIP Spain 2013: Las culturas de Internet Estudio comparado sobre usos, percepciones y actitudes. Este es un documento de trabajo que pertenece al capítulo español del World Internet Project que, como su nombre sugiere, investiga el impacto de Internet en la sociedad. Este informe de investigación — de lectura más que recomendable — aporta evidencias sobre algunas cuestiones que llevan tiempo sobre la mesa y cuya evolución no hace más que reforzarse: la tremenda penetración de Internet en nuestra vida cotidiana y la casi total generalización de su uso; el incremento de la ubicuidad en ese uso, acompañada por el decrecimiento de miedos y problemas asociados a dicho uso; su tremenda utilidad para todo tipo de actividades intensivas en información; la consolidación de la educación (y no el acceso físico) como principal barrera de acceso y, relacionado con ello, Internet a su vez como potenciador de la formación y el aprendizaje; o la paulatina normalización del entretenimiento en línea (videojuegos u otras actividades) como una opción más en el tiempo libre. En definitiva, [Una] cultura [que] se caracteriza por valorar de forma significativa factores como la diversión, la eficiencia instrumental y las vías de sociabilización frente a los problemas o riesgos que se asocian a estar conectado a Internet. ¿Todo son buenas noticias? No, todo no: llama la atención la percepción de regresión que parecen tener las libertades políticas en Internet. Dada la naturaleza del documento, los autores se limitan a presentar los datos, pero vale la pena detenerse un momento a analizar lo que ocurre y, en la medida de lo posible, a aventurar causas y consecuencias. Lo importante — para mí, o para esta reflexión — no son tanto los valores absolutos, si son muchos o pocos los que opinan en un sentido o en otro, sino la tendencia, el cambio que se da de 2011 a 2013, los dos puntos de medida que realiza el estudio. ¿Y qué nos dicen las tendencias? Estos son los datos presentados gráficamente: Click para ampliar Click para ampliar Es decir:

Los ciudadanos se sienten menos cómodos expresando sus opiniones políticas en Internet. Internet cada vez es un espacio menos seguro para opinar sobre política. Internet ve reducida su eficacia para la acción política. Empeora la percepción de Internet como ágora de deliberación política. Los agentes políticos prestan menor atención a lo que la gente piensa o le preocupa (en Internet).

Estas percepciones son, como poco, chocantes. El bienio 2011-2013 se compone de los dos años posteriores a la Primavera Árabe, el 15M, la total hegemonía de la PAH en materia de vivienda con sus centenares de movilizaciones y nodos, la puesta en marcha de iniciativas como el Partido X o 15paRato o la Fundación Civio o ¿Qué hacen los Diputados?. En definitiva, la entrada en la temprana madurez de la tecnopolítica en España, con resultados nada desdeñables. ¿A qué puede deberse, en cambio, esta percepción que tiende a la decepción o, incluso, al miedo? Una interpretación rápida, incluso fácil, es decir que (por fin) las cosas vuelven a su sitio, que se rompe el espejismo de Internet como paladín de la participación política, que la política “real” es más compleja, y que se termina ese solucionismo tecnológico que pregona que hay una app para cada problema. Esta explicación tiene, como mínimo, dos problemas.

Choca, directamente, con resultados tangibles que prueban lo contrario. Sí, es cierto que algunos de esos resultados se han hecho tangibles, precisamente, durante 2014 (Podemos, el impacto de OpEuribor, el destape de la trama Gürtel y sus ramificaciones). Pero, aún así, hay demasiados ejemplos de éxito, de transformación que no puedan al menos paliar ese gran desencanto que muestran los datos. Al fin y al cabo, certificar el fin del espejismo de la Internet política no es sino otra descripción del fenómeno, pero sigue sin alumbrarnos sobre sus causas.

En mi opinión, aventuro dos causas que, a pesar de los esperanzadores resultados de muchas iniciativas relacionadas con Internet y la política, vendrían a contrarrestar e incluso cambiar de signo el papel de la percepción de Internet como empoderadora de la ciudadanía en la gestión de lo público.

El empeoramiento del clima político en general. Puede que a estas alturas sea una obviedad que, junto con el paro, la corrupción es uno de los principales problemas de España. Pero esto se ha agudizado muy especialmente a partir de mediados de 2013, iniciándose en marzo de 2004 y acelerándose la tendencia justo en 2011. La situación política actual es una tormenta perfecta que repite los peores momentos de la corrupción del último felipismo con las peores prácticas del primer post-azanarismo (la infame Crispación). A la corrupción y al bronco clima de constante descalificación política se le suma el absoluto ninguneo y desprecio generalizado del representante político para con los ciudadanos. Así, cabría achacar el desencanto por el poder transformador de Internet no tanto a una constatación del menor potencial de las herramientas digitales, sino al redoblar de esfuerzos que las instituciones (ejecutivos, legislativos, partidos, poderes judiciales, medios de comunicación, sindicatos) han invertido en actuar al margen — cuando no en contra — del ciudadano. Este ninguneo de la acción ciudadana por todos los medios, entre ellos los digitales, ha venido acompañada, a mi entender, de un ataque directo y muchas veces explícito contra esos mismos medios, entre ellos, Internet. Es decir, no solamente el clima político ha empeorado de forma manifiesta y se ha generado un antagonismo entre los ciudadanos y las instituciones políticas, sino que, además, estas últimas han trabajado con empeño para destruir las herramientas que podían haber equilibrado la relación de poderes, cuando no contribuido a solucionar el problema. Valgan como ejemplo las 10 medidas contra la libertad de expresión que apuntaba hace unos días, entre ellas un asedio a Internet desde el ámbito de la transparencia, la propiedad intelectual u otras acciones atacando directamente diferentes manifestaciones de la libertad de expresión — libertad que, precisamente, reclaman para Internet los encuestados en el estudio referido al principio.

En resumidas cuentas, parecería que cuanto más se materializa el potencial de Internet como herramienta de participación y transformación política, más refractarias se vuelven las instituciones, más se cierran en sí mismas y, en última instancia, más responden negativamente contra aquello que las “amenaza” — entendiendo, claro, el acceso a las instituciones políticas como el control del poder y no como la gestión colectiva de lo público. Y siendo el resultado final una desactivación de dicho potencial en el imaginario colectivo. Sea como sea, sean estas las razones o sean otras, la pérdida de confianza en el poder transformador de Internet es un gran logro, se mire como se mire. Esta entrada publicada originalmente en SociedadRed como Cuando las malas artes políticas rompen InternetLa entrada Cuando las malas artes políticas rompen Internet aparece primero en SociedadRed.

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Thu, 04 Dec 2014 09:02:00 -0800 http://ictlogy.net/sociedadred/20141204-cuando-las-malas-artes-politicas-rompen-internet/
ICTlogy.net: 11th anniversary http://ictlogy.net/lifestream/items/view/16390 This should be October 21st, but it’s November 29th. Meaning: I’m more than a whole month behind celebrating ICTlogy’s 11th anniversary. I’ve like a zillion excuses to explain that oversight: pick any of them, and sure it applies to me. But I digress. Let us first see some figures.

1,198 blog posts at the ICT4D Blog, (), 1,356 comments () and 179 pages. 288 blog posts at the SociedadRed Blog, (), 1,316 comments () and 3 pages [I’m realizing now that some of the stats from the 10th anniversary where wrong, as they included spam and other stuff]. A bibliography with 2,731 works and 2,203 authors (). 626 wiki entries (, ). 24 learning materials. 573 articles from 113 events from my liveblogging sessions. All the usual stuff: Twitter, delicious, Google Calendar, Slideshare, Prezi, YouTube, Lifestream/aggregator and FriendFeed.

This year there are few comments to be made. While the activity throughout the year has been absolutely hectic, its disperse nature has caused that it has been less reflected in the website. Among other things, my appointment as Director of Open Innovation at Fundació Jaume Bofill made that I spent less time “thinking” and spend more time “doing” things instead. And when reporting the stuff you do happens elsewhere, it is just natural that the rest of the activity, the one related to reflecting, just takes less room than usual. Fatherhood itself and opening up a collective blog on fatherhood — Vadepares — also took away a good amount of time I used to spend on writing. The two and a half hours I used to commute to work this year turned into an hour and a half of biking, thus implying less reading too. And, hence, even less writing. Fatherhood and a little bit of exercised turned to be something better than spending so much time typing… but I somewhat regret too the trade-offs that come with the limited asset of time. And, of course, Twitter still is transforming my/our communication and organization practices. And doing it at a level which I would have never suspected back in September 3, 2007, when I joined the social networking site. All that said, what is more remarkable from this past year is what I call the academic paradox. This year more than ever I became aware of a tremendous mismatch between what academia does and what academia is required to do. Take that last sentence as you want: any interpretation will suit what I meant. This year more than ever I became aware that most of the things I asked to do outside of the academia where due to the fact that I was, indeed, a faculty member. But. Most of the things that society at large asked me to do because I was a faculty member where totally, absolutely and definitely worthless in an academic world. If I keep on accepting the demands that society does to me (speak at a conference, participate in a workshop, provide advice to some institutions), I will be kicked out of academia for not performing. If I instead turn my efforts into achieving the goals that academia sets for a scholar to be called so, I will be forced to turn my back to most demands coming from outside of the academic world. A world which, shockingly enough, pays my rent. A very simplified scheme goes like this:

Part of the government pays me to teach. Most of my income comes from this agreement between my university and the government. Another part of the government, and academia at large, will evaluate my performance strictly looking at my publications, output of my research. And not all my publications, but only some indexed in some specific indices. Society at large will perceive me as “useful” if I answer positively to their demands, most of them falling under the category of “knowledge transmission”.

That is, I get paid for doing one thing, I am evaluated for doing another most different thing, and people will think I am of any use if I do none of the former, but yet a third kind of activity. This is so, so broken. Doing research on the impact of Information and Communication Technologies in Development is right, but taking part in the Global Forum on Telecentres to explain what is the state of telecentres and what could be its horizon in 2023 is a waste of time if I care for my academic career. My government will ask me to, for instance, teach what are the technological foundations of e-government and will, on the contrary, not pay me to teach that outside of a university classroom. The government will actually think that I am wasting my time doing otherwise… even though the Parliament will ask to me speak there about e-participation. Or the Senate. Surprisingly, my peers will recognize my value as a researcher if I publish a paper on Spanish politics… in a US journal on Spanish Culture. This very same paper — with minor differences — is absolutely worthless if presented at one of the most important gatherings on Internet and Politics in Spain. So, if my fellow citizens want to read about the research they are paying with their taxes, they will (a) have to do it in English and (b) pay (again) for it. Either that or, indirectly, they will say (though academic evaluation boards) I am a bad scholar for not publishing where I should and not where they would like to. This is schizophrenia at its purest essence. I’ve personally dozens of examples like the preceding ones. If you want to do the things that you think you should do as a scholar — and which most people outside of academia ask you to do —, you have to circumvent the academia and, sooner or later, most likely be kicked out of it. If you want to stay in the academia, you have to most of the times forget about doing things not-for-scholars and concentrate in what the ivory tower is demanding. This situation is tiring and discouraging. And sad, very sad. The solution to the puzzle, maybe in the 12th anniversary of ICTlogy. See you then. This post originally published at ICT4D Blog as ICTlogy.net: 11th anniversaryThe post ICTlogy.net: 11th anniversary appeared first on ICT4D Blog.

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Sat, 29 Nov 2014 03:41:00 -0800 http://ictlogy.net/20141129-ictlogy-net-11th-anniversary/
Javier Toret. #OccupyHongKong: Network Movements arrive in Asia http://ictlogy.net/lifestream/items/view/16389 Notes from the #OccupyHongKong: Network Movements arrive in Asia research seminar, organized by the Networks, Movements & Technopolitics research group programme of the IN3, in Barcelona, Spain, on November 24th, 2014. Javier Toret#OccupyHongKong: Network Movements arrive in Asia The global financial crisis of 1997 can arguably be seen as one of the main precedents of Occupy Hong Kong. This added to the several attempts of China to regain hegemony in Hong Kong — like the 2003 Education Law — explain a good bunch of how citizens begin to organize themselves, most especially when they begin to mirror the Sunflower movement in Taiwan, with which they share many philosophical principles. OccupyCentral with peace and love is a movement that aims at achieving universal suffrage for the citizens in Hong Kong and against what they criticise as Chinese imperialism. The civil referendum of OccupyCentral with peace and love will be participated by 787,767 citizens, roughly the 20% of the population in Hong Kong. Certainly a milestone, but still a minority in Hongkongese terms. The response from the Chinese government is applying even more restrictions, thus heating the public agenda. Scholarism, to fight back, proposes a one week strike against the new law and the occupation, during September 26 and 27 of a square and government building. This is an offensive that caught by surprise both the Government and OccupyCentral, which aimed at occupying the financial district much later — the students, instead, argue that action should not wait. On September 28th, the students take the central streets with their umbrellas as a political sign. On September 28th the resistance on the streets is already massive. The protesters organize themselves as a network, with different actors, with public figures as visible faces but with many anonymous citizens working hard on the “back office”. This network experienced or continued with prior technopolitical actions, and in other cases induced innovation in this kind of practices. In general, there was a major appropriation of the commercial technologies at hand: Facebook, Telegram, Instagram, Twitter, etc. Nevertheless, Twitter is not used a lot, especially in comparison to other movements such as the Spanish 15M. Instead, Facebook and online forums are much more mainstream. And, as in other movements, there is a blending of physical and virtual spaces, and of local and international spheres. Knowing this, China redoubled its attacks on the cybersphere, putting down websites, forbidding online services, etc. One of the main novelties is the usage of Firechat, an applications that enables local networks based on Bluetooth connectivity to create a mesh network. This made possible communications among protesters even when there was no Internet connectivity available. Notwithstanding, and despite a huge amount of downloads, its lack of privacy and protection against malware caused that is was not used by everyone or all the time. Code4HK acted as a general aggregator, centralizing news, information, resources, lists of people or groups or tools/technology, etc, etc, etc. A huge repository that helped people to replicate DIY citizen actions. Stand By You was a tool to connect the local with the remote, the physical and the virtual, by enabling sending messages of support and project them upon the façades of buildings. As in other movements, there is a clear overlapping of “layers”: the physical one, the technical one, the emotional one, etc. It seems that the OccupyHongKong movement is doing similar things as other movements (Indignados, Occupy Wall Street, etc.) but the movement does not see itself as connected to those other movements. In fact, this is partly a wanted decision, so to avoid criticism from China or even Honk Kong of the movement being fostered by the US or other foreign powers. It’s a pro-democracy movement and universal suffrage is its main and specific demand. Now OccupyCentral with Peace and Love has been participated by (traditional) political parties and university faculty, which has contributed to coordinate different actors, to establish bridges between institutions. The active and pervasive presence of the digital media/press has undoubtedly contributed in better monitoring and describing the movement, much more than in other similar movements, and also to contribute that mainstream traditional media better understand what is going on the streets. The fact that there are public, recognizable spokesman of the movement has also contributed to a collective explaining and understanding of the movement. The protests have a clear generational cut: most of the protesters teenagers and youngsters in general (college and higher education students). There’s faculty too, and some other actors, but it is mainly a student movement. This post originally published at ICT4D Blog as Javier Toret. #OccupyHongKong: Network Movements arrive in AsiaThe post Javier Toret. #OccupyHongKong: Network Movements arrive in Asia appeared first on ICT4D Blog.

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Mon, 24 Nov 2014 08:46:00 -0800 http://ictlogy.net/20141124-javier-toret-occupyhongkong-network-movements-arrive-asia/
Thesis Defence. Xavier Mas: the integration of the uses of digital technology in adult learning http://ictlogy.net/lifestream/items/view/16388 Thesis defence by Xavier Mas entitled The integration of the uses of digital technology in adult persons in their training activities at the university, in Barcelona at the Universitat de Barcelona. November 24, 2014. Xavier Mas: The integration of the uses of digital technology in adult persons in their training activities at the university Having the word, in the digital age is having the technology. Technology is part of literacy. Goals:

Improve the knowledge on the relationship between the use of technology and everyday life, especially learning. Patterns in the use of digital technologies for learning. New questions in the field.

The theoretical framework comes both from the “pre-Net” learning theories to renew education (Freire, Freinet, Vygotsky, Illich) and “Net-aware” theories based on constructivism and connectivism, the flipped classroom, augmented learning, the PLE, etc. Digital competence goes way beyond a simple matter of literacy, but it does embed other skills that belong to superior stages. Methodology: two independent research paths, qualitative and quantitative. Guided open interviews with experts + survey to students (2010). Results Experts from the interview:

Preponderance of the professional sphere in their digital universe. Relevance of the social dimension in managing knowledge (connectivism) Strong relationship between digital universe and digital competence. Awareness of being building a PLE. Awareness of a sense of being on a PLN. Quest for ubiquity.

Results from survey

Two different clusters among the respondants. Universal: basic uses such as search for information, accessing digital content, use of social networking sites, etc. Minority use: complex uses such as publish on a blog, online gaming, mobile devices, etc.

Complex uses are normally accompanied with more participation online and a more creative participation. Utility of uses of digital technology for learning:

Access to information: browsable, multimedia and shareable. Social and collaborative component: communication, sharing, collaboration. Ubiquity: mobility, in the cloud. And not ubiquity as being connected anywhere, but a transformation of the dimensions of time and space.

Socio-demografic factors are not determinants on the differences found in the surveys. I.e. just some slight biases related to age, but very very small. The only slightly more relevant difference is when students come from IT engineering. Conclusions

What defienes advanced digital competence and the main learning metatrends are present in the personal behaviour of the participants, but not in a generalized way and, especially, not guaranteed. The perception of the value of technology for learning is acknowledged, especially in the spheres of the social component and ubiquity. Need to identify the profiles in the use of technology and the factors that determine it. Need to deepen the penetration of the learning metatrends of informalization that empower the student, and of dis-location in the situations and contexts of informal learning.

Discussion There are many contributions made by some pre-Net authors (Freinet, Freire, Illich) that resonate a lot with what is happening today with education and ICTs, especially social networking sites. Some theoretical proposals by these authors can today be put into practice thanks to ICTs in education. It is interesting to stress the fact that many practices that happen inside traditional online LMS are not exactly the same practices that students will perform outside of the LMS, in their daily lives. Thus, we have to be cautious in saying that practices happening within the LMS can be compared with what happens outside. Most likely, they will not be comparable. Most LMS digital practices are so much driven, happen so much inside a walled garden that they are all but “natural”, not spontaneous at all. The concept of life-width learning — in addition to life-long learning — was introduced to stress the notion that what happens in the Net, all the digital practices affect not only a specific activity — i.e. learning — but the whole of one’s life. And this is a crucial statement, especially when we consider the increasing shift from formal education to informal learning. We are witnessing an epistemological change where knowledge will never more be a static thing, but a dynamic one. Thus why connectivism — with its critiques — is a most valuable metaphor and/or theory. The pattern of lineal learning applies no more: now knowledge and learning is not linear, but liquid. Many of the approaches based on “generations” (generation X, Y or whatever) may not be really accurate. Maybe it is not a matter of being a generation or another one, but being on a given stage of the life-cycle, which pushes people to certain users depending on their needs — and not as much as depending on their birth date. PS: congratulations, doctor Mas! This post originally published at ICT4D Blog as Thesis Defence. Xavier Mas: the integration of the uses of digital technology in adult learningThe post Thesis Defence. Xavier Mas: the integration of the uses of digital technology in adult learning appeared first on ICT4D Blog.

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Mon, 24 Nov 2014 05:30:00 -0800 http://ictlogy.net/20141124-thesis-defence-xavier-mas-integration-uses-digital-technology-adult-learning/
Estudio sobre Comercio Electrónico B2C 2013 http://ictlogy.net/lifestream/items/view/16385 Observatorio Nacional de las Telecomunicaciones y la Sociedad de la Información (2014). Estudio sobre Comercio Electrónico B2C 2013. Madrid: ONTSI.

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Thu, 20 Nov 2014 18:06:00 -0800 http://ictlogy.net/bibliography/reports/projects.php?idp=2753
2014 Cisco Connected World Technology Report http://ictlogy.net/lifestream/items/view/16386 Cisco (2014). 2014 Cisco Connected World Technology Report. San Jose: Cisco Systems.

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Thu, 20 Nov 2014 17:57:00 -0800 http://ictlogy.net/bibliography/reports/projects.php?idp=2752
Digital Inclusion Report 2014 http://ictlogy.net/lifestream/items/view/16387 GSMA (2014). Digital Inclusion Report 2014. London: GSMA.

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Thu, 20 Nov 2014 17:50:00 -0800 http://ictlogy.net/bibliography/reports/projects.php?idp=2751
Informe de Tendencias e Iniciativas actuales de Datos Abiertos http://ictlogy.net/lifestream/items/view/16382 red.es (2014). Informe de Tendencias e Iniciativas actuales de Datos Abiertos. Madrid: red.es.

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Thu, 20 Nov 2014 17:42:00 -0800 http://ictlogy.net/bibliography/reports/projects.php?idp=2750
Study of the readiness of Member States for a common pan-European network infrastructure for public services http://ictlogy.net/lifestream/items/view/16383 European Commission (2014). Study of the readiness of Member States for a common pan-European network infrastructure for public services. Brussels: European Commission.

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Thu, 20 Nov 2014 17:34:00 -0800 http://ictlogy.net/bibliography/reports/projects.php?idp=2749
Observatorio de redes sociales VI Ola http://ictlogy.net/lifestream/items/view/16384 The Cocktail Analysis (2014). Observatorio de redes sociales VI Ola. Madrid: The Cocktail Analysis.

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Thu, 20 Nov 2014 17:25:00 -0800 http://ictlogy.net/bibliography/reports/projects.php?idp=2748
Knowing Knowledge http://ictlogy.net/lifestream/items/view/16381 Siemens, G. (2006). Knowing Knowledge. [online]: Lulu.com.

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Thu, 20 Nov 2014 17:07:00 -0800 http://ictlogy.net/bibliography/reports/projects.php?idp=2747
TIC al servei de la ciutadania http://ictlogy.net/lifestream/items/view/16380 Peña-López, I. (2014). TIC al servei de la ciutadania. Barcelona: Associació Catalana de Municipis.

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Thu, 13 Nov 2014 22:35:00 -0800 http://ictlogy.net/bibliography/reports/projects.php?idp=2746
Soberanía Tecnológica http://ictlogy.net/lifestream/items/view/16379 Hache, A. (Ed.) Soberanía Tecnológica. Vallbona d´Anoia: Ca la Fou.

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Thu, 13 Nov 2014 01:00:00 -0800 http://ictlogy.net/bibliography/reports/projects.php?idp=2745
Codesenvolupament local: de la participació a la innovació social oberta http://ictlogy.net/lifestream/items/view/16378 Peña-López, I. (2014). Codesenvolupament local: de la participació a la innovació social oberta. Lleida: Agència Catalana de la Joventut.

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Mon, 10 Nov 2014 22:28:00 -0800 http://ictlogy.net/bibliography/reports/projects.php?idp=2744