Free seminars about the new ArcGIS 9.2 version

ESRI will soon be coming out with a new version of ArcGIS (9.2). There will be free training sessions in many U.S. cities in the next two months. For information see: http://www.esri.com/events/introducing-arcgis92/index.html.
For those of you who cannot attend these sessions, there is a free virtual campus course you can take from ESRI. No registration code is needed. See http://training.esri.com. Select the Course Catalog tab, then do a search for “ArcGIS 9.2″. You will see the self-study course “What’s New in ArcGIS Desktop at 9.2″. Follow the link for this course, then click “TRY IT NOW” under Course Purchase. You will need to log into your free ESRI Global Account to view this seminar.

You may also watch flash demos of ArcGIS 9.2 at: http://www.esri.com/software/arcgis/about/whats-coming.html.

The ATS Program Presents: Projects and Collaborations with Stanford Scholars and Faculty

At the IT Open House
Wednesday, November 1st 2006
Meyer Library, Room 280E (Language Lab)


Program: (pdf)

10:30 Visualizing The Life of the Bard

English Professor David Riggs and Matt Jockers, ATS for the English Department, will present the Shakespeare Timeline Project, which was developed to support biographical research.

11:00 Beyond the Kodak Carousel: Digital Workflow for Humanists

Art historians and humanists dependent on the Kodak Carousel for presenting film slides are faced by new methods of work using digital technology. With a combination of software, the Kodak Carousel workflow can be replicated and may offer a replacement of the analog methods for Art History teaching. Presented by Michael Marrinan, Professor of Art History and Michael Gonzalez, ATS for Art History and Drama.

11:30 Social Science Research 2.0 (beta): Bringing the new generation of collaboration tools to the Social Sciences

Vijoy Abraham, ATS at the Institute for Research in the Social Sciences, will discuss how research groups in the social sciences have been using wikis and blogs to interact within their group and connect to the public IRISS web.

12:00 Collaborative Visualization and Argumentation in Anthropology

Professor John Rick, Archaeologist at the Department of Anthropological Sciences and Claudia Engel, ATS for Anthropology, will share their experiences in teaching with innovative technologies to support collaborative data analysis and visualization of archaeological computational models.

12:30 Portuguese 99 – Video Blogging in Rio Slums and the Promise of Ubiquitous Wireless Networks

In collaboration with blogging curriculum Vamos Blogar, 2nd year Portuguese language students at Stanford interact with children and youth in the slums of Brazil to enrich their language skills in an immersive cultural context and in a socially meaningful way. Presented by Joseph Kautz, ATS for the Language Center.

1:00 Humanities Research Network: Online Scholarly Collaboration

From the Stanford Humanities Center, Digital Humanities Fellow Christian Henriot and Technology Projects Manager Nicole Coleman will demonstrate the use of the Humanities Research Network to support humanities research projects.

1:30 Captioned Video Lectures: Searchable, Accessible, and Research-Friendly

Dr. Kyle Cole, from the Center for Probing the Nanoscale and Shelley Haven, ATS at the Office of Accessible Education, will demonstrate text-searchable video lectures. Closed captioning is employed to not only make streamed videos accessible for viewers with hearing impairments, but turn them into efficient research tools where advanced users can search and jump to specific topics.

Visit us online at http://ats.stanford.edu

Notes from Malcolm Brown's Talk: The Once and Future CMS

Below are some of the notes I took at the talk given by Malcolm Brown, Dartmouth.

The Once and Future CMS
Two forceful emergents, more long lasting and more powerful than transient gizmos, are:
- mobility (iphone) and decentralization that comes with that
- web 2.0 shaping expectations and environments very rapidly

We can figure out the future CMS using the following equation:
Web 1.0 / Web2.0 = current CMS / future CMS

Step 1 Learning: “The person who is doing is the person who is learning (the most)” points to activity as the most single important component of learning.
Prof. Chris Jernstedt: the more activity the more the learning grade goes up. (Not sure how lerning is measured, 80ies psychology research)

Step 2: Web 2.0
What is it?
It is a broker for information, connecting people to content instead of providing content: user -> google/ebay/amazon -> content

  • gets more useful the more people use it (in most cases), eg User reviews, wikipedia, flickr, etc, etc (how exatly is “better” defined?)
  • is open technology: open source code, data and content
  • sees lightweight technology models: ajax, GE, maps etc
  • provides rich user experiences: ajax desktops, GE maps
  • is characterized by diversity: see ehub – www.emilychang.com/go/ehub

Compare web1.0 and web 2.0
for example: Enciclopedia Britannica vs Wikipedia
publishing vs participation
personal website vs blogosphere
they, the media (big companies) vs we, the media
big content vs micro content
authority vs collective
best sellers vs long tail
control vs cooperation
==> teaching paradigm vs learning paradigm !!

Sometimes we need teaching (Zach). These are just different models, not necessarily preferences, you may decide. Is the controversy teaching vs learning a bit outdated, are there new ways of thinking of these paradigms? We need to be aware of the dangers of web 2.0 for learning.

We need to think about wasy how to integrate these things.

Examples for CMS 2.0 opportunities are: enable mashups, tagging and bookmarking, “flickr-ed” way of managing content, use themes not just courses: Why cant we have content organized over time, more like a portfolio, or information aggregation over years. Peer tutoring collaborations, social spaces: have informal learning spaces online, social note taking. And more.
For example Google docs: collaboration and publication built into the space.

Web 2 ties to the learning paradigm, It is active, social, interactive (like learning paradigm) and is where students are and brings learner centered functionality.
Educause research: study J B Caruso (ECAR) sep 2006 with 18k sample of 1st year students shows: CMS is mostly used for syllabus, online readings grades, trassignments, discussion quizzes exams feedback to assignments. Similar result UW-Milwaukee 2002 so mostly adminstrative tasks.

From Discussion:

There is an advantage to take some administrative off the instructor (Joseph). The problem used to be getting people to collabrate. Early on we had to moderate, today students go off on their own. (Matt) and it also mirrors exactly my experience. But what about faculty, this seems to be harder (in Humanities?).

Do we need CMS, why would you have it (Matt). Are browsers the right environment to a CMS? Do we need to rethink the notion of a CMS alltogether? CMS can help to to integrate.

If 1/3 of students use gmail, to what extent will CMS end up on Google?