[Sci-tech-public] TODAY: Cyberscholars @ MIT Tuesday 2/19 6pm

[Debbie Meinbresse]

>[Apologies again if you're getting this as a duplicate... it's tough
>to find the right CMS mailing list.  Please come!]
>
>Friends,
>
>We invite you to this month's edition of the Harvard-Yale-MIT Cyber
>Scholars Working Group.  We will meet on Tuesday February 19, at MIT
>in Cambridge.  We will meet in MIT's Stata Center (aka, "Building
>32), room 32-155 at 6pm. The Stata center is two blocks from the
>Kendall Square T (subway) stop, on the Red Line.  You can find
>directions below:
>
>http://whereis.mit.edu/map-jpg?mapterms=32&mapsearch=go
>http://beyondbroadcast.net/blog/wp-content/themes/kiwi/images/map.png
>
>*Pizza will be provided*
>
>This event is free and open to all members of the Harvard-Yale-MIT
>community.  The following speakers will present their work:
>
>  From Harvard Berkman Center:
>Melanie Dulong de Rosnay
>"Defining Taxonomies for Access and Reuse of Creative Works and
>Scientific Data"
>
>  From Yale ISP:
>Stephen Wilmarth, Center for 21st Century Skills
>"Five Socio-Technology Trends that Change Everything in 21st Century
>Learning and Teaching"
>
>  From MIT Comparative Media Studies:
>Colleen Kaman, Graduate Student in CMS
>"The World Earth Catalog Redux: Environmentalism in the Age of Global
>Climate Change"
>
>
>
>PAPER ABSTRACTS AND SPEAKER BIOS BELOW:
>
>Stephen Wilmarth, Center for 21st Century Skills
>"Five Socio-Technology Trends that Change Everything in 21st Century
>Learning and Teaching"
>
>* Abstract *
>
>New digital technologies open the door on changes in learning and
>teaching that go much deeper than anything we've experienced in
>history.  Converging technologies are augmented by new social
>patterns, creating a "virtuous cycle" of new knowledge creation.
>Until now, technology has made its impact on productivity in global
>commerce, as we've defined it by industrial age standards.  So, e-
>mail, the World Wide Web and cell phones have made us more
>accessible, more mobile, and more productive in our daily lives.  The
>problem is, our measurements of productivity continue to be grounded
>in industrial age standards and ideas.  The case can be made that at
>the dawn of the 21st century, converging technologies and emerging
>social trends lay the groundwork for entirely new landscapes, in
>society, in commerce, in the very meaning of the work we do and the
>lives we lead, and ultimately in the what, where, why, and how we
>learn.  Curriculum design has been the foundation of our pedagogy
>practice and professional teaching standards in a system that has
>changed only marginally since the start of the modern academy of the
>Renaissance period.  But emerging socio-technology trends will have a
>broad and definitive impact on curriculum design going forward.
>Learning and teaching will be reshaped by the forces of social
>production, social networks, a semantic web, media grids, and a new
>paradigm of knowledge creation best stated as a metaphor with
>biological, organic, sustainable tenor.  Let's refer to the metaphor
>as "the new zoo" and debate how this metaphoric representation of
>knowledge creation forces a new look at how we should redesign
>learning experiences going forward.
>
>
>* Biography *
>
>Stephen Wilmarth is currently a Senior Program Specialist and Co-
>Founder of the Center for 21st Century Skills in Litchfield,
>Connecticut.  The Center is an NSF-funded program with the purpose to
>design and operate innovative learning programs in K-14 classrooms
>and learning communities.  The mission of the Center is to prepare
>learners for productive lives in a global 21st century society and
>economy.  He received his B.A. in History from the University of
>Bridgeport, and has attended Suffolk Law School, Babson's Olin
>Graduate School of Management, and the Harvard Graduate School of
>Education.  Prior to his experience as an educator, Wilmarth founded
>several high-tech, VC funded start-ups.  He has been a guest lecturer
>at MIT's Sloan School of Management and the London Business School,
>and is currently under contract with ASCD (an educational publishing
>house) to co-author a book on curriculum design with Dr. Heidi Hayes
>Jacobs of Columbia University's Teachers College.  He has been a
>friend of the Berkman Center for Internet & Society at Harvard Law
>School and the Internet Society Project at Yale Law School for the
>past several years.
>
>---
>
>  From Harvard Berkman Center:
>Melanie Dulong de Rosnay
>"Defining Taxonomies for Access and Reuse of Creative Works and
>Scientific Data"
>
>*Abstract*
>
>Rights expression languages provide legal metadata and relational
>elements to describe which actions can be performed on creative works
>and information. They can be part of digital rights management
>systems, or used by search engines to find works according to their
>availability status. Current legal metadata schemes express legal and
>contractual rules with standardized syntax (e.g. XML, RDF), but are
>not necessarily semantically interoperable. Compatibility may be
>achieved through the definition of a common denominator, e.g.
>jurisdiction-based definitions (European law harmonization and
>transposition, national versions of Creative Commons licenses), or
>community-based norms (citation, commercial use, appropriation or
>reuse). Definitions, licenses and protocols may evaluate freedom or
>openness and restrictions.
>
>This research is currently being extended in collaboration with
>Science Commons in order to identify freedoms and restrictions for
>scientific databases. To this end, Science Commons has released a
>Protocol for Implementing Open Access Data, a set of "requirements
>for gaining and using the Science Commons Open Access Data Mark and
>metadata."
>
>* Biography *
>
>Melanie Dulong de Rosnay is a fellow at the Berkman Center for
>Internet & Society at Harvard Law School, where she leads research in
>copyright law and information science. In addition, she is designing
>a distance learning course on copyright for librarians in partnership
>with eIFL, working on open access science and open data policy with
>Science Commons, coordinating publications for Communia, the European
>thematic network on the digital public domain, and serving as legal
>project lead for Creative Commons in France.
>
>Prior to joining the Berkman Center, Ms. Dulong de Rosnay
>participated to research projects on legal metadata and ontologies,
>rights expression languages, e-science and open access, Internet
>governance, and technical standardization (MPEG-21). She holds a
>doctorate in law from CERSA (the Administrative Science Studies
>Research Center from University Paris 2), where her dissertation was
>entitled "Legal and technological regulation of networked information
>and creative works." She also holds degrees in political science and
>law from the Universities of Lyon, Leipzig, and Tilburg, and has
>taught copyright law at the University of Technology of Compiègne,
>France.
>
>---
>
>Colleen Kaman, Graduate Student in CMS
>"The World Earth Catalog Redux: Environmentalism in the Age of Global
>Climate Change"
>
>* Abstract *
>
>The threat of climate change has generated increasing interest in
>curbing energy use. Many of the well-publicized efforts have included
>corporate strategies to 'go green' and become more environmentally
>friendly as well as cap and trade systems and laws that seek to curb
>carbon emissions. Some argue that these current responses do not
>adequately address the fundamental need to change how we produce and
>consume energy. Moreover, while U.S. environmental movement has
>generated a public response to this threat, the reaction has not been
>widespread and sustained enough to substantial impact the problem.
>Critics note that without tackling the large issue of energy use, we
>will fail to attain the eighty percent cut in carbon emissions by
>2050 needed to avoid the most drastic impacts of climate change. This
>paper examines the threat of climate change not as a scientific
>problem, but as a social and cultural one. More than seventy percent
>of Americans consider themselves to be active in, or sympathetic to,
>the environmental movement, although only about ten percent have
>actually made an effort to substantially curb their so-called carbon
>footprint. At the same time, an increasing number of Americans feel
>that the movement is doing more harm than good. This paper traces the
>current tension in and relative ineffectiveness of the environmental
>movement to changing relationships between citizenship, media,
>politics, and consumer culture. Environmentalism is a complex issue,
>simultaneously existing as a political movement and an economic,
>social, and even counter-cultural construct. Competing notions of
>citizenship classify the problem of climate change differently and
>hence propose very different solutions to curbing it. How might the
>specific criticisms of the environmental movement reveal these deeper
>tensions? How might we understand the role of the individual across
>competing models of citizenship? And finally, how do various models
>of citizenship impact media choice and the message created? This
>research will explore several case studies to reveal how these
>shifting boundaries are creating new opportunities for a citizen-led
>environmentalism that transcends the bounds traditionally set by the
>environmental establishment.
>
>
>* Biography *
>
>Colleen Kaman is in the Comparative Media Studies program at MIT,
>where she is analyzing the intersection of new media on notions of
>democracy and vernacular culture. She is a researcher with the Center
>for Future Civic Media, a CMS-Media Lab initiative. Her research
>focuses on notions of public space, mobility, identity, and narrative
>across media.  She currently is developing a mobile air pollution-
>monitoring device that functions as a digital pet and social
>networking tool as well as a community-driven participatory radio
>site. Prior to coming to MIT, Ms. Kaman worked almost ten years as a
>documentary producer/director and broadcast journalist where she
>examined issues involving electoral politics, environment, health,
>education, and the judicial system. She earned her B.A. in
>Anthropology from Bates College in 1995.
>
>
>--
>Steve Schultze
>schultze at mit.edu
>
>
>
>
>_______________________________________________
>Cms-anno mailing list
>Cms-anno at mit.edu
>http://mailman.mit.edu/mailman/listinfo/cms-anno

Debbie Meinbresse
STS Program, MIT
617-452-2390