Subject: Experiments with Facebook and LinkedInFrom: “Simha R. Magal” <simha@magal.com>

Date: Sun, 07 Oct 2007 21:19:10 -0400

X-Message-Number: 6


The emergence of web 2.0 (or whatever else your term is for this) has sparked an interest in the potential of such technologies in higher education. Some claim that it is the “next best thing,” in an early stage of evolution. Many universities have wikis and blogs to support teaching. Organizations are using wikis and blogs for knowledge management.

There are many other tools, however, and many of us appear not to know much about them. Examples include facebook, linkedin, and second life. Our students, on the other hand, are avid users of such tools . I have observed with fascination, the use of these tools by my students and my children. They seem to be always connected; news and

information sharing is almost instantaneous. This has prompted me

wonder about the potential of these tools in higher education? Recent conference and journal CFPs on the subject indicates that there is broader interest in these tools.

My limited experiments with my students shows potential. There are several issues, however. Privacy appears to be among the most talked about (and perhaps least understood). Others include appropriate uses, faculty participation, resources, etc. To learn more about these, I have created a “space” for MIS professors on facebook

(facebook.com) and on LinkedIn (linkedin.com).

Facebook is perceived as more for kids, but it has a growing adult, professional and corporate population. LinkedIn is aimed at professional relationships. My limited experience is that FB has far more capabilities.

I invite you to participate in this experiment to learn and share your knowledge about these tools, and their role in higher education, as a networking tool for academics and to support teaching and other activities. You can participate by joining the following activities (and a third one to be accounced via separate email).

Facebook group for MIS Professors. Create an account at facebook.com. Be sure to set very restrictive privacy settings, until you figure out what they mean. Then join the group called MIS Professors, and participate in the discussion about the value of these technologies in higher education.

LinkedIn group for MIS professors. Create an account at linkedin.com. Joiin the group called MIS Professors.

I know you will be tempted to respond to me or the list with your thoughts, but I urge you to use the Facebook group discussion board to share your thoughts.

LinkedIn recently updated their groups feature. New groups are not

yet visible in the directory. So below is a link to join the group:




Technology (A Special Report) — Business Solutions: Making Sense of Social Software

317 words

18 June 2007

The Wall Street Journal



(Copyright (c) 2007, Dow Jones & Company, Inc.)

Blogs. Wikis. Social networks. RSS. They don’t even sound like they belong in the office. (Well, maybe RSS.)

Yet “social software,” already well established among consumers, is beginning to make its way inside companies — even if most executives don’t know quite what to make of the phenomenon.

To its supporters, social software is a simple-to-use solution to many of the troubles plaguing office workers in an information-saturated age. It makes it easy, even fun, to share knowledge or collaborate with colleagues. It can reduce email overload and better deliver crucial information where it’s most needed. And all without the hassle and expense of the typical big software deployment.

Managers are curious but wary. They might know about blogs from the Net — and see them mainly as vehicles for unsavory gossip, unbridled opinions or unfiltered musings about foods, pets and hobbies. If they know about wikis, it’s in the context of Wikipedia, the online encyclopedia, where anyone can write — or edit or erase — anything on almost any subject. As for social networks, the most well-known is probably MySpace; enough said.

In this section, we try to help make sense of these tools, showing how they’re being used inside both large and small companies and providing some guidelines for fitting them into corporate life. We look at how some companies have taken the Wikipedia idea and put it to work collecting and managing their vast storehouses of business knowledge.

We also zero in on one of the most aggressive users of social software: International Business Machines Corp., which has put social software at the center of the way its employees work together, share information and find colleagues with like interests. If Big Blue is embracing it, how scary can it be?

License this article from Dow Jones Reprint Service


Document J000000020070618e36i0000u

Second Life

Second Earth


The World Wide Web will soon be absorbed into the World Wide Sim: an environment combining elements of Second Life and Google Earth.


I’ve been working on how we’ll be creating learning experiences in virtual worlds, for technical training and sharing of knowledge.  At one level, this is happening right now — as WOW participants join together and share skills, and in SL as we n00bs pester the more experienced folks. Does the virtual environment change how we learn?  Definitely.  Some things that apply:

1.  You can be “dumb” and nobody can actually know who you are.  Makes experimental learning much easier.

2.  The “one to many” model of traditional education shifts to a much more decentralized model.  Multiple learners, multiple teachers.f

3.  SL offers a “persistent state” where the classroom or campfire continues to exist after we leave.  This allows for informal learning — students might linger after the class, or meet later for discussions. 

4.  Nobody knows that your second avatar is a dog.  Multiple personas allow you to be someone else when you’re learning, or experimenting with new skills.

As we integrate these new tools in learning and knowledge management, it looks like there will be lots of new thinking about how to make it work.


Web 2.0 Comes To The Enterprise — What The Information Management Professional Needs To Know

August 2, 2007, 1:00 p.m.-2:00 p.m. Eastern time

(6:00 p.m. – 7:00 p.m. GMT)

Cost: $250

Teleconferences require an internet connection and a phone line. See technical requirements.


Presented By:

Rob KoplowitzRob Koplowitz
Principal Analyst
Forrester Research, Inc.
G. Oliver YoungG. Oliver Young
Forrester Research, Inc.


Web 2.0 social computing tools like blogs, wikis, RSS feeds and tagging have proven to be tremendously valuable tools on the public Internet. These tools offer great promise in the enterprise as well. This seminar will cover the risk associated with unsanctioned use of these tools in the enterprise and the opportunity for bringing them into your enterprise is an orderly and controlled fashion.


  • An evaluation of the risks associated with unsanctioned use of Web 2.0 tools.
  • The opportunity with these tools and how to pursue it.
  • The role of policy and change management.
  • High-level vendor landscape.

Vendors mentioned: Atlassian, BEA, Lotus, IBM, Microsoft, NewsGator, Oracle, Six Apart, SocialText, and Traction Software.

Related Research

CIOs Want Suites For Web 2.0

Efficiency Gains And Competitive Pressures Drive Enterprise Web 2.0 Adoption

Wikis Change The Meaning Of “Groupthink”

Technical requirements:

An Internet connection with a browser is required for the visual presentation. For the audio component, a separate phone line is required.

You will receive dialing and WebEx instructions via email prior to the Event.

If you have any problems accessing the teleconference presentation, please call the Client Resource Center at 1 866/FORRESTER (1 866/367-7378) or +1 617/613-5730 and identify yourself as a teleconference attendee.

Subject: CFP: Workshop on Educating The Web-Generation (Edu4WebGen 2007) DL: July 10From: “WI/IAT” <wi-iat@maebashi-it.org>Date: Sun, 1 Jul 2007 23:29:56 -0400X-Message-Number: 3++++++++++++++++++++++++Call for Papers:

International Workshop on “Educating The Web-Generation” (EWG’07)


November 2-5, 2007 – Silicon Valley, USA


Description++++++++++++While talking about Web Intelligence we cannot leave those behind using the web and 搃ts intelligence? the Web-Generation. This workshop focuses on the fundamental(computational) education of future generations whose lives will more and more be influenced by an enormous potential for technology and furthermore by a hard competition in a global world. During the next years of not only computing we have to find an answer to the question how to provide our schoolchildren, students, and workforces with the necessary educational opportunities to succeed in a digital economy influenced by a hard competition in a global word. How will they adopt and evaluate new technologies?Knowledge itself is growing tremendously and the web with its informational overflow ?not yet prepared to be a fully interactive, context- and user-sensitive tool supporting people in their daily routines ?has already transformed every aspect of our lives. Is the next generation already able to deal with those technological possibilities? Has it the language and analytical skills to be more than Nintendo-Kids?

During the last years, the literacy of 15-year-old students was tested by the PISA-test of the OECD member states and not only the U.S. was shocked at the outcome.

Web today ?with Web 2.0 and its technologies ?is a place of knowledge (e.g. Wikipedia) but also of crime in different manners. Web-Education is necessary and on focus of almost every nation. Working on new curricula, innovative teaching concepts, or discovering relevant key competencies were also on the agenda of Bill Gates while claiming the U.S. school systems during a senates debate early this year.

This workshop is a plea for offering universal literacy using fundamental domains of computer science. Literacy understood as 刟 person抯 knowledge and culture and the ability in a particular subject or field, such as computer literacy?(Webster抯 1995) helps us to see the importance of language-competence, logic skill and other aspects for educating future knowledge workers and knowledge citizens making most of an intelligent web. Submissions not dealing with e.g. new e-learning innovations but with fundamental approaches and concepts to deliver (web-)skills for (web-)people to take a chance of the growing (web-)intelligence are highly welcome.


Workshop Chair


Elisabeth Heinemann

University of Applied Sciences Worms

Department of Informatics

Erenburgerstrasse 19

D-67549 Worms


Email: heinemann(at)fh-worms(dot)de


Program Committee


Stefano A. Cerri (Universit?Montpellier, France) John P. Dougherty (Haverford College, USA) Werner Hartmann (P鋎agogische Hochschule Bern, Swiss) Peter Hubwieser (Technische Universit鋞 M黱chen, Germany) Piet Kommers (Universiteit Twente, The Netherlands) Johannes Magenheim (Universit鋞 Paderborn, Germany) Erich Ortner (Technische Universit鋞 Darmstadt, Germany) Simon Rogerson (De Montfort University Leicester, U.K.) George Siemens (elearnspace, Canada) Hartmut Wedekind (Universit鋞 Erlangen-N黵nberg, Germany)




The workshop paper submission can be done online. Please come back to this page later on. An online tool will be linked here.


Paper Format


The length of accepted paper should NOT exceed 4 pages (one more extra page is only available for extra payment!). As template please use the IEEE-CS 2-column format as shown here:


Accepted papers will be published in the conference proceedings by the Society Press.

Important Dates+++++++++++++++June 20, 2007 Electronic Submission of full papersAugust 3, 2007 Notification of paper acceptanceAugust 17, 2007 Camera-ready of accepted papers

November 2-5 2007 WI-IAT 2007 Conference




For any questions please feel free to contact the workshop organizer.


Subject: CFP: Workshop on Agent & Data Mining Interaction (ADMI 2007) DL: July 10

From: “WI/IAT” <wi-iat@maebashi-it.org>

Date: Sun, 1 Jul 2007 23:30:39 -0400

X-Message-Number: 4

[Apologies if you receive this more than once]


July 10, 2007

 Digital Learnig Communities- the Carrick project on Social software in higher education.

“In the complexity of competing study, work and social demands, university students face many challenges to their effective participation in, and engagement with, the university environment. The fragmentation of their time is often associated with a decreased on-campus presence. The Project’s primary aim is to increase undergraduate and postgraduate student engagement, especially peer-engagement and communal learning, through the innovative application of social software in university teaching. Drawing on design-based research approaches, we will devise a series of pilot studies across the three universities to examine ways that social software can provide students with opportunities to engage with their peers in a discourse that explores, interrogates and provides a social ground for their in-class learning.

This project is designed to promote and advance learning and teaching in universities by using social software to foster the development of digital learning communities. The project will produce: (1) an assessment of the communication and information processes and tools preferred by current university students; 2) a set of guides and exemplars, demonstrating strategies for engaging students in pervasive modes of learning and teaching with social software. ”