Transcript December 19-21, 2006 ESCWA/ICTDAR - Cairo • Any kind of creative work including articles, pictures, audio, and video that is published in.

December 19-21, 2006
ESCWA/ICTDAR - Cairo
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• Any kind of creative work including articles, pictures,
audio, and video that is published in a format that
explicitly allows the copying of the information.
• Content can be either
– in the Public Domain
– or under a license like the GNU Free Documentation License
– can be modified by anyone.
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• The Royal Society of London for the
Improvement of Natural Knowledge,
founded in 1660.
– One of the first documented aspirations toward
OPEN CONTENT
– Imagined a network across the globe as a public
enterprise, an "Empire of Learning".
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Common Content
“Raw” Information
Data &
Objects
Media
Elements
Application Specific Profiles
Application
Objects
Aggregate
Assemblies
(Learning Object,
Support, Reference,
Marketing)
(Lessons,
Support
Solutions, etc)
Collections
(Courses, Stories,)
Audio
Text
Procedure
Principle
Picture
Process
Principle
Concept
illustration
Process
Procedure
Objective Concept
Summary
Fact
Overview
Overview
Animation
Objective
Theme
Fact
Summary
Enabling
Objective
Simulation
- LEAST + MOST +
Terminal
Objective
CONTEXT
REUSABILITY
+ MOST +
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- LEAST -
Ref. Learnativity
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Learning Content
Authoring Tools
Existing
Content
Repurpose
Create
Chunk
Assemble
Import
Track
LMS
Deliver
Source: Eduworks 2002
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http://www.opencontent.org/ocwfinder
MERLOT (www.merlot.org)
Harvey Project
(http://HarveyProject.org/)
Educational Object Economy
(http://www.eoe.org)
OSsite SIG Open-Source Software for Education in Europe
SIGOSSEE (http://www.ossite.org/)
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• Open Course with Open Standards and Interoperability
• Integration of Ideas from multiple sources
• Open content from different sources
• Distributed Metadata
• Collaborative Tools
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• Wiki (Wikipedia): Open Encyclopedia
• Blogs
• Social Networking Tools
• Collaborative Workspaces
• Personal learning Environment
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• Collective Improvement of Knowledge
• Chronological History and Evolvement of Knowledge
• Collaborative Work in an Asynchronous way
• Reusable Format
• Technically speaking: a collection of Hyperlinked Web
pages assembled within a wiki software up to 5 lines!
• WIKI = (wiki-wiki: Haitian Taxi)
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• MySpace
• YouTube
• FaceBook ( estimated @$US1 billion !):
networking of about thousands of schools with
their students as members.
• StudyVZ (Launched in Germany 2005 by students:
have about 1 million of German speaking
members)
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• MiXi (Japan’s Biggest Social Network)
• Bebo
• XanGa
• Web 2.0
• Web 3.0(World Wide Database)
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• YouTube: Purchased by Google on Oct. 2006 for
$1.65 billion in shares.
• Facebook : on/off negotiations with Yahoo! for
$1.00 billion.
• Comparing Social Networking:Pls visit the website:
http://mashable.com/category/social-networking/
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• Social Networking Service for :
– High-Schools,
– College,
– University,
– Corporate,
– Non-Profit,
– Military and geographic communities primarily in
ENGLISH-speaking countries.
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• Registered users among college-focused sites (at
over 10 million US college student accounts
created with an additional 20,000 new accounts
being created daily).
• It is the number one site for photos, ahead of
public sites such as Flickr, with 2.3 million photos
uploaded daily,
• It is the 7th most trafficked site in the United
States,
• http://en.wikipedia.org/wiki/Facebook
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• “Facebook has struck a chord with millions of
college students, drawing them in to an online world
where they spend countless hours browsing profiles,
meeting new people, and exploring relationships.
Any technology that is able to captivate so many
students for so much time not only carries
implications for how those students view the world
but also offers an opportunity for educators to
understand the elements of social networking that
students find so compelling and to incorporate those
elements into teaching and learning.” (sic)
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• Web 2.0 : 2nd generation of internet-based services
such as:
–
–
–
–
Social Networking
Wikis
Communication Tools
folksonomies (tags)
• O'Reilly Media, in collaboration with MediaLive
International, used the phrase as a title for a series
of conferences and since 2004 it has become a
popular keyword (“buzzword”) among technical
and marketing communities.
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Source: Tim O’Reilly. November 2005.
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FOUR LEVELS
• Level-3 applications, the most "Web 2.0", which could only
exist on the Internet, deriving their power from the human
connections and network effects Web 2.0 makes possible,
and growing in effectiveness the more people use them:
eBAY, WIKIPedia, del.icio.us, Skype, etc.
• Level-2 applications, which can operate offline but
which gain advantages from going online: Flickr,
which benefits from its shared photo-database and
from its community-generated tag database.
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Source: Tim O’Reilly
• Level-1 applications, also available offline but which gain
features online: Writely (now Google Docs &
Spreadsheets) (gaining group-editing capability online) and
iTunes (because of its music-store portion).
• Level-0 applications would work as well offline:
- MapOuest, Yahoo!Local, and Google Maps. Mapping
applications using contributions from users to advantage can
rank as level 2.
– non-web applications like E-mails, Instant Messaging Clients and
telephone
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• "Network as platform" — delivering (and allowing
users to use) applications entirely through a
browser.
• Users owning the data on the site and exercising
control over that data.
• An Architecture of Participation and Democracy
that encourages users to add value to the
application as they use it.
• A rich, interactive, user-friendly interface based on
Ajax or similar frameworks.
• Some Social Networking aspects.
• http://www.oreillynet.com/
• http://en.wikipedia.org/wiki/Web_2
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• Goal: Add a LAYER OF MEANING on top of the
existing Web.
• First step of : “Semantic Web”
• Sort of “ World Wide Database”:
Web of connected Documents
Web of Connected Data
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•
•
•
Horizontally, e-government, e-commerce and decision
support systems are as an average either nonexistent or at
their infancy.
Government processes do not yet take full advantage of
modern information processing technologies.
Information delivery to citizens is severely limited,
especially in rural areas. Even high-income sectors like
tourism are only starting to take advantage of the Internet
as a public relation and advertising mechanism.
(Source: Arab Human Development Report 2004, UNDP)
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•
The languages used are primarily English and French,
with Arabic developed to a much lesser extent. This
exacerbates the hub-and-spoke effect.
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A number of initiatives are taking place to facilitate the
use of ICTs in the Arabic language. They have not yet,
however, acquired a substantial critical mass in order to
mainstream Arabic language and culture through the
Internet in a more pervasive fashion.
(Source: Arab Human Development Report 2004, UNDP)
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•
Lack of standardisation limits the use of the Arabic
language.
•
Horizontal exchanges of knowledge are still not
frequent among Arab State countries, where best
practices and lessons learned are shared less regularly.
(Source: Arab Human Development Report 2004, UNDP)
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Source: Content and Usage of Arabic Online Forums and Groups: Helmi Noman http://www.helmionline.com/internet/
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Source: Content and Usage of Arabic Online Forums and Groups: Helmi Noman http://www.helmionline.com/internet/
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Source: Internet World Stats (www.internetworldstats.com)
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Source: GlobalReach. 2003.
Arabic: 1.0 %
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•
Content in Arabic is estimated around 100 millions Web
pages that include: (Source: www.archimedia-me.com)
–
–
–
–
Press media
Culture
Business
Online banking
•
Estimate to double every Year
•
Arabic language Use is 1.4 % of languages used on the
Web
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Many Data are available from ESCWA Studies Reports
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•
Search Engines play a crucial role to get access
to global knowledge.
• SAWAFI: Arabic Search Engine ( Source:
http://www.archimedia-me.com): joint venture between
German European search technology provider
Seekport and Saudi Arabia-based MITSCO
Group to develop Sawafi (Arabic for
'sandstorm')
•. About 60 Arab Search Engines:
http://www.arabsearcher.com
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•
•
ESCWA Initiative / Regional Preparatory conferences for
WSIS: Beirut February 2003/Damascus Nov. 2004
(Recommendation adopted by the Arab Ligue):
Develop and increase the Arab content and
electronic gateways to satisfy the needs of
Arab users, achieve cultural diversity and
maintain Arab identity.
Projects Proposed: http://www.escwa.org.lb/wsis
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•
Arabic Language Content on the internet
–
What are the barriers inhibiting Arab Content?
– What are the incentives to knowledge creation in Arabic?
–
To what extent is Arabic content relevant to the people
(inclusion)?
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•
What is the impact of the Creative Commons
initiative on knowledge creation in the Arab world?
What are the suitable business models?
•
How can new business models resolve issues of IPR
in research and knowledge production?
•
How to measure Access to Knowledge in the Arab
countries (metrics for assessing Arabic content)?
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1. ESCWA Initiative / Regional Preparatory conferences for
WSIS: Beirut February 2003/Damascus Nov. 2004
(Recommendation adopted by the Arab Ligue):
Develop and increase the Arab content and
electronic gateways to satisfy the needs of
Arab users, achieve cultural diversity and
maintain Arab identity.
Projects Proposed: http://www.escwa.org.lb/wsis
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• Collaborative Tools and Social Networking Tools are
in their infancy state.
• The future is for a shared and open knowledge
envisioning a smarter internet that provides the
foundation for systems that can reason in a human
fashion.
• Fundamentals Pillar: PARTICIPATION
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Industrial Age
From the Cathedral
ORDER
Knowledge Age
The BAZAAR
PARTICIPATION
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