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Tag: new media

Spotlight: AudioBoo, a verbal form of Twitter

AudioBoo (aka Audioboo, audioBoo) is a social media software launched in March that’s promoting verbal interactions on the Web. Located at audioboo.fm (think of “FM radio”), it allows users to post brief verbal comments called “boos” that can be followed by others. It’s already networking with other social media — including Facebook, FriendFeed, Tumblr, and even Twitter — and the first AudioBoo newsletter was e-mailed today.

“It’s like Twitter, but with audio snippets,” said Ben Ward, instructional designer in K-State’s Information Technology Assistance Center. He noted the primary way to publish AudioBoo content is through an iPhone (it’s an iPhone application, after all) but a computer interface is promised.

One of the most exciting aspects of AudioBoo is its ability to do audio-to-text conversion after SpinVox voice-to-text service was integrated. Continue reading “Spotlight: AudioBoo, a verbal form of Twitter”

Spotlight: Beloit College’s “mindset list” for incoming freshmen

On Aug. 18, Beloit College in Wisconsin released its popular Mindset List for the Class of 2013 for incoming college freshmen who will likely graduate four years from now.  The list, which has been published since 1998, identifies life experiences that have helped shape the attitudes and expectations of high-school graduates now arriving at colleges across the country.

Some of the list’s observations about technology and its use by incoming freshmen include:

Wesch publishes, is publicized

Wesch Academic CommonsAssistant Professor of Cultural Anthropology and U.S. National Professor of the year Michael Wesch continues to impress educators and lay-people alike worldwide. On Jan. 7 his article “From Knowledgable to Knowledge-able: Learning in New Media Environments” was published in the Academic Commons Magazine, and on Jan. 12 an article about his background and teaching methods was published in the Christian Science Monitor.

After first making a name for himself on the international stage with his hit YouTube videos, Wesch is pushing forward by sharing his teaching methods with the masses. In “From Knowledgable to Knowledge-able,” he argues that new media environments force us to rethink the classroom because information acquisition can no longer be the prime motive in our lecture halls. Instead, he suggests that students need to be able to “find, sort, analyze, share, discuss, critique, and create information.” In essence, as the title implies, the shift is from becoming “knowledgable” to becoming “knowledge-able”.

Continue reading “Wesch publishes, is publicized”