Universities in the US have been deeply burdened by the Higher Education Opportunity Act that President Bush signed into law last year. In particular, the Act require that “schools ensure they are doing all they can to combat illegal file sharing among students. The new rules, according to the wording contained in the legislation, requires institutions to develop plans to “effectively combat the unauthorized distribution of copyrighted material, including through the use of a variety of technology-based deterrents.” Schools must also “to the extent practicable, offer alternatives to illegal downloading or peer-to-peer distribution of intellectual property.” Any institute found to be non-compliant could lose federal funding” (Source).
To combat unauthorized distributions, technological solutions such as bandwidth shaping and traffic monitoring need to be implemented. Such solutions need to be integrated with advanced DMCA response practices. Of course, some of the companies that are being courted to meet these demands are those that incorporate DPI into their copyright ’solutions’. I’ve discussed, generally, how these technologies work on campuses from iPoque’s position when writing about one of the company’s whitepapers. In that post, I wrote, Read more…
To fully function as a student in today’s Western democracies means having access access to the Internet. In some cases this means students use Content Management Systems (CMSs) such as Drupal, Blackboard, or wikis (to name a few examples) to submit homework and participate in collaborate group assignments. CMSs are great because teachers can monitor the effectiveness of student’s group contributions and retain timestamps of when the student has turned in their work. Thus, when Sally doesn’t turn in her homework for a few weeks, and ‘clearly’ isn’t working with her group in the school-sanctioned CMS, the teacher can call home and talk with Sally’s parents about Sally’s poor performance.
At least, that’s the theory.
Three-Strike Copyright and Some Numbers
I’m not going to spend time talking about the digital divide (save to note that it’s real, and it penalises students in underprivileged environments by preventing them from acting as an equal in the digitized classroom), nor am I going to talk about the inherent privacy and security issues that arise as soon as teacher use digital management systems. No, I want to turn our attention across the Atlantic to Britain, where the British parliament will soon be considering legislation that would implement a three-strike copyright enforcement policy. France is in the process of implementing a similar law (with the expectation that it will be in place by summer 2008), which will turn ISPs into data police. Under these policies if a user (read: household) is caught infringing on copyright three times (they get two warnings) they can lose access to the ‘net following the third infringement. Read more…
As of this week I’m working with a series of incredibly smart, erudite individuals to set up and run a graduate student conference – I’m excited, but nervous! I want to quickly note what technology we hopefully will be using, and then note some of the immediate challenges standing before all of us, and invite any comments on how to overcome/run around them.
One Down?
First, I think that we may have found an online conferencing system that would really make life easy – the Public Knowledge Project provides a FOSS conference system that is really awesome. I’ve used their open Journal system when submitting a paper to a University of British Colombia undergraduate journal (Prolegomena) and it was a really slick system. I think that (for me at the time) the most awesome part of the system was that I could log in and see how far along the process my paper was. It kept me from harassing the journal editors, which I’m confident is a reasonably common problem with other methods of harvesting and selecting papers. Read more…
Academic environments are (theoretically) places where students come to be educated – they arrive on campuses after (typically) being cocooned for 16+ years – universities are where students emerge from their cocoons fundamentally transformed.
Plato and Shame
I’ve had the distinct privilege of working with students for more than two years now; the past year and a half as a teaching assistant and the time before that as a tutor. When you work with students, you realize that most of them have incredible potential, potential that you can see pent-up inside of them, but potential that they’re either unable to, or afraid to, release and realize. To address the latter concern in the first day of my tutorials this session I talked briefly about Plato and the straight-from-the-text reading of how absurd men appeared when laughing at the women who trained to become philosopher kings alongside men. The point was this: laughter in the classroom threatens to injure your comrades and, more importantly, marks that the person laughing can’t comprehend the purpose/form of laughter – their mirth demonstrates just how little they themselves understand.
I haven’t had a single person (that I’m aware of) be shamed by having other students laugh at them. Read more…
