Centre for Internet and Society

Nel suk dei nativi digitali. Perché gli studenti 2.0 hanno bisogno di una bussola per orientarsi

praskrishna — 2011-04-02T01:31:15Z

Addio al vecchio sapere lineare fondato sulla parola scritta e sulla trasmissione di conoscenza maestro-alunno: imparare oggi ha la forma di un suk arabo nell'ora di punta. Tra social network, video-racconti su YouTube, la musica di MySpace, il linguaggio sincopato delle chat e le bufale online, gli studenti di nuova generazione hanno bisogno di una bussola per orientarsi. Ma la scuola non c'è. O meglio, non ce la fa: a studenti 2.0 corrispondono spesso istituti scolastici da secolo scorso.

Chi sono questi famigerati "nativi digitali" nati e cresciuti a rivoluzione Internet compiuta? Come ha scritto l'ex direttore del programma Comparative media studies dell' Mit di Boston, Henry Jenkins, la loro cultura è "partecipativa" e si fonda su "produzione e condivisione di creazioni digitali" e una "partnership informale" tra insegnanti e alunni che porta il bambino a sentirsi responsabile del progetto educativo. Il maestro non è più un trasmettitore di conoscenza ma un "facilitatore", che fa da filtro tra il caos della rete e il cervello del piccolo studente.

"Frequentano gli schermi interattivi fin dalla nascita", spiega Paolo Ferri docente di tecnologie didattiche e teoria e tecnica dei nuovi media all'Università Bicocca di Milano, "e considerano Internet "il principale strumento di reperimento, condivisione e gestione dell'informazione". È la prima generazione (che oggi ha tra gli o e i 12 anni) veramente hi-tech che pensa, apprende e conosce in maniera differente dai suoi fratelli maggiori. "Se per noi imparare significava leggere-studiare-ripetere, per i bambini cresciuti con i videogames vuol dire innanzitutto risolvere i problemi in maniera attiva", spiega Ferri che studia e promuove da anni il "digital learning".

I bambini cresciuti con consolle e cellulare sono "abituati a vedere la risoluzione di compiti cognitivi come un problema pragmatico", aggiunge. Lynn Clark direttrice dell' Estlow International Center for Journalism and New Media dell'Università di Denver ha condotto un progetto di ricerca su 300 famiglie americane per capire come se la cavano con i media digitali.

"Grazie ai videogiochi, il sapere dei bambini si nutre di simboli, sfide e modelli sempre diversi di narrazione", spiega Clark che aggiunge: "quando le modalità di apprendimento scolastico sono simili a quelle di un gioco ci sono maggiori chances che gli alunni apprendano volentieri e in fretta". "Se qualcosa può essere visto, ascoltato, suonato, perché dovrebbe essere raccontato a parole?", si chiede Paolo Ferri.

Nishant Shah, che a 26 anni dirige il Center for Internet and Society di Bangalore in India, lo spiega così via Skype: "La tecnologia dei nostri padri è quella televisiva: un modello analogico che stabilisce ruoli, responsabilità e struttura della produzione, diffusione e consumo di conoscenza. Con l'esplosione del p2p - l'idea di una rete dove non esiste gerarchia e tutto viene condiviso- i ruoli sono messi in discussione dallo studente, che si considera parte attiva nella produzione di sapere e vede i libri come una fonte tra le tante".

Se è vero che il "l'ha detto Internet" ha assunto tra i bambini l'autorevolezza di una sentenza della Cassazione, è innegabile che la rete sia la patria del vero-simile. "Internet sta ridisegnando i confini della verità - continua Shah - e questo pone grandi sfide per gli educatori del XXI secolo: come si fa a imparare utilizzando fonti che non hanno approvazione istituzionale? Come si può riconoscere un valido provider di conoscenza nel caos online?".

Anche il professore della Bicocca ammette che "la cut-and-paste culture e la presunzione di veridicità della Rete" tendono ad abbassare la percezione critica degli utenti: "Internet diventa per i bambini "la fonte" a prescindere dall'autorevolezza del sito e da chi scrive", dice.

Se passa il modello Wikipedia, crolla l'importanza dell'autore. O, come ha scritto l'antropologa Susan D. Blum sul New York Times, "se per lo studente non è fondamentale essere unico, va bene usare parole di altri. Dice cose a cui non crede? Allora è ok scrivere testi su argomenti sconosciuti con l'unico scopo di prendere un buon voto: conoscere è diventato un mezzo per ottenere consensi e socialità".

Per il momento le iniziative più interessanti di digital learning riguardano i fratelli più grandi. Dal prossimo anno in 2500 campus universitari americani arriverà un software per pc, iPad e telefonini (il costo va dai 30 ai 70 dollari e il maggiore produttore è la Turning Technologies) chiamato "clickers", che permette all'insegnante di verificare il livello di attenzione dello studente - immerso nella navigazione internet - chiedendo feedback sulla tastiera ogni 15 minuti. Il professore di Harvard Charles Nesson ha tenuto un corso virtuale su Second Life, mentre il progetto di educazione civica "YouMedia", sponsorizzato dall'amministrazione di Chicago, promuove l'apprendimento attraverso video-racconti pubblici di libri.

Nella Woodside High School, in California, gli studenti hanno borse di studio per comprare l'iPad, un centro multimediale da tre milioni di dollari e lezioni su come registrare la musica e usare Internet in maniera responsabile. Grazie ai computer economici del guru informatico Nicholas Negroponte, tutti i bambini uruguaiani delle elementari hanno un pc.

In Europa - che ha messo la competenza digitale al quarto posto (dopo prima lingua, lingua straniera e matematica e scienze) tra le competenze chiave per l'educazione degli stati membri dell'Unione - il paese più "nativi digitali oriented" è l'Inghilterra, dove la riforma del sistema scolastico voluta dal governo Blair ha ridotto drasticamente il numero degli studenti per classi, favorendo così la personalizzazione dell'insegnamento, e tagliato il numero delle materie. "Sono passati- sottolinea Paolo Ferri - da un modello disciplinare basato sui contenuti a quello per competenze che si regge su un principio: imparare ad imparare". Ferri ricorda che la lavagna interattiva è presente nel 100% delle classi primarie e secondarie inglesi mentre in Italia si punta ad averne una su dieci entro il 2011. Qui la strada è ancora tutta in salita.

Il ministero dell'Istruzione porta avanti il progetto LIM, che riguarda l'introduzione di lavagne interattive nelle aule, e quello Cl@ssi 2.0 che punta a finanziare con 30mila euro 156 classi (in Italia ci sono circa 25mila scuole) delle scuole medie inferiori per lo sviluppo di progetti innovativi. "C'è una grande carenza di investimenti dall'alto - denuncia Ferri - arginata da qualche dirigente di buona volontà". Per il professore della Bicocca è a livello territoriale, grazie all'autonomia scolastica e alle capacità manageriali e creative di qualche preside, che si vedono i migliori esperimenti.

A Bollate, un comune di 37 mila abitanti alle porte di Milano, per imparare a usare l'iPad basta chiedere aiuto a un bambino. Nelle aule dell'Istituto di via Brianza - due scuole elementari e due medie inferiori - al posto di quadernetti e matite, da settembre gli alunni usano il tablet computer prodotto dalla Apple.

Qualche centinaia di chilometri più a Sud, a Reggio Emilia - la città dove tutti vorrebbero avere 3 anni per quel "Reggio Approach", lodato dal New York Times (parole d'ordine: arte, assemblee di classe e respiro globale), che ha fatto guadagnare al capoluogo emiliano il titolo di capitale mondiale degli asili nido - software, dispositivi elettronici e lavagne interattive hanno ormai sostituito seggioloni e orsacchiotti.

Bollate e Reggio non sono residui di una bizzarra avanguardia pedagogica, il cui simbolo cinematografico è ancora "Bianca" di Nanni Moretti, con le vicende della scuola "Marylin Monroe" dove al posto della foto del presidente della Repubblica c'e' Dino Zoff e i professori giocano alle slot machines e al flipper. Dimostrano piuttosto che ci sono, anche in Italia, presidi e maestri che hanno capito chi sono e come si educano i nativi digitali.

"Ma il risultato è quella di una cartina dell'innovazione a macchia di leopardo", dichiara Ferri, che tuttavia si dice ottimista. Da un lato perché "nel 2013 andrà in pensione la metà degli insegnanti italiani", dall'altro perché crede nel contagio positivo: "In 10 anni le scuole al passo con le trasformazioni sociali e tecnologiche, e per questo premiate con finanziamenti e alto numero di iscrizioni, avranno costretto le altre ad adeguarsi". Una speranza? No, un dovere. Perché "innovare innovare innovare", il famoso mantra di Hal Varian di Google News, è l'unica chance di sopravvivenza anche per la scuola italiana.

Read the original article here

For more details visit http://editors.cis-india.org/news/nel-suk

Neither an adversary nor an advocate

praskrishna — 2015-09-18T02:05:36Z

The fundamental expectation is whether a newspaper remains a responsible carrier of knowledge that has an enabling power, or becomes a peddler of rhetoric, absolving itself of its social obligation.

The op-ed by A.S. Pannerselvan was published in the Hindu on September 12, 2015. Pranesh Prakash was quoted.

Earnest literary explorations have the power to provide answers to many questions in real life. Litterateurs have a way of articulating nuances, studied considerations, principled stands, and dilemmas and ambiguities in a language that does not reduce these qualities to a mere slogan or a statement of political correctness but as a way of life. I never thought that I would go back to a 30 -year-old interview with a writer to explain my own role as the Readers’ Editor of this newspaper.

In 1985, I spent five days in the temple town of Chidambaram talking to one of the finest short story writers in Tamil, Mowni, a couple of months before his death. He spoke about various aspects of life in general, and of the challenges confronting a writer in particular. One of the themes he explored was the idea of solitude and the infinite creative space it provides to an artist. He, however, felt that many of his readers saw his description of that state of being as loneliness and not solitude. It would be serendipity for a writer, he observed, when a reader instinctively reads the text as the writer had imagined.

Last week was a moment where I felt simultaneously vindicated and vilified. Many media scholars, editors and public intellectuals called and endorsed the idea behind the column, “Exercising editorial prerogatives” (Sept. 5, 2015). And some disagreed, posted comments or took to social media. The argument of those who disagreed with my column had a singular imaginary theme: my role as an independent ombudsman has been circumscribed by an editorial diktat.

One of the commenters on Twitter, Pranesh Prakash, who works on issues such as privacy and Internet governance, wrote: “The Reader’s Editor is supposed to be an independent ombudsman. Sadly, The Hindu’s RE does not fulfil that role.” His contention, explained in later tweets, was that the role of a Readers’ Editor was not that of a journalism professor and by not explicitly stating whether I agreed with the Editor’s decision or not, I had abandoned the ombudsman role. If my sentence in the column, “At a fundamental level, the act of rejection is an affirmative action to reduce destruction and impairment of democratic institutions”, is not explicit, I wonder what else would be.

At one level, it was flattering to know that the critics of this newspaper are concerned about the independence of the office of the Readers’ Editor. How I wish they exhibited the same enthusiasm in persuading other Indian media houses to have a similar mechanism that responds to readers’ queries. At another level, this incident is a reminder to explain how this office works, what its remit is, and how its autonomy is guaranteed and insulated from the pressures of a deadline-driven journalistic process.

While the confusion was between loneliness and solitude in the case of Mowni, it was between independence and shared values in my case. An independent news ombudsman, whose autonomy is guaranteed by the company that owns the newspaper, has a clear mandate. He is neither an adversary nor an advocate. He is not expected to endorse any charges without examining them using the yardsticks of best journalistic practices. He is expected to speak the truth, however inconvenient it may be, to both the complainant and the newspaper. In this process, the idea of shared values also plays a role in determining the validity of any news item that the newspaper chooses to publish, or as in this case, reject.

Idea of common good

What are these shared values? Who are the stakeholders in this cognitive universe of shared values? It is the idea of common good that brings an editor, a team of journalists, an ombudsman and the readers to the pages of a newspaper. The recognition that there are crucial differences between information, views and news, and the need to use the public interest barometer to filter out a set of articulations that may cause irreparable damage to our social and political fabric, are an essential part of these shared values. The fundamental expectation is whether a newspaper remains a responsible carrier of knowledge that has an enabling power, or becomes a peddler of rhetoric, absolving itself of its social obligation.

The Editor’s decision and my column, indeed, are part of the shared value system. It was a point of convergence in the thinking of the Editor and the assessment of the Readers’ Editor. The idea to share this with the readers flowed from my own obligation to foster media literacy. Carlos Maciá Barber, vice-chair of the journalism and media studies department at Universidad Carlos III de Madrid, in his essay, “How news ombudsmen help create ethical and responsible news organisations”, for the anthology The Ethics of Journalism, brought out by the Reuters Institute for the Study of Journalism at the University of Oxford, has eight edicts for effective ombudsmanship. Fostering media literacy is one of them. He wrote: “Encouraging mutual understanding between the media and the general public is a primary task of the ombudsman, and an invaluable contribution is made when ombudsmen describe the work they carry out.”

The idea of a shared value system has civilisational bearings and to conflate it with the independence of a self-regulation mechanism may render us hopelessly cynical.

For more details visit http://editors.cis-india.org/internet-governance/news/hindu-as-pannerselvan-september-12-2015-neither-an-adversary-nor-an-advocate

Nehaa Chaudhari - WIPO Initiatives - 05 March, 2016.pdf

praskrishna — 2016-03-31T16:18:56Z

For more details visit http://editors.cis-india.org/a2k/blogs/Nehaa%20Chaudhari%20-%20WIPO%20Initiatives%20-%2005%20March-%202016.pdf

Nehaa Chaudhari - NLSIU - 04 March 2016.pdf

praskrishna — 2016-03-31T16:16:35Z

For more details visit http://editors.cis-india.org/a2k/blogs/Nehaa%20Chaudhari%20-%20NLSIU%20-%2004%20March%202016.pdf

Nehaa

praskrishna — 2014-08-12T10:17:03Z

Nehaa

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Nehaa

praskrishna — 2014-08-12T09:57:10Z

Nehaa

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Nehaa

praskrishna — 2013-03-01T06:11:19Z

Nehaa

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Nehaa

praskrishna — 2014-08-13T10:40:49Z

Nehaa

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Neeta Verma Presentation File

praskrishna — 2011-08-22T12:51:21Z

presentation file

For more details visit http://editors.cis-india.org/accessibility/publications/neeta-verma-presentation

Neeta Shah

praskrishna — 2012-06-25T10:24:16Z

Neeta Shah

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Need to develop vernacular languages stressed

praskrishna — 2013-04-15T08:47:29Z

University of Hyderabad (UoH) Vice-Chancellor Prof. Ramakrishna Rama Swamy said on Wednesday that everyone has a duty to contribute to the development of vernacular languages.

The article was published in Hans India on April 11, 2013.

He presided over the Telegu Wikipedia Mahotsavam 2013 being celebrated at the Golden Threshold in Abids. The two-day programme-cum-workshop is being organised in collaboration of the UoH, Theatre Outreach Unit (TOU), Indian wing of Wikipedia and the Centre for Internet and Society (CIS). While extending support to the Telegu Wikipedia (TW), the Vice-Chancellor said that he had been encouraging the university students to contribute to the site. He advised the organisers to explore opportunities to expose youth to TW.

For more details visit http://editors.cis-india.org/news/the-hans-india-april-11-2014-need-to-develop-vernacular-languages-stressed

Need a standard strategy to deal with Web issues: Chandrasekhar

praskrishna — 2012-09-05T08:37:09Z

The government has been facing allegations of Internet censorship for over a year now.

This article by Surabhi Agarwal was published in LiveMint on September 4, 2012. Pranesh Prakash's analysis is quoted.

The government said it needed to improve the way in which it dealt with issues such as Internet hate messages besides blog posts and SMSes that seek to create panic so that it’s not accused of trying to gag free speech.

"We all have agreed that we need some combination of self-regulation and government interventions. But we need to do it in a proper way,” said department of telecom secretary R. Chandrasekhar, while addressing a Federation of Indian Chambers of Commerce and Industry (Ficci) conference on the issue of “legitimate restrictions on freedom of online speech".

	The Union government has been facing allegations of censorship after it sought to contain messages that led to communal violence and a panicexodus by people from the north-eastern states in some cities. Last month, the government ordered the blocking of almost 310 web pages for content deemed to be attacking particular communities. According to a post by Pranesh Prakash of the Centre for Internet and Society, 33% of them were on Facebook, 28% on Google Inc.’s YouTube and around 10% on Twitter.

The Union government has been facing allegations of censorship after it sought to contain messages that led to communal violence and a panicexodus by people from the north-eastern states in some cities.

Last month, the government ordered the blocking of almost 310 web pages for content deemed to be attacking particular communities. According to a post by Pranesh Prakash of the Centre for Internet and Society, 33% of them were on Facebook, 28% on Google Inc.’s YouTube and around 10% on Twitter.

Defending the government move, Gulshan Rai, chief of the Computer Emergency Response Team (CERT-in), said it was the first time that the emergency provision of the Information Technology Act 2008 had been exercised. Even though the list was not drawn up by his agency, due scrutiny was carried out before issuing orders to block the sites.

This came after allegations that government may have also blocked bona fide posts as it sought to block content related to the North-East.

Twitter accounts of some journalists and other individuals associated with and sympathetic to right-wing causes were blocked, according to a list published earlier by The Economic Times.

"This is certainly not the last time we are seeing such a situation, so meaningful ways to respond to such complex situations will have to be devised," said Chandrasekhar.

He added that there was also a need to collaborate better with all stakeholders to devise not just defensive strategies during a crisis but also ways to contain its impact using the social media.

Ankhi Das, head of public policy at Facebook India, said that during the London riots of 2011, the UK government enlisted the support of social networking sites to dispel rumours.

"Social media can also be allies of the government at times like this," she said.

Raman Jit Singh Cheema, a senior policy analyst at Google India, cited a similar example of authorities in Japan using such methods to send out correct information following the tsunami that hit the country in 2011.

"We need to collaborate on a continuing basis, so that when you are faced with such a crisis, you are able to deal with it," said Chandrasekhar.

The government has been facing allegations of Internet censorship for over a year after minister for communication and information technology Kapil Sibal raised the issue of regulating social networking sites. They had allegedly not complied with the government’s demand that offensive content be removed.

Chandrasekhar said that processes should be clearer, more transparent and well-defined.

"These need to be brought out in the form of some kind of a standard operating procedure, so that they (stakeholders) are expected to know how to conduct themselves and how they can expect the government to deal if a contingency arises," he said.

For more details visit http://editors.cis-india.org/news/www-livemint-com-surabhi-agarwal-sep-4-2012-need-a-strategy-to-deal-with-web-issues

necessarygear

praskrishna — 2012-03-07T05:23:40Z

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NE exodus: List containing 309 blocked URLs leaks online

praskrishna — 2012-08-24T13:37:21Z

Latest reports coming in have confirmed that a list containing 309 URLs, whose ban the government had sought in light of the Assam violence and the subsequent NE exodus, has been leaked online.

Published in tech2. Pranesh Prakash's analysis is quoted.

The aforementioned URLs comprise URLs, Twitter accounts, img tags, blog posts, blogs and a handful of websites, and were blocked between August 18, 2012 till August 21, 2012. In an analysis that Pranesh Prakash, programme manager at the Centre for Internet and Society (CIS), carried of the leaked items, among other things in his post, he wrote that, "It is clear that the list was not compiled with sufficient care."

In his post, he further noted that the censorship process itself has been riddled with egregious mistakes. Giving instances of the egregious mistakes, he added that even some people and posts debunking the rumours were blocked as part of the censorship. Further, he wrote that some of the items that were blocked were not even web addresses (e.g., a few HTML img tags were included). In his findings, Prakash also found that despite there having been a clear warning issued by the DIT pertaining to the blocking of "above URLs only" and not that of main websites, like www.facebook.com, www.youtube.com, some ISPs (like Airtel) went "overboard in their blocking". This incident, in particular pertains to yesterday's reports, wherein it had been revealed that Airtel had blocked the entire YouTube short URL youtu.be in some cities.

On account of the sensitivity of the issue, he writes that it "would be premature to share the whole list." He, however, writes that CIS plans to make the entire list public soon. The list that CIS has released, however includes -

ABC.net.au
AlJazeera.com
AllVoices.com
WN.com
AtjehCyber.net
BDCBurma.org
Bhaskar.com
Blogspot.com
Blogspot.in
Catholic.org
CentreRight.in
ColumnPK.com
Defence.pk
EthioMuslimsMedia.com
Facebook.com
Farazahmed.com
Firstpost.com
HaindavaKerelam.com
HiddenHarmonies.org
HinduJagruti.org
Hotklix.com
HumanRights-Iran.ir
Intichat.com
Irrawady.org
IslamabadTimesOnline.com
Issuu.com
JafriaNews.com
JihadWatch.org
KavkazCenter
MwmJawan.com
My.Opera.com
Njuice.com
OnIslam.net
PakAlertPress.com
Plus.Google.com
Reddit.com
Rina.in
SandeepWeb.com
SEAYouthSaySo.com
Sheikyermami.com
StormFront.org
Telegraph.co.uk
TheDailyNewsEgypt.com
TheFaultLines.com
ThePetitionSite.com
TheUnity.org
TimesofIndia.Indiatimes.com
TimesOfUmmah.com
Tribune.com.pk
Twitter.com
TwoCircles.net
Typepad.com
Vidiov.info
Wikipedia.org
Wordpress.com
YouTube.com
YouTu.be

Further, in response to the question - as to why some items could still be accessed that were supposed to be blocked, he wrote that there are several errors in the list, making it difficult to apply. And the order has to be put into action by hundreds of ISPs. He adds that some ISPs may not have begun enforcing the blocks yet. "This analysis is based on the orders sent around to ISPs, and not on the basis of actual testing of how many of these have actually been blocked by Airtel, BSNL, Tata, etc. Additionally, if you are using Twitter through a client (on your desktop, mobile, etc.) instead of the web interface, you will not notice any of the Twitter-related blocks," he elaborated further.

For more details visit http://editors.cis-india.org/news/tech-2-in-com-ne-exodus

NCAER Parallel Imports Report

praskrishna — 2014-04-01T10:39:46Z

For more details visit http://editors.cis-india.org/a2k/blogs/ncaer-parallel-imports-report.pdf