Archive for October, 2006

Interview with Urs Gasser

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The Berkman communications team has been conducting a series of interviews with our fellows. The interviews are written up and posted to the Berkman website. The most recent interview is with Prof. Dr. Urs Gasser, a faculty fellow and the director of a research center at the University of St. Gallen. His center — along with a few others, like the OII, the Citizen Lab in Toronto, Dan Gillmor’s citizens’ media center — has become one of the key international partners to the Berkman Center in carrying out our mission.

An excerpt from the interview:

“Q: Have European markets taken a different approach than the U.S. towards regulating digital copyright? Is there an attempt being made to approach digital rights issues from a global perspective as opposed to a nation/market-specific point of view?

“Urs: Painted in broad brushes, it is fair to say that the U.S. and European copyright frameworks follow similar approaches as far as digital rights issues are concerned. This doesn’t come as a big surprise, since important areas such as, for instance, the legal protection of technological protection measures have been addressed at the level of international law - e.g. in the context of the WIPO Internet Treaties. However, the closer you look, the more differences among the legal systems you will find, even within Europe, where copyright laws and consumer protection laws, to name just two important areas, vary significantly if you move from - say - Germany to the U.K. as our Berkman/St. Gallen studies have demonstrated. But from the “big picture perspective” you are certainly right, there is a global trend towards convergence of digital copyright law, driven especially by TRIPS and the WIPO treaties, but also (and equally important) by bilateral free trade agreements.”

For more on Urs’ center and his colleagues, check out the Research Center for Information Law at the University of St. Gallen (I am proudly a member of its Board), as well Daniel Hausermann’s blog.

Celebrating Those Who Blog the Vote

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This afternoon, we’re welcoming all those who are covering the 2006 Massachusetts campaign cycle to a reception in your honor at the Berkman Center for Internet & Society at Harvard Law School. The reception, totally informal, will run from probably 5 - 6:30 p.m. or so at 23 Everett Street, Cambridge, MA. No matter if you’re for Healey/Hillman or Patrick/Murray, or if you want yes or no on 1, 2, or 3, of if you’re still undecided, please join us!   To contact the Berkman Center, click here.

Public aggregator of blogs for teachers

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Another output of our NYSAIS workshop for teachers on using technology in the service of education: a Top10 list that we compiled together of Blogs for Teachers. Send suggestions and we can add them, too! Or create a better list of your own at Top10 Sources.

There’s also a member-created page, by an academic named Robert French, on Edublogs and Eduwikis, which is excellent. Mr. French, who teaches PR at Auburn University, himself keeps a terrific blog.

(Please see my disclosures page if you care to know about my personal involvement in Top10.)

Here’s a group list of resources online for teachers

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At St. Hilda’s and St. Hugh’s today, I’m talking with an extraordinary group of teachers at a NYSAIS workshop. The topic is using technology in teaching. We’re going to build a list of resources we’ve talked about today for posterity. Who’s first?

- Eduforge.org

A meta resource for technology and education, including sharing of information and tools and the like

- Digg.com

An RSS aggregator with a social component

- Rojo.com

Another RSS aggregator

- Delicious

A tagging service and search engine

- Moodle

A course management system or content management system, which is open source

- Second Life

A virtual world in which some classes are taught

- Wikia

A wiki service, related to Wikipedia

- JotSpot

Another wiki service

- Creative Commons search

A means of finding works online that you can re-use in the classroom, or that your students could use

- TechnologyBites

A new blog on tech and teaching

- H20
A best-of-breed, free/open source rotisserie discussion system

- H20 Playlists

A place to share reading lists, course syllabuses, and the like, with support for cool things like OPML

The Globe on Becca Nesson, Rodica Buzescu in Second Life

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The Boston Globe’s Irene Sege, who has been hanging around the real and virtual Berkman Center these past few months, has a thoughtful piece on Second Life in education and politics.  It features Rebecca Nesson and her work in Cyberone, a class she’s co-teaching with her dad (eon, Dean of Cyberspace) and her collaborator Rodica Buzescu, who now also works work Millions of Us.  John Lester and Ethan Zuckerman, also our friends, get a word in, too.

Internet and the United Nations

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I spent a few recent plane flights reading Paul Kennedy’s The Parliament of Man: The Past, Present, and Future of the United Nations. It’s a fine history of the UN, worth reading to be sure. (I loved his book from the late 1980s, The Rise and Fall of the Great Powers.) Kennedy starts, but does not long linger, on the period leading up to Bretton Woods and San Francisco and other meetings, (i.e., the interesting but unsatisfying story of the League of Nations and what came before it). Most of the book, organized thematically (phew!) rather than chronologically, takes up the treatment by the UN of key issues like security, peacekeeping, and economic development.

What sets the book apart, for me, was the treatment of “other” topics, such as environment, children’s issues, and cultural issues (what he calls the “softer face” of the UN) and human rights. Kennedy is not uncritical in his treatment of the UN’s role in these areas, but he seems to see in these activities great importance and even greater promise: “… it is difficult to imagine how much more riven and ruinous our world of six billion people would be today had there been no UN social, environmental, and cultural agendas — and no institutions to attempt, sometimes well and sometimes poorly, to put them into practice on the ground. It is a mixed record, but it is hard to see how it could be otherwise.” (p. 176). Amen.

In the human rights context, Kennedy lauds the work of Mary Robinson (p. 197-8) and others in the human rights context, while noting the many tensions that lurk in the treatment of human rights in the various relevant charters and institutions of the UN. One of these tensions bears on an issue that we’ve been working on at the Berkman Center for some time. In our shared work on the OpenNet Initiative (with Toronto, Oxford, and Cambridge), and with other partners in the related context of corporate ethics (Berkeley, St. Gallen, CDT), we’ve been puzzling over the sovereignty of states and the rights of individuals to civil liberties. On the one hand, of course, the several dozen states that filter the Internet and practice online surveillance (we imagine) of their citizens and visitors have a right to regulate activity within the jurisdiction that they control. On the other hand, the UN and its member states, through a series of treaties, have set forth the understanding that there are certain rights that attach to any individual in the signatory states regardless of the (good or bad) decisions that those states might make to abridge those rights. Kennedy frames much of the chapter on human rights in this same context: “How are world citizens and their governments to reconcile universal human rights with claims for state sovereignty?”

As those who study the Internet and care about human rights, we haven’t made the case clearly yet for where the rights of free expression and privacy in the Internet context fit in this balance. Many of us no doubt have strong convictions about which side of the ledger filtering and surveillance fall on; others, I know, see the issue are tricky and nuanced. There’s a field emerging here with enormous significance. The ability of activists to rely upon the Internet in repressive regimes is but one of the important things that hangs in the balance. I suspect that there are many captains of industry at large technology companies that feel caught in a purgatory wrought by this tension.

The most notable thing to me about Kennedy’s book — through no fault of his, to be clear — is the extent to which Internet plays essentially no role in the story of the UN’s first 60 years. The word appears four times in the text if the index is to be believed, and after reading the whole thing, I believe the index maker to have been accurate. No doubt the ITU or WSIS or the UN ICT Task Force could have made it into the text (they didn’t), but lots of other significant activities were likewise left out, understandably.

For Kennedy, Internet seems to be about an alternative way to tell the world about news, (i.e., the next chapter in the trajectory that starts with radio then goes to TV — and now it’s the net). That’s one way to talk about it, I suppose. The most extensive treatment appears on page 236: “… a more in-depth investigation of the place of news and cultural communications in the evolution of international affairs would need to consider the pervasive and transnational nature of the Internet. Since it has grown so fast in the past decade, and its popularity is exploding in the giant states of India and China, it is extremely difficult to get a good measure of its many impacts; but it seems fair to remark that because this is a medium that can be used and abused by anyone with electricity and a computer, it may become less and less a Western-dominated instrument.” An understatement, to be sure; and I am not certain that Kennedy is thinking of states as the abusers, but rather individuals — though the sentence is ambiguous enough that maybe my reading is wrong.

I can’t imagine that the history of the UN in 2065, written by the next eminent historian and chairman of a blue-ribbon commission, will have so little to say about information and communications technologies and the UN’s role in our field, but maybe it will — and maybe, though I am not so sure, that would be a wonderful thing if it were to come to pass.

Sounds like fair use to me (and it should be, if it’s not)

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Ethan Zuckerman blogged Erin McKean’s talk at PopTech, reporting of the fear of some lexicographers that they will be sued for scanning some books to analyze language patterns. “This scanning shouldn’t be threatening to publishers. ‘I don’t care about your plot, or your ideas - I just want to analyze your use of the language.’ It should be considered fair use… ‘but this is America - anyone can sue anyone for anything.’ And just the threat of a lawsuit is enough to prevent lexicographers from analysing some texts.”

EZ goes on: “She begs us to make changes to the copyright pages of our books so that lexicographers have the explicit right to analyze them. (I’ll be putting the idea in front of Larry Lessig, to see if this can be yet another selling point for Creative Commons.)”

Armstrong: Digital Natives, beware…

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Tim Armstrong, former Berkman fellow and now a prof at the U of C, writes: “… the permanence of networked information has costs, too, which (like the benefits) are only beginning to be explored. Members of the generation just behind mine, who have grown up reflexively creating and posting information online, are learning that digital is forever — if you’re a job applicant (or even a camp counselor), anything that has ever been written by (or about) you online is, at least potentially, still there. (Back in my day, we used goofy aliases to hide our online identities; but I gather that practice has been fading.) Once information is online, it turns out, it may becomes quite hard ever to get it back offline again — the Wayback Machine preserves old web pages; Google Groups archives Usenet posts; and it’s only a matter of time before somebody comes up with the magic bullet that automatically archives IRC and IM conversations and makes them searchable. Even your deleted e-mails aren’t necessarily gone; they may still exist on backup tapes where law enforcement authorities can get them. The durability of digital content raises problems that touch on both informational security and individual privacy.”

Lessig: What YouTube teaches us about Net Neutrality

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Lawrence Lessig has an op-ed in the FT today. He uses the YouTube story to make utterly plain why we should care about the outcome of the Net Neutrality debate — competition, access, innovation, creativity, just for starters. He writes:

“YouTube could beat Google because the internet provided a level playing field. The owners of pipes delivering video content to users on the internet did not prefer one service over the other. The owners of pipes simply passed the packets of data to users as the users chose. No doubt Google and YouTube worked to make that content flow as fast as possible by buying caching servers and fast connections. But once it was on the internet, the network owner showed no preference, serving each competitor equally.

“Network owners now want to change this by charging companies different rates to get access to a “premium” internet. YouTube, or blip.tv, would have to pay a special fee for their content to flow efficiently to customers. If they do not pay this special fee, their content would be relegated to the “public” internet – a slower and less reliable network. The network owners would begin to pick which content (and, in principle, applications) would flow quickly and which would not.

“If America lived in a world of real competition among broadband providers, there would be little reason to worry about such deals. But it does not live in that world. …” Read on!

Special Copyright Podcast

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The Berkman Center’s increasingly terrific new media production team has rolled together this special-edition podcast on copyright in the context of teaching and learning. It’s an extension of the work done on the Digital Learning Challenge, led by Prof. Terry Fisher (the first voice you hear on the podcast) and former Berkman fellow, now Prof. William McGeveran, and funded by the Mellon Foundation. The theme of uncertainty in the digital copyright realm is particularly real in the context of using works in teaching and research, despite all manner of reasons why we wouldn’t want that to be so.

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