This article from the NYTimes examines the increasing availability and the dangers of e-book piracy. Clearly, this issue will give publishers wanting to publish on popular e-book readers cause for concern. What about educational books? I am guessing K-12 will not be damaged, but higher education will have to take a serious look at this problem.
I realize this is not an exceptional photo. I post it because taking this picture nearly got me thrown out of a college football game today. This is a picture of the video screen at the UND vs. South Dakota game. Actually, I took this before the game began just to test the light. Barnie came running at me from somewhere and told me that I would have to put my camera away or I would have to leave. I am still trying to determine exactly what the issue was. Eveyone takes pictures with their cell phones (including Cindy) and others were taking pictuers with point and shoot cameras. Is it because I am a big guy and have a camera with a big lens? I can’t believe images taken at a football game that I attend in North Dakota have any commercial value.
Will grants be available to write textbooks?
Just so we are clear – this hardly violates my argument that there must be compensation for content production.
FlickRoom is an Adobe Air application that connects to your flickr account. The product is still in beta and I encountered a few glitches while exploring. The idea appears to be to create a better interface available in a desktop app. This product is worth watching if you make heavy use of Flickr.
What is this gibberish? This is not a logic issue. No need for Ps, Qs, etc. This is a research question. Does the existing knowledge of the reader matter when attempting to comprehend? I am not certain what Downes is suggesting. I just do not want people to be misled or confused. What a reader knows has a tremendous influence on comprehension – more important in some cases than reading skill.
Here is a reference – Recht, D. & Leslie, L. (1988) Effect of prior knowledge on good and poor readers’ memory of text. JEdP, 80, 16-20. The tite – and the data – say it all.
Access presentations (in Adobe Connect) and virtual exhibits.
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