User:Alexander Roidl/resesarch: Difference between revisions
| Line 43: | Line 43: | ||
The use of distributed (Internet) resources to enhance both traditional and distance education has caused much excitement in the science education community. However, one of the difficulties with relying on such freely available distributed resources has been the lack of certainty that the resources will be available for students next month, next semester, or next year. We have recently been involved in the development of three graduate-level biochemistry courses designed for high school teachers. Development of these courses relied heavily upon distributed science education resources. As a consequence, they represented a set of authentic science education resources that could be monitored over time to determine their rate of extinction. In total, the three courses contained 515 nonredundant URLs representing either scientific content of science education pedagogy. These have been monitored on a monthly basis during the 14 months since the creation of the courses (August 2000). During this period 85 (16.5%) of the URLs have ceased to function or had their content changed. The most attrition was seen in URLs with the "edu," "com," and "org" domain names, in which 17.5, 16.4, and 11% have already become inaccessible. | The use of distributed (Internet) resources to enhance both traditional and distance education has caused much excitement in the science education community. However, one of the difficulties with relying on such freely available distributed resources has been the lack of certainty that the resources will be available for students next month, next semester, or next year. We have recently been involved in the development of three graduate-level biochemistry courses designed for high school teachers. Development of these courses relied heavily upon distributed science education resources. As a consequence, they represented a set of authentic science education resources that could be monitored over time to determine their rate of extinction. In total, the three courses contained 515 nonredundant URLs representing either scientific content of science education pedagogy. These have been monitored on a monthly basis during the 14 months since the creation of the courses (August 2000). During this period 85 (16.5%) of the URLs have ceased to function or had their content changed. The most attrition was seen in URLs with the "edu," "com," and "org" domain names, in which 17.5, 16.4, and 11% have already become inaccessible. | ||
Radical Tactics | |||
of the Offline | |||
Library | |||
– Henry Warwick | |||
After explaining the simplicity of sharing files today (TB of memory is cheap and affordable) he outlines the history of offline filesharing. From shared floppy disks to shared hard drives. The following chapter includes a list of popular file / text sharing platforms and explains their role. (including artistic research on it) | |||
Revision as of 15:10, 25 April 2018
Interfacing the law
IdeasIdeasIdeas
- Bringing the shadow library to the public space
- From shadow library to library??
- Posters with urls? Book with index / public search engine?
- Broken links in Libgen
- As the article shows: Theses domains / links are made to break
- Site can simply be mirrored and new domains are created
- more temporarly constucted
- also changing to .onion -> moving to the darknet
Resources
https://torrentfreak.com/sci-hub-and-libgen-resurface-after-being-shut-down-151121/
About Sci-Hub and LibGen being shut down. Recovered activities through different domains.
https://www.nature.com/news/pirate-research-paper-sites-play-hide-and-seek-with-publishers-1.18876
Hide and seek with the law, by changing domains and moving to other servers.
http://blog.zomdir.com/2017/10/the-half-life-of-link-is-two-year.html
About the fragility of links. Their lifespan is not longer than 2 years.
How links break and what can be done about it.
https://www.w3.org/Provider/Style/URI
Broken Links: The Ephemeral Nature of Educational
WWW Hyperlinks by John Markwell1 3 and David W. Brooks2
The use of distributed (Internet) resources to enhance both traditional and distance education has caused much excitement in the science education community. However, one of the difficulties with relying on such freely available distributed resources has been the lack of certainty that the resources will be available for students next month, next semester, or next year. We have recently been involved in the development of three graduate-level biochemistry courses designed for high school teachers. Development of these courses relied heavily upon distributed science education resources. As a consequence, they represented a set of authentic science education resources that could be monitored over time to determine their rate of extinction. In total, the three courses contained 515 nonredundant URLs representing either scientific content of science education pedagogy. These have been monitored on a monthly basis during the 14 months since the creation of the courses (August 2000). During this period 85 (16.5%) of the URLs have ceased to function or had their content changed. The most attrition was seen in URLs with the "edu," "com," and "org" domain names, in which 17.5, 16.4, and 11% have already become inaccessible.
Radical Tactics
of the Offline
Library
– Henry Warwick
After explaining the simplicity of sharing files today (TB of memory is cheap and affordable) he outlines the history of offline filesharing. From shared floppy disks to shared hard drives. The following chapter includes a list of popular file / text sharing platforms and explains their role. (including artistic research on it)