Progress in a "Personal Cyberinfrastructure"

  • Progress is linear and exponential. But it sometimes it can loop back to bring other ideas back to light.
  • Courses used to cover basic HTML and CSS
  • Began to build course web pages with the help of grant money to fund the projects.
  • Plug and play applications emerged
    • helped empower faculty with a move to put courses online where they were centrally managed with a single sign on for students. Students wouldn’t have to learn the dreaded HTML, CSS and FTP, they would all do it through the LMS.
    • Students would be able to learn without the embarrassment of lack of knowledge.
    • The idea that students are assigned their own web servers– “honest-to-goodness” web servers with a variety of hosting services
    • During orientation students would get their own domains where the next 4 years students would be able to build out their own digital identity.
    • Student would be able to create a flexible work environment allowing for creative development
    • “Students would build a personal cyberinfrastructure, one they would continue to modify and extend throughout their college career—and beyond.”
    • “In building that personal cyberin- frastructure, students not only would acquire crucial technical skills for their digital lives but also would engage in work that provides richly teachable moments ranging from multimodal writing to infor- mation science, knowledge management, bibliographic instruction, and social networking.”

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