Bharat Anand, Henry R. Byers professor of business administration at Harvard Business School and author of The Content Trap, states in his afterword, “I knew that many things around us would change by the time I had finished it [and they did].” He recognizes, in an era of massive digital content generation, that content has not changed as much as the art of managing it, thanks to technology and the way in which connections are created. He sets the stage by explaining how content is valued and consumed by billions of people daily. As a result, businesses try to produce the best and most relevant content. The proliferation of content -- five exabytes (five billion billion bytes) are generated every two days -- creates “the problem of getting noticed.” The extremely low cost of digital content distribution, in turn, creates “the problem of getting paid.” The combination of the two problems is deadly.
The fourth conference organized by the Policy and Internet Journal (PIJ, founded in 2009) and the Oxford Internet Institute (OII) was held at the Mathematics Institute at Oxford University in late September. I was pleased to attend and represent American Public University System. The following recaps some of the presentations.
“We move from one online platform to another as part of our daily lives,” said Professor Helen Margetts, OII chair.
In the July/August issue of Educause Review, Malcolm Brown discusses six trajectories for digital technologies in higher education. As he explains, the pace of technology change can be interrupted by many factors, including the acceleration of newer technologies, so trajectories are more descriptive than predictions.
Before discussing these trajectories, Brown sets the context by defining three characteristics of today’s technology utilization in higher education.
By Dr. Melissa Layne, Director of Research Methodology and Editor-in-Chief, Internet Learning Journal
Internet Learning is an open access journal published by American Public University System in partnership with the Policy Studies Organization. Since the publication of our inaugural issue in 2012, we continue to provide and promote scholarship that mirrors our digitized world by:
- Expanding editorial and reviewer boards with highly-regarded experts and visionaries in in the field of online learning
- Broadening our reader and author audience by disseminating scholarship in traditional paper, online, and kindle versions via Westphalia Press
- Striving to make research more visible to readers via press releases, research alerts, social media outlets, and professional blogs
- Utilizing digital publishing tools that promote content marketing, social media engagement, targeting and personalization, conversion rate, and mobile optimization
- Soliciting high quality articles that tell a story by making use of visualization tools, audio, graphic, video, animation, and simulations
- Encouraging authors to self-promote their research through academic-related social networks
In a few short years, Internet Learning has doubled the size of its reviewer board, the members of which come from diverse backgrounds ranging from faculty to academic leaders, published authors, editors, graphic designers, and entrepreneurs.
The Pew Research Center is commemorating the 25th anniversary of the creation of the World Wide Web by Sir Tim Berners-Lee by sponsoring a number of reports this year.
One of these, 15 Theses About the Digital Future resulted from a 2013 survey in which 12,000 people and 2,558 technology experts were posed the question, “Where will we be in 2025?”
by Sarah Canfield-Fuller, Acquisitions Editor, APUS ePress
Digital publishing is transforming the landscape of academic scholarship. In the 20th century, academic publishing relied on a time-, labor-, and cost-intensive print process that could take a year or more to bring articles from submission to publication. The process could take even longer for books. Today, academic publishers benefit greatly from digital tools.