Here’s Lesson 1:

[kml_flashembed movie="http://video.google.com/googleplayer.swf?docid=-2333306016564732003" width="400" height="326" wmode="transparent" /]

And here’s Lesson 2:

[kml_flashembed movie="http://video.google.com/googleplayer.swf?docid=6724701313234177393" width="400" height="326" wmode="transparent" /]

Thanks, Peter, and enjoy!

[Download a special report on 10 years at Berkman (PDF)]

Berkman at 10 combined conference with celebration, as Harvard professors, staff, alumni and guests convened for sessions that included presentations from distinguished professors, a discussion with the co-founder of Wikipedia, a panel featuring Viacom’s general counsel, a former FCC chairman and venture capitalist Ester Dyson — all within the course of the first day. Dinners, sessions in the style of an unconference, a talk about the future of journalism from TalkingPointMemo‘s Joshua Micah Marshall and seminars that addressed net neutrality, netizenship and much more continued the second day, followed by a gala that honored the achievements of those who have made outstanding contributions to the Internet’s impact on society over the past decade. Winners included the founders of MideastYouth.com, Connexions, FreeRice.com, PublicResource.org, Worldspace.com. Highest honor went to Jeffrey Cunard and Bruce Keller for their pro bono work.

[Watch the archived webcasts of Berkman at 10]

The men and women considering the future of the Internet used the medium itself to meet, greet, intermingle and collectively think about the topic at hand. As you might expect at a conference packed with cyberluminaries, computer scientists, engineers, journalists and assorted digerati, the two days were an exercise in hyperconnectivity. Conferees listened in the audience, watched live video feeds from overflow rooms or participated remotely using uncommonly robust social media tools.

“The question is not freedom of speech, the question is freedom *after* speech.”
- Esther Dyson, quoting an unnamed Russian

The Berkman Center created a Berkman at 10 wiki where you can find much more information about the conference, its agenda, attendees, the sessions and the Center itself. Projects founded, funded or organized by Berkman and its Fellows have been far-reaching in their influence and are frequently grounded in the entrepreneurial focus and intellectual rigor of its founders. They include:

• Open Net, which investigates and analyzes the various filtering and surveillance practices around the world.
• The Publius Project, which features essays and conversations about constitutional moments on the Net.
• Global Voices Online (GVO), which focuses on highlighting global conversations in blogs that exist outside the world of TechMeme, the “A-list” and Silicon Valley.
• A new project of GVO is Voices Without Votes, which covers what is being discussed about the US elections throughout the world’s blogs.
• StopBadware.org, which identifies Websites infected with spyware or malware and, with Google’s help, interjects warnings when users try to access them.

The conference was kicked off by the Dean of Harvard Law School, Elena Kagan, who announced that the Berkman Center for Internet and Society now a university-wide research center at Harvard. She also urged the crowd to lobby Jonathan Zittrain to come back to Harvard and led an impromptu chant to urge him to consider the invitation. Professor Nesson, cofounder of the Berkman Center, then introduced Professor Jonathan Zittrain, aka “JZ,” to the conference.

Professor Zittrain’s thesis is that the “generative Internet,” the combination of a programmable computer and an open, “writable” Internet, is in danger from tethered appliances like the iPhone and TiVo or walled gardens of non-portable data like Facebook. Doc Searls posted the following graphic within his “Understanding Infrastructure” article for Linux Journal:

In the PC and the network, the narrow point in the hourglass is where the generative power rests, in the Internet Protocol and the operating system. During the session, Zittrain repeatedly referred to this power as the “dark energy” of the Internet and raised concerns that the means to contribute could gradually be abridged or blocked in the future by corporations or governments through changes in the network or locking down the OS. The iPhone and other appliances like the Chumby or XBox are examples of the latter.

Further thoughts and analysis of the session can be found from Ethan Zuckerman, David Weinberger, Patrick Philippe Meier, Andy Sellars, Daithí Mac Sithigh, Dan Farber and Jim Rapoza. Zittrain’s book, “The Future of the Internet,” is available at futureoftheinternet.org.

Professor John Palfrey, the executive director of the Berkman Center, followed with a session on the impact of the Internet on politics and democracy. The presentation reached much further than the U.S. Presidential election, though the impact of YouTube, socially networked fundraising and the netroots has been far reaching domestically. He also presented three crucial arguments, each of which may be viewed and commented upon related ideas at the wiki at Berkman and is quoted below:

1. The Internet allows more free speech from more people than ever before, but states are finding ways to filter and limit that speech.
2. There is greater autonomy of the individual because of the Internet.
3. The formation of online groups will alter the form and function of existing organizations and institutions with unknown impacts on democracy and governance.

Palfrey’s talk reflected many of Zittrain’s concerns: the very openness and disruptive change that a generative Internet presents for free speech may be dangerous enough to repressive regimes that technological steps, like the Great Firewall of China, may be taken to limit access or the ability to publish freely.

Palfrey presented a map of the Farsi blogosphere (above) and noted, however, that the Iranian blogosphere is the fourth largest in the world, including a range of conservative, religious, secular and liberal views. The map was produced by John Kelly and Bruce Etling for their paper, “Mapping Iran’s Online Public: Politics and Culture in the Persian Blogosphere.”

One of the more intriguing notions that came out of the session was the concept of “flashdrive democracy,” where Palfrey used the example of Cuban dissidents who smuggled contraband video of student protests out of Cuba using a sneakernet and published them to YouTube.

Session notes are available from Professor Palfrey. More analysis and notes from David Weinberger’s post, Micah Sifry’s post and Daithí Mac Sithigh’s post.

In the third session of the day, Yochai Benkler, professor and author of the Wealth of Networks, interviewed Jimmy Wales, co-founder of Wikipedia. The two men deconstructed the sprawling online encyclopedia and discussed different models of peer production.

Dan Farber reported on the session and posted a transcript of Wales’ remarks on his blog. Adam Oran also wrote at length about this session at Radar.OReilly.

“The threat is not the money, the threat is the authority over knowledge.”
- Yochai Benkler

The links above are far from the only reactions to the sessions, of course. See the Center’s collection of online coverage of Berkman at 10 for more information about the unconference, panels and seminars.

Throughout the conference, participants near and far chatted over IRC, Twittered about memorable moments or useful links and used a dynamic online question tool as a live discussion board during each presentation. Hallmark technologies of “Web 1.0″ like IP, IRC, HTTP, WWW and HTML were enhanced by social media from the Web 2.0 world, like blogs, wikis, RSS feeds, microblogging and live videoblogging. Conference participants chatted live there on the IRC channel or in the virtual 3D hall on the Berkman Center’s island in Second Life. Some participants, however, still passed notes.

Berkman at 10 was chronicled using what Professor David Weinberger might term a folksonomy, a user-defined taxonomy for classifying digital content. Participants assigned digital content to the Berkman folksonomy on whatever platform they were publishing to using a #Berkman hashtag or “Berkmanat10″ tag or category.

Here are the different aggregations.

• Images tagged with Berkmanat10 on Flickr.
• Blog posts tagged with Berkman on Technorati.
• Berkman-related tweets on Twitter, aggregated on Twemes.com.
• Berkman conferees and fellows on YouTube
• Boston’s own Steve Garfield was the official videographer for the event. Watch all of his Berkman videos at Qik.com. Steve uses a handheld Nokia95 to stream live over a broadband wireless connection.
• For those interested in seeing how Yahoo! Pipes can be put to good use, check out the full feed of the Berkman at 10 proceedings.

There has been a lot of talk about open source hardware lately and its potential effects on research and education. ETech 2008 showcased many examples of open hardware and offered an insightful presentation [PDF] to those who are new to the emerging technology. Likewise, popular sites like Slashdot and bloggers like Scobleizer have been discussing the growing movement.

The increasing popularity of open source software has already had a tremendous influence on education and the world as a whole. Not only are many schools now making the switch to open source programs, leading universities like UC Berkeley and Carnegie Mellon are involved with developing large open source software projects.

However, we have yet to see open hardware really take off. Ryan Singel of Wired feels that 2008 could be the year and I second that opinion. Leading the pack seems to be open source robotics, which has been embraced by several major universities.

Just last month, Willow Garage’s Steve Cousins gave a keynote speech at ETech 2008 about open source personal robots, which has brought more attention to the subject. Willow Garage is a privately funded lab that experiments with various robotics platforms.

This open source robotics movement can be felt on many college campuses as well. Carnegie Mellon, which I previously stated is involved with open source software, is also building OS personal robots. The university has recently formed a joint project called the Institute for Personal Robots in Education (IPRE).

The IPRE is a joint project between Georgia Tech and Bryn Mawr College, with sponsorship provided by Microsoft Research. Its purpose is to help advance robotics research and computer science education. The IPRE is currently selling open source robot kits, which are geared toward educators and can be integrated with computer education curricula.

Instructions can be found RobotEducation.org if you are interested in building your own educational robot.

[Image credit: RobotEducation.org]

[kml_flashembed movie="http://www.youtube.com/v/ZAG5txfYnW4" width="425" height="350" wmode="transparent" /]

Tech fans may find gems like “SIMS 141 – Search, Google, and Life,” with Google’s Sergey Brin, to be of particular interest:
[kml_flashembed movie="http://www.youtube.com/v/Ka9IwHNvkfU" width="425" height="350" wmode="transparent" /]
If that doesn’t meet your bar for online video goodness, you might try BoingBoing TV, a new IPTV feature hosted by cybergoddess Xeni Jardin and BoingBoing’s co-creator, Mark Frauenfelder.
The 3-5 minute segments will also feature cyberpunk author and digital copyright maven Cory Doctorow and gadgets editor Joel Johnson. The debut episodes featurethe usual mix of pop ephemera and geeky art, including a piece on Listography.com, an remix of an industrial movie from the 1960s and a robot covering Patsy Cline’s “Crazy.”

All Things Weird and Wonderful, here I come.

[kml_flashembed movie="http://p.castfire.com/Xu7m0/video/2835/bbtv_2007-10-03-205621.flv" width="450" height="325"/]

One mathematical concept that’s worth mastering is the monad. Monads, in the context of functional programming (as opposed to pure mathematics), are a useful way of expressing input/output (I/O) operations and changes in state without using language features that introduce side effects. Monads are useful in any situation where a programmer wants to carry out a purely functional computation while a related computation is performed externally. Monad also, by the way, was the codename for Window’s Powershell before it was launched, a nod to the use of monads in that highly functional scripting language.

Make sense?

If that explanation still doesn’t suffice to explain what a monad is, never fear: The Catsters have posted a series of videos on YouTube to help you master the concept!

Monads 1: An introduction to monads, including the definition and a look at the monoid monad.

[kml_flashembed movie="http://youtube.com/v/9fohXBj2UEI" width="425" height="350" wmode="transparent" /]

Monads 2: Continuation of the monoid monad example and introduction of the category monad.

[kml_flashembed movie="http://youtube.com/v/Si6_oG7ZdK4" width="425" height="350" wmode="transparent" /]

Monads 3: The definition of algebras for monads. The example of monoids as algebras for the monoid monad.

[kml_flashembed movie="http://youtube.com/v/eBQnysX7oLI" width="425" height="350" wmode="transparent" /]
Monads 4: An appendix to Monads 3: more on monoids as algebras for the monoid monad.

[kml_flashembed movie="http://youtube.com/v/uYY5c1kkoIo" width="425" height="350" wmode="transparent" /]
Monads 5: Morphisms between algebras and the category of algebras. A first look at the question of monadicity.

[kml_flashembed movie="http://youtube.com/v/Cm-O_ZWEIGY" width="425" height="350" wmode="transparent" /]
If, after viewing, you’re still a bit curious about monads and programming, try Noel Winstanley’s “What the hell are Monads?” MenTaLguY also explains monads in the context of Ruby, escaping the need to work with Haskell.

Hat tip goes to the n-Category Cafe for the discovery!

It’s always a pleasure to get such direct feedback. When I asked what she liked (and didn’t like) about this blog, she mentioned that she appreciated past posts about free online education resources. (Just click on our learning tag to see them all to date.)

A simple search for other similar resources turns up many other hits, of course, notably for OER. OER stands for “Open Education Resources,” an effort to create a free, globally accessible commons for educational materials. In a spirit much like that of Professor Lessig’s Creative Commons, UNESCO‘s 2002 initiative encourages educators to publish learning content and the tools to create that content online, free of intellectual property considerations. You can learn more at the Open Education Conference’s Web site, if you’re interested in the movement.

As Wendy Boswell details in Technophilia, her typically brilliant column on Lifehacker, such free resources easily available online — if you know where to look. Wendy ends with where I’d begin, however, by suggesting using Google to uncover different kinds of learning content.

As Wendy points out, simply by using the right keywords, you can unearth course syllabi (insert your own subject), lectures, tutorials, notes, podcasts and online books , all through the magic of the Google search field.

When you’re done Googling, the Feds may be able to provide some help: Check out free.ed.gov for an index of different subject areas. The National Education Association also has a page full of free course materials for teachers and students.

Still want more?

FreebiesList.com has a long list of free educational resources.

Finally, in the spirit of the OER, the OpenCourseWare Consortium provides, according to their Web site, “free and open digital publication of high quality educational materials, organized as courses. The OpenCourseWare Consortium is a collaboration of more than 100 higher education institutions and associated organizations from around the world creating a broad and deep body of open educational content using a shared model.”

Did we miss any of your favorite resources? Let us know in the comments!

What new thing did you learn today?

[Image credit: MasterNewMedia.org]

An autodidact, in case you’re wondering, is a self-directed learner. Wikipedia has an index of different different autodidacts in different countries.

Jimmy’s selections, which include courses, educational podcasts and much more, make it easier for all of the autodidacts out there to excel in self-directed learning.

Jimmy also has created a “Best of the Internet Today page, similar to popurls.com, and a blog that focuses on rating online video..

Yale’s pilot project features seven courses, all beginning in the 2007 academic year. Examples are “Introduction to the Old Testament,” “Fundamentals of Physics” and “Introduction to Political Philosophy.” Transcripts, rendered in several languages, are available for download. This PDF describes the program in more detail.