Hello all, <br><br>I am a student and don't frequently post (better to listen) but this discussion is relevant to my current work and I'd be very interested to hear from anyone who has ideas.<br><br>Basically Ismael's question about learning technologies reaching users who do not otherwise have access to "traditional" forms of education made me wonder about how such users gain basic access to/through technology. <br>
<br>I am writing about radio spectrum auctions in developing-world contexts as a question of urban planning: how does spectrum management affect planning issues such as public health and safety, access to economic resources and jobs, and literacy? And do companies sometimes over-reach in bidding (as happened in Europe with the 3G auctions), thus rendering themselves unable to build infrastructure, causing some communities to be left further behind? <br>
<br>In a sense, I am stepping back from the question of how learning is facilitated through technology to ask whether control of communications infrastructure in itself is a mechanism that has a much larger role in determining the effectiveness of public-interest goals than we usually think about...<br>
<br>Any thoughts (or case studies!) very welcome. <br><br>Thanks, <br>Greta Byrum<br>Columbia University GSAPP<br>Urban Planning<br><br><br><div class="gmail_quote">2010/11/1 Stephen Downes <span dir="ltr"><<a href="mailto:stephen@downes.ca">stephen@downes.ca</a>></span><br>
<blockquote class="gmail_quote" style="margin: 0pt 0pt 0pt 0.8ex; border-left: 1px solid rgb(204, 204, 204); padding-left: 1ex;">Hiya Everyone,<br>
<br>
The Harvard Business Review blog recently ran an interesting post that is<br>
directly applicable to this discussion. In 'Is What's Good for Corporate<br>
America Still Good For America?'<br>
<a href="http://blogs.hbr.org/cs/2010/10/is_whats_good_for_corporate_am.html" target="_blank">http://blogs.hbr.org/cs/2010/10/is_whats_good_for_corporate_am.html</a> Bruce<br>
Nussbaum ran though a number of reasons why people are losing faith in<br>
corporations in the United States. But I think his list, or at least most of<br>
it, has a wider applicability to institutions in general, including<br>
(obviously) corporations, but also governmental agencies, including schools<br>
and universities.<br>
<br>
1. Outsourcing - the column takes an American perspective, but the<br>
phenomenon is experienced globally. " The truth is that most US corporations<br>
chased cheap labor to boost their profits over this period... It was all<br>
about teenage girls and boys in China making things and 20-something Indians<br>
servicing something, all at low wages." This is a trend we see from<br>
institutions in general - a devaluation of labour. Universities that hire<br>
low-paid graduate assistants (who will not be graduated unless they comply),<br>
NGOs and government offices that depend on interns and low-paid assistants,<br>
hospitals and health services that contract out essential services to<br>
private companies employing low-paid non-union staff: the trend is the same<br>
across the board. Institutions further their own ends at the cost of wages<br>
and benefits. Even labour unions do this! While productivity is rising<br>
globally, the staff who produce this productivity are receiving less and<br>
less of the benefit. Indeed, with things as they are, it is as though<br>
institutions are telling employees that they should be happy to be getting<br>
any of it at all, and not complaining about their declining share.<br>
<br>
2. Trust - Nussbaum says, "America's business, legal, accounting, and<br>
financial elites bear little resemblance to responsible adults you can<br>
trust." The same proves to be true of elites worldwide, whether they are<br>
overtly corrupt or criminal, or whether they are doing it behind the<br>
protective veil of corporate secrets and Swiss bank accounts. The fact is,<br>
business news today is a litany of fraud, theft, obstruction of justice, and<br>
even more serious cases. Countries that are supposed to be democracies<br>
kidnap dissidents and torture prisoners. Contracts are awarded based on<br>
bribery and influence peddling. American states cannot keep their governors<br>
out of jail. <a href="http://online.wsj.com/article/SB122885197858492201.html" target="_blank">http://online.wsj.com/article/SB122885197858492201.html</a><br>
Nussbaum writes, "Where were the business voices condemning Wall Street for<br>
the excesses that brought on the Great Recession? Where were the voices of<br>
reason when Washington turned a budget surplus into a huge deficit by<br>
cutting taxes, launching two wars, and expanding Medicare without paying for<br>
any of those moves?" If there's one thing to count on, it seems that the<br>
leaders of our institutions will serve only their own interests, to the<br>
detriment of society as a whole.<br>
<br>
3. Greed - while today's elites enjoy unprecedented wealth, "the middle<br>
class has stagnated for two decades, while poverty, especially among<br>
children, has soared." It is accepted as normal, structural, even<br>
justifiable, that large swaths of populations worldwide struggle without<br>
enough to eat, little education, and no health care to speak of while the<br>
people running our institutions continue to earn - and waste - unimaginable<br>
salaries. Much of the economic turmoil of the last few years can be traced<br>
directly to the need of these presidents, CEOs and managers to earn<br>
substantial salaries while running the institutions with which they were<br>
entrusted into the ground. No source of wealth is immune from their<br>
attentions - they are at once plundering pension funds, environmental<br>
resources, government revenues and taxation, and any other source of revenue<br>
they can find. Nothing must be left in the hands of the people! There is, it<br>
seems, no upper limit to the wealth they, or their companies, can amass.<br>
<br>
4. Corruption - there is little distance to be found between the people<br>
occupying the boardrooms of governments, our top institutions, and<br>
corporations. The smallish club manages both public and private affairs to<br>
the same conclusion, with the result that the people entrusted with out<br>
institutional responsibilities have subverted the democratic process, using<br>
political power instead to block and divert any effort to lessen their hold<br>
on the wealth of the nation. Nussbaum writes, "Intense lobbying killed<br>
Glass-Steagal, the regulation of most derivatives trading, the expansion of<br>
bank rules governing leverage, and the simple failure to oversee and stop<br>
corruption in the mortgage business." This is only the tip of the iceberg,<br>
with such corporate lobbying and influence entrenched in organizations such<br>
as the WTO and WIPO. What possibility there was that free elections informed<br>
by a free press could influence the levers of power has been effectively<br>
eliminated by corporate ownership of both.<br>
<br>
5. Democracy - Nussbaum writes that "by equating lobbying with freedom of<br>
speech (a serious mistake), the Supreme Court is allowing unions and<br>
companies to directly use their own funds to secretly finance ads." Leaving<br>
aside the fact that union wealth is much less that corporate wealth, the<br>
underlying observation - that the political process has been subverted by<br>
wealth - is sound. Because winning election requires exposure to a large<br>
number of potential voters, and because this exposure may be purchased only<br>
from expensive corporate-owned media sources, winning an election requires<br>
enormous wealth or financial support, something which from time to time may<br>
be obtained by outsiders, but which is regularly available only to the<br>
wealthy.<br>
<br>
6. Ingratitude - perhaps worst of all, the managers and leaders of our<br>
institutes seem to feel it is all owed to them. They seem to feel that,<br>
because they have acquired inordinate amounts of wealth and power, that they<br>
are therefore somehow deserving of it. There is no sense whatsoever that<br>
their power, influence and wealth are produced by the people they ostensibly<br>
manage. There is no sense whatsoever (as evocatively portrayed in the recent<br>
Robin Hood movie) that leaders need the people they need. That Kings need<br>
their subjects. That institutions need their clients. Rather, we see across<br>
the board, from university administration, to institute boards, to corporate<br>
managers, that the institute is a good in itself, productive of all its own<br>
wealth by its own virtues (thanks to its managers, of course) and owing<br>
nothing - no loyalty, no gratitude, no reward - to those individuals who<br>
made it possible.<br>
<br>
In short, representative democracy has failed. Our leaders, entrusted with<br>
the sovereign, institutional and corporate wealth by voters, stakeholders<br>
and shareholders, have stolen it. They have now usurped these institutions<br>
for their own purposes, turning against the population those very<br>
instruments designed originally to advance our wealth, enlightenment and<br>
self-governance. It is tempting to want to say that it is the managers<br>
themselves that are at fault, representing as they do the most greedy,<br>
untrustworthy, corrupt and ungrateful, elements of society, but it is hard<br>
not to raise questions about a system itself which has resulted in the<br>
elevation of the criminal class to power (or, perhaps more accurately, has<br>
fostered the creation of a new criminal class out of those with whom it has<br>
entrusted power).<br>
<br>
And I am concerned that measures intended only to preserve our wealth and<br>
position within this social order do not address this failure. I am<br>
concerned that measures intended to remind institutions of the agreements<br>
they made - agreements about retirement, agreements about education,<br>
agreements about a fair wage for a fair day - will succeed in winning only<br>
grudging acquiescence of only some of these concessions from a management<br>
class that has no intention of honoring any of the agreements it has made in<br>
order to achieve power. We should instead be looking at how to create a<br>
social order in which our agreements cannot be voided by a leadership intent<br>
only on increasing its own power. The institutions we create leverage vast<br>
resources and create untold wealth, but we are held hostage by those in<br>
whose hands it places that power.<br>
<br>
We must take matters into our own hands. I do not accept the conclusion<br>
that, say, the use of the internet to educate ourselves is some sort of<br>
surrender to neoliberalism. Far from it; it removes us from the sort of<br>
bondage that allows such a government to withhold, as though by some sort of<br>
right, our natural inheritance, our access to the knowledge and cultural<br>
capital of society as a whole. It is only from the perspective of people as<br>
consumers or recipients of an education that online learning appears as a<br>
devolution of individual rights to commercial culture; but if in place of<br>
the educational institution we create our own form of learning through free<br>
association with each other do we create an educational system that cannot<br>
be abridged, cannot be held hostage, cannot be sacrificed to corporate or<br>
personal interests.<br>
<br>
Today, the dominant values promoted by our institutional forms of governance<br>
are power, ownership and control. We represent as more valuable institutions<br>
that are able to manage more people, move ever greater resources, amass ever<br>
greater quantities of capital. That is how online education comes a canard;<br>
it appears to represent the devolution of our rights and interests into the<br>
mysteries of an ever greater, ever more distant, institutional mass. But<br>
such a mass, far from being an instrument, becomes an entity in its own<br>
right over time, subverting those very purposes to which it was originally<br>
put. We need to design forms of social organization based on different<br>
values, forms that promote stewardship, agility and stability, forms that<br>
draw on and enhance our inherent capacities as collections of individuals,<br>
rather than forms that magnify or amplify the abilities - and ambitions - of<br>
single ones of us.<br>
<br>
People today are beginning to realize, I think, that the solution of the<br>
problem of institutional excess does not lie in the creation of more<br>
institutions. The solution to the problem of the corruption of mass<br>
movements does not lie in the creation of yet another mass movement. The<br>
solution to the problems of greed and entitlement in our leaders and elites<br>
does not lie in the creation of more leaders and elites. The way to end war<br>
is to cease waging war; the way to free us of our chains is to cease forging<br>
chains. We secure our own right in society by securing the right of each and<br>
every member of society, by working not as in a bond, but by virtue of free<br>
association, of cooperative exchange of mutual value, with natural limits to<br>
the right to own, and possess, and control.<br>
<font color="#888888"><br>
<br>
-- Stephen<br>
</font><div><div></div><div class="h5"><br>
<br>
<br>
-----Original Message-----<br>
From: <a href="mailto:idc-bounces@mailman.thing.net">idc-bounces@mailman.thing.net</a> [mailto:<a href="mailto:idc-bounces@mailman.thing.net">idc-bounces@mailman.thing.net</a>]<br>
On Behalf Of davin heckman<br>
Sent: Monday, October 25, 2010 10:36 AM<br>
To: Dean, Jodi<br>
Cc: Diego Leal; <a href="mailto:idc@mailman.thing.net">idc@mailman.thing.net</a>; Cristóbal Cobo<br>
Subject: Re: [iDC] Deinstitutionalizing education<br>
<br>
Jodi,<br>
<br>
I think that context here, is everything. I have long been skeptical<br>
of online education. My experience leads me to believe that many<br>
people (I include myself in this number) need to discover social space<br>
and the risks and pleasures associated with it. And I believe that<br>
only from intimate encounters with each other can we form the cultural<br>
attitudes necessary to abstract social existence to the point where it<br>
can be meaningfully signified online. And, as evidence of this, I<br>
offer up my own use of networks. As someone who is a bit skeptical of<br>
the whole project, I think it is easier to approach it with an amount<br>
of attentiveness that would probably not be there if I simply assumed<br>
this approach were equivalent to or superior to physical proximity and<br>
the demands it places on communication. In other words, and this is<br>
hardly an original point, the value of communication is determined to<br>
a degree by the various things that are invested in it.... whether<br>
these investments be social, psychic, economic, etc.<br>
<br>
Against the backdrop of austerity, then, these types of endeavors are<br>
going to be invested with value that will undoubtedly color the<br>
conversation against the idea of community. This isn't to say that<br>
all the participants will bring similar investments to the<br>
conversation, but the more that do, the less likely you'd get an<br>
education that is not preoccupied with the values of the institution<br>
(which, in this instance, would be an institution founded upon<br>
inequalities and dedicated to their acceleration).<br>
<br>
In watching the social revolt in France, I have seen how the popular<br>
American investments in consciousness are paying off. As I travel<br>
about the small town I live in, I have overheard two conversations<br>
about what is happening in France.... the vantage point is tied to<br>
the years of anti-French propaganda by the American right AND the<br>
specific critique of socialism offered by the Tea Party movement.<br>
What the conversation sounds like is a couple of old guys saying....<br>
"Hmmm.... look at those people." "Can you believe they are doing all<br>
that because they want to retire at 60!" And then drifts off into<br>
some sort of vague mutterings about socialism and how hard we work,<br>
but that we could also end up like that if we aren't careful.... with<br>
lots of grim head-shaking. But in the conversation, you can see<br>
flickers of sympathy. Working people here know that they are being<br>
taken advantage of, too. And they sense that things are getting<br>
worse. But the conversation pivots from a brief flirtation with<br>
justice directly into resentment (the expression of disbelief that<br>
they can retire at 60). And, boom, instead of people saying, "Yeah,<br>
they have a point!" they mutter and shake their heads. I suppose the<br>
next thing for me to do is to interject into the conversation, which I<br>
regret that I haven't done.<br>
<br>
On the other hand, I have had conversations with people who do<br>
ultimately conclude after seeing what's going on in France that we<br>
should also be fighting for a chance at a better life. But in the US,<br>
people are pretty split between those that have achieved meager<br>
benefits (or none at all) and don't want to see the rules changed....<br>
and those who want to see the ethos changed even if they never taste<br>
the fruits of their effort. The difference is whether the perception<br>
of inequality turns into a drive for justice and greater social<br>
equality or into a spiral of resentment and anti-social behavior. I<br>
think that the capitalists have been very effective at propagandizing<br>
people to see even things like "justice" or "empathy" or "progress"<br>
through a sinister lens.<br>
<br>
So, I would say (and I suspect you'd agree) that online education that<br>
occurs against the backdrop of growing disparity is treacherous,<br>
especially if it is a consequence of austerity being presented as a<br>
triumph of the market. Against this, there are a number of online<br>
educational endeavors that do achieve greater critical thinking, the<br>
possibility for deeper connections, and an extension of consciousness<br>
(provided, of course, we engage seriously). This isn't going to be a<br>
substitute for public education. But it might provide a<br>
counter-narrative to the austerity measures. But if I had to put my<br>
money on a particular process, I would say that face to face education<br>
is the best opportunity for preserving it, but preserving it requires<br>
the effective dissemination of critical tools in whatever medium is<br>
available.<br>
<br>
This whole process of teaching students to be socially engaged,<br>
critically aware, empathetic, reflective, etc. is something that has<br>
to start in early childhood, before they even set foot in a school,<br>
whether it is online or not. Locally, the closest you get to this is<br>
in the fairly large network of homeschoolers, most of whom are<br>
religious, but many of whom either start out or end up being quite<br>
capable of independent thinking. The key difference here, is that<br>
parents have adopted a countercultural attitude.... which isn't<br>
always necessarily a positive one.... but which does effectively<br>
prove that how one is invested in the process of education determines<br>
its potential. (Ironically, this is also a part of the dismantling of<br>
public education.... but given what public education is often<br>
like.... I almost always find my conversations with "unschooled"<br>
teens to be more interesting than my conversations with educated<br>
adults).<br>
<br>
Peace!<br>
<br>
Davin<br>
<br>
2010/10/22 Dean, Jodi <<a href="mailto:JDEAN@hws.edu">JDEAN@hws.edu</a>>:<br>
><br>
><br>
> One should also consider the ideological role and place of celebrations of<br>
"digital learning" in the setting of forced austerity measures and education<br>
cuts in the EU, UK, and US.<br>
><br>
> Does saying, "well, people can teach themselves online!" provide further<br>
justification for the neoliberal dismantling of public education?<br>
><br>
> Jodi<br>
><br>
><br>
> Jodi Dean<br>
> Hobart and William Smith Colleges<br>
><br>
> new from Polity, Blog Theory: feedback and capture in the circuits of<br>
drive, <a href="http://www.polity.co.uk/book.asp?ref=9780745649696" target="_blank">http://www.polity.co.uk/book.asp?ref=9780745649696</a><br>
><br>
><br>
><br>
> ________________________________________<br>
> From: <a href="mailto:idc-bounces@mailman.thing.net">idc-bounces@mailman.thing.net</a> [<a href="mailto:idc-bounces@mailman.thing.net">idc-bounces@mailman.thing.net</a>] on<br>
behalf of Ismael Peña-López [<a href="mailto:ictlogist@ictlogy.net">ictlogist@ictlogy.net</a>]<br>
> Sent: Friday, October 22, 2010 10:45 AM<br>
> To: <a href="mailto:idc@mailman.thing.net">idc@mailman.thing.net</a><br>
> Cc: Diego Leal; Cristóbal Cobo<br>
> Subject: [iDC] Deinstitutionalizing education<br>
><br>
> Hi everyone,<br>
><br>
> Not all of you may not know me as I am relatively new to the list. My<br>
> name is Ismael Peña-López.<br>
> Many thanks to Trebor Scholz for inviting me to share my thoughts on<br>
> learning on the iDC!!<br>
><br>
> I am a lecturer at the Open University of Catalonia in Spain where I<br>
> work about the digital divide, specifically questions of empowerment. My<br>
> research asks how educational institutions change because of digital<br>
> media.<br>
> <a href="http://ictlogy.net" target="_blank">http://ictlogy.net</a><<a href="http://ictlogy.net/" target="_blank">http://ictlogy.net/</a>><br>
><br>
> Along those lines, I would like to introduce some topics on the<br>
> de-institutionalization of learning that have been enabled by ICTs. How<br>
> is this de-institutionalization being used to reach collectives that<br>
> dropped out of the educational system or actually never even entered it?<br>
><br>
> Some of my reflections will be based on the "2010 Horizon Report:<br>
> Iberoamerican Edition" (<a href="http://www.nmc.org/news/nmc/8050" target="_blank">http://www.nmc.org/news/nmc/8050</a>), which I<br>
> co-authored with Cristóbal Cobo (<a href="http://ergonomic.wordpress.com/" target="_blank">http://ergonomic.wordpress.com/</a>) and<br>
> Diego Leal (<a href="http://www.diegoleal.org/" target="_blank">http://www.diegoleal.org/</a>) who will join me in this iDC<br>
> discussion.<br>
><br>
> Let's start like this:<br>
><br>
> In many places of the world (especially in rural areas and in lower<br>
> income countries, but not only) the educational system is deficient.<br>
> Today, many claim against the industrialization of education, the<br>
> "Fordization" of learning, the failure of one-size-fits-all, the<br>
> devaluation of knowledge, or the creation of workers instead of<br>
> citizens.<br>
><br>
> But the truth is that, in most cases, the industrialization of education<br>
> democratized access to knowledge, even at the risk of a certain level of<br>
> commodification. The problem is that education, especially quality<br>
> education is increasingly difficult to scale<br>
> (<a href="http://ictlogy.net/?p=3405" target="_blank">http://ictlogy.net/?p=3405</a>).<br>
><br>
> Notwithstanding, digitization of content and communications have caused<br>
> a dire "revolution" that is transforming our society into an Information<br>
> Society. This digital revolution has lowered the costs of creating,<br>
> accessing and distributing knowledge-based goods and services, and has<br>
> also lowered the costs of interaction, intermediation and transaction.<br>
> <a href="http://ictlogy.net/bibciter/reports/projects.php?idp=640" target="_blank">http://ictlogy.net/bibciter/reports/projects.php?idp=640</a><br>
> <a href="http://ictlogy.net/bibciter/reports/projects.php?idp=1332" target="_blank">http://ictlogy.net/bibciter/reports/projects.php?idp=1332</a><br>
><br>
> Some find this revolution a threat to educational institutions -- it<br>
> will now be easier to circumvent them to access knowledge and experts<br>
> around the globe at lowest costs. Some think that it can be leveraged to<br>
> reach the unreached, to bring education to those that, because of time,<br>
> space or financial constraints, could not attend formal education in an<br>
> educational institution (ie. schools, universities...).<br>
><br>
> Open educational resources allow for that quality content to reach<br>
> people everywhere in the world. The MIT's OpenCourseWare project has,<br>
> for instance, been replicated for the Spanish speaking community at<br>
> Universia OCW (<a href="http://ocw.universia.net" target="_blank">http://ocw.universia.net</a><<a href="http://ocw.universia.net/" target="_blank">http://ocw.universia.net/</a>>), in<br>
Chinese by CORE<br>
> (<a href="http://www.core.org.cn/cn/opencou/" target="_blank">http://www.core.org.cn/cn/opencou/</a>), in Japanese by the Japan OCW<br>
> Consortium (<a href="http://www.jocw.jp/" target="_blank">http://www.jocw.jp/</a>) or the ParisTech OpenCourseWare project<br>
> for French.<br>
><br>
> The good news is that not only institutions can produce such materials<br>
> as Khan Academy has shown.<br>
> <a href="http://www.khanacademy.org" target="_blank">http://www.khanacademy.org</a><<a href="http://www.khanacademy.org/" target="_blank">http://www.khanacademy.org/</a>><br>
><br>
> Mobility solutions have also enabled people to learn anywhere anytime<br>
> and with the most simple devices. The Tecnológico de Monterrey or the<br>
> Open of Catalonia are mobile devices. And cellphones (mind you: not<br>
> smartphones) are being used<br>
> for many learning purposes and stand for mobile and immersive learning<br>
> for literacy in emerging economies (ie. Sub-Saharan Africa).<br>
> <a href="http://www.ccm.itesm.mx/tecmovil/" target="_blank">http://www.ccm.itesm.mx/tecmovil/</a><br>
> <a href="http://myway.blogs.uoc.edu/" target="_blank">http://myway.blogs.uoc.edu/</a><br>
> MILLEE <a href="http://www.millee.org/" target="_blank">http://www.millee.org/</a><br>
> <a href="http://ictlogy.net/?p=3556" target="_blank">http://ictlogy.net/?p=3556</a><br>
><br>
> The m4lit project in South Africa Kenya is also worth mentioning<br>
> (<a href="http://m4lit.wordpress.com" target="_blank">http://m4lit.wordpress.com</a><<a href="http://m4lit.wordpress.com/" target="_blank">http://m4lit.wordpress.com/</a>>).<br>
><br>
> Peer to peer learning has been definitely boosted by the Internet, that<br>
> has been able to create communities of practice and communities of<br>
> learning despite their members being scattered on wide geographic areas.<br>
> Red Social UIMP 2.0 (<a href="http://redsocial.uimp20.es/" target="_blank">http://redsocial.uimp20.es/</a>) to explore the new<br>
> potentials of ICTs in Education in SpainSpanish speaking countries,<br>
Stephen Downes' page (<a href="http://www.downes.ca" target="_blank">http://www.downes.ca</a><<a href="http://www.downes.ca/" target="_blank">http://www.downes.ca/</a>>)<br>
> on education, based in Canada but with participants all over the world,<br>
> or the community around Uruguay's Plan Ceibal<br>
> (<a href="http://www.ceibal.edu.uy/" target="_blank">http://www.ceibal.edu.uy/</a>) are just some examples of social networks<br>
> empowered by ICTs.<br>
><br>
> Even autonomous learning has its chance after the development of<br>
> Personal Learning Environments, a combination of the aforementioned<br>
> approaches centered on and managed by the learner.<br>
><br>
<a href="http://ictlogy.net/bibciter/reports/projects_list.php?filter_tag_project=ple" target="_blank">http://ictlogy.net/bibciter/reports/projects_list.php?filter_tag_project=ple</a><br>
><br>
> And augmented reality, artificial intelligence and the semantic web<br>
> will, in a near future, add up to the toolbox learners can use outside<br>
> of educational institutions for their own benefit and learning.<br>
><br>
> There are, of course, some dichotomies that need being addressed but the<br>
> gates are wide open and the possibilities many.<br>
> <a href="http://ictlogy.net/?p=3430" target="_blank">http://ictlogy.net/?p=3430</a><br>
><br>
> best,<br>
> Ismael<br>
><br>
> --<br>
> Ismael Peña-López<br>
> Department of Law and Political Science<br>
> Open University of Catalonia<br>
><br>
> <a href="http://ictlogy.net" target="_blank">http://ictlogy.net</a><<a href="http://ictlogy.net/" target="_blank">http://ictlogy.net/</a>><br>
> Av. Tibidabo 39-43<br>
> 08035 Barcelona<br>
><br>
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