Partly owing to the status of podcasting as a buzzword and subject of much recent media attention, educational technology researchers and practitioners have been using the term very loosely. Few studies have examined student perceptions and uptake of "podcasting" in the true sense of the word, whereby a syndication protocol such as Really Simple Syndication (RSS) is used to allow students to subscribe to podcast feeds or channels, facilitating the automatic download of new content as it becomes available. The small number of studies that have covered this aspect of podcasting suggest that students generally do not tend to make use of this functionality, but instead prefer to simply download the media files manually. By drawing on research into the usage of RSS and podcasting both inside and outside the field of education, as well as extant literature on university students' usage patterns and behaviors with respect to information and communications technologies (ICTs) and the Internet, the authors postulate a number of possible reasons why podcasting syndication services have not experienced substantial levels of uptake among students to date. They argue that it is premature to dismiss RSS as a distribution mechanism for digital audio content in teaching and learning, and describe a number of examples of educational applications that could potentially make the use of such services worthwhile and valuable to both teachers and students. The authors conclude with suggestions for research to test the theories set forth in the article.

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RSS und Inhaltssyndication in höherer Bildung: das Unterstützen eines neuen Modells, zu lehren und zu lernen Während Web 2.0 sich hoher Aufmerksamkeit als Werkzeug, das Lernen zu unterstützen erfreut, bleibt Really Simple Syndication der "arme Vetter" dieser Techniken. Der "Angebotscharakter" von RSS und Inhaltssyndication kann verwendet werden, um inhaltsreiche, aktive, soziale Lernerfahrungen zu liefern, die einen hohen Grad von Anfängerpersonalisierung hervorbringen, Wahlmöglichkeit und Autonomie fördern. Sie beschreiben eine Anzahl von Wegen, in denen das Potential von RSS benutzt werden kann, um Pädagogik so zu transformieren, dass sie mit neuen Theorien und Lernmodellen kongruent sind, Theorien und Modelle zu lernen, die mit der Philosophie und dem Ethos der allgemein vernetzten Gesellschaft übereinstimmen. La «Sindicalización realmente simple» (SRS) de contenidos en la senseñanza superior: suscribiendo a un nuevo modelo de enseñanza y aprendizaje Mientras la Web 2.0 está disfrutando de altos niveles de atención como herramienta de apoyo al aprendizaje,la «sindicalización» realmente simple (SRS) sigue siendo

Identity theft is not a new crime, however changes in society and the way that business is conducted have made it an easier, attractive and more lucrative crime. When a victim discovers the misuse of their identity they must then begin the process of recovery, including fixing any issues that may have been created by the misuse. For some victims this may only take a small amount of time and effort, however for others they may continue to experience issues for many years after the initial moment of discovery. To date, little research has been conducted within Australia or internationally regarding what a victim experiences as they work through the recovery process. This paper presents a summary of the identity theft domain with an emphasis on research conducted within Australia, and identifies a number of issues regarding research in this area. The paper also provides an overview of the research project currently being undertaken by the authors in obtaining an understanding of what victims of identity theft experience during the recovery process; particularly their experiences when dealing with organizations. Finally, it reports on some of the preliminary work that has already been conducted for the research project.

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