Tag Archives: web2.0

bookmarks for July 13th, 2012 through July 17th, 2012

Programmable Pedagogy: Reconfiguring the Future of Learning – – (none)
Education in the Cloud with Web 2.0 tools: Web 2.0 List – The gift economy in full swing. – (de web2.0 en3177 DH )

PLEs bridge from Web 2.0 to Web X via #plenk2010

Finally, after two weeks of network limbo in London and Seat Farm Cumbria. I’m back online in a meaningful way – a way in which I can get some work done. Â We’re still in Cumbria – outside of Far Sawrey, to be specific – and while Viv is shooting forests, roads, swans, paths, I’m using my mornings to get a GPACW presentation on PLEs together. I present Friday, 4:00 pm local, via Skype, from a wifi site yet to be found.

Drafting this morning, I reviewed readings from last week on Web 3.0, Web X, eXtended Web – just catching up. Â So here’s a fast note on Placing PLEs: Two slides from Steve Wheeler’s Web 3.0 presentation. I’ve retitled them for my own notes.

Where we are

Web 3.0- The way forward?.png

ï»¿

Where we are going

Web 3.0- The way forward?.png

Summary: PLEs bridge from Web 2.0 to Web 3.0. As we move towards the pragmatic web, we will see the concepts behind PLEs develop, drawing on what we learn from the semantic web, then, I suppose, PLEs will, like the state after the Revolution, wither away. The protocols and some of the applications are already being worked with in rough form (augmented reality apps are available on smartphones), and the PLE has yet to reach maturity. Teachers of the world unite.

And to gloss my gloss, here’s George Siemens, from a blog post onÂ Networks, Ecologies, and Curatorial Teaching:

We are actively networking. Wow, are we ever. Twitter. Facebook. Blogs. Podcasts. Mobile phones. We are hyperconnected. […] But connection forming is natural. It doesnâ€™t need coercion. We do it with language, images, video. We create, express, connect. And software is now available that aids this innate activity with unprecedented fervor. We build competence, make sense, learn, and growth through our connections. Tools of connections are driving discussions of networked learning and organizational applicability. Surprising to see how quickly the network theme has spread into education and training.

Even if connection forming is natural (I suspect it may be after reading Linked), we will gain by bringing forward the means and modes of connecting: the tools and their affordances. Â That ones of the roles work in PLEs can serve: They allow us to study how else can can connect.

bookmarks for February 22nd, 2010 through February 28th, 2010

What is an Author? Michel Foucault: "What is an Author?" – – (authorship litcrit newmedia )
Aspen no. 5+6, item 3: Three Essays – Death of the Author, Barthes. STYLE AND REPRESENTATION OF HISTORICAL TIME / GEORGE KUBLER. THE AESTHETICS OF SILENCE / SUSAN SONTAG – (newmedia litcrit )
Say Everything – from The Best of Technology Writing 2008 – (web2.0 facebook en3177 )

bookmarks for February 14th, 2010

Logic+Emotion: We Are The Media. Do We Trust Media? – Given that we are all acting like media now, look at who we trust and how and why. – (socialpractices socialnetworking socialmedia )
Welcome to Stephen’s Web ~ Stephen’s Web ~ by Stephen Downes – – (onlinelearning ple vle web2.0 webdesign )

bookmarks for November 3rd, 2009

edtechpost – PLE Diagrams – A Collection of PLE diagrams
As preparation for a workshop I am giving this fall I thought it would be interesting to collect together all the diagrams of PLEs I could find, as a compare and contrast sort of exercise. – (ple visualization workspace workflow web2.0 elearning mindmap pln )
edtechpost – PLE Diagrams – A Collection of PLE diagrams
As preparation for a workshop I am giving this fall I thought it would be interesting to collect together all the diagrams of PLEs I could find, as a compare and contrast sort of exercise. – (ple visualization workspace workflow web2.0 elearning mindmap pln )
New evidence that bullet-points don’t work : Speaking about Presenting – well-known principles: give both visual and auditory channels something to do, and reinforce the message with both. "When a presenter uses bullet-point slides, they’re not using both pathways as effectively as they could. The audience member has to read the words on the slide and listen to the presenter at the same time, leading to overloading of the language areas whilst leaving the visual cortex with very little to do." – (ppt powerpoint visualdesign design educationaldesign )

bookmarks for August 8th, 2009

Kindle and the future of reading : The New Yorker – From ordering to unboxing to reading. I saved the article to Instapaper so I can read it later, in leisure, on my iPhone.
"I squeezed no new joy from these great books, though. The Gluyas Williams drawings were gone from the Benchley, and even the wasp passage in “Do Insects Think?” just wasn’t the same in Kindle gray. I did an experiment. I found the Common Reader reprint edition of “Love Conquers All” and read the very same wasp passage. I laughed: ha-ha. Then I went back to the Kindle 2 and read the wasp passage again. No laugh. Of course, by then I’d read the passage three times, and it wasn’t that funny anymore. But the point is that it wasn’t funny the first time I came to it, when it was enscreened on the Kindle. Monotype Caecilia was grim and Calvinist; it had a way of reducing everything to arbitrary heaps of words." – (Kindle reading ebooks books design culture usability iPhone )
Bedford Bits » Blog Archive » Twitter Resources for the Classroom – Now that you’ve learned to use Twitter to communicate with friends and colleagues, it’s time to think about how to use it in the classroom. – (twitter twwt fyc courses )
Bedford Bits » Blog Archive » Twitter Resources for the Classroom – Now that you’ve learned to use Twitter to communicate with friends and colleagues, it’s time to think about how to use it in the classroom. – (twitter twwt fyc courses )
CommentPress: New (Social) Structures for New (Networked) Texts – http://dx.doi.org/10.3998/3336451.0010.305. A consideratio of CommentPress and new practices in academic publishing – (CommentPress publishing web2.0 books scholarship2.0 socialpractices writing )

bookmarks for August 5th, 2009 through August 6th, 2009

50 Ways to Use Twitter in the College Classroom | Online Colleges – – (twitter web2.0 socialnetworking socialmedia microblogging education teaching Twwt )

bookmarks for July 31st, 2009

Joho the Blog » Transparency is the new objectivity – Dave Weinberger. "transparency is now fulfilling some of objectivity’s old role in the ecology of knowledge." that is, "Transparency gives the reader information by which she can undo some of the unintended effects of the ever-present biases. Transparency brings us to reliability the way objectivity used to." – (web2.0 epistemology journalism )
apophenia: Would the real social network please stand up? – "Not all social networks are the same.
You cannot assume network transitivity.
You cannot assume that properties that hold for one network apply to other networks.
To address this, I want to begin by mapping out three distinct ways of modeling a social network. These are not the only ways of modeling a social network, but they are three common ways that are often collapsed in public discourse." – (twitter facebook socialnetworking socialpractices )

bookmarks for July 18th, 2009

7 things you should know about Twitter – Educase PDF. Overview. – (twitter teaching web2.0 socialmedia microblogging system:filetype:pdf system:media:document )
Twitter in higher education – Really just a technique or two > A better model for twitter integration was suggested which I quite like. This would involve defined periods when students were encouraged to ‘tweet’. For example, 20 minutes in you say to the students “for the next 3 minutes discuss with your neighbour the issues raised so far (or have a specific question you want them to answer). Please feel free to ‘tweet’ your thoughts or questions using the tag #xxxx”. The lecturer could then choose to take a couple of minutes to respond there and then or follow up after the class. – (twitter web2.0 lecture teaching )
Professors experiment with Twitter as teaching tool – JSOnline – List of faculty at Marquette who are using twitter for classes and why. The usual reasons and uses. One warning to limit personal exchanges. – (twitter socialpractices socialmedia privacy facebook teaching fyc )

bookmarks for July 9th, 2009 through July 14th, 2009

I’m So Totally, Digitally Close to You – Clive Thompson – NYTimes.com – Updates and weak ties. Always on means a return to village life, where everyone knows what everyone else is doing. Monitor your online persona so you can control it. "This is the paradox of ambient awareness. Each little update — each individual bit of social information — is insignificant on its own, even supremely mundane. But taken together, over time, the little snippets coalesce into a surprisingly sophisticated portrait of your friends’ and family members’ lives, like thousands of dots making a pointillist painting. This was never before possible, because in the real world, no friend would bother to call you up and detail the sandwiches she was eating. The ambient information becomes like “a type of E.S.P.,” as Haley described it to me, an invisible dimension floating over everyday life." – (weak_ties ambient_awareness findability facebook twitter socialmedia web2.0 socialnetworking microblogging intimacy )
Wired Campus: Professor Says Free Lectures Did Not Boost Book Sales, Contrary to ‘Wired’ Editor’s New Book – Chronicle.com – Fun stuff, with a Wired editor arguing for causation, an academic author arguing a fluke, and commentators arguing both ways. The article is written so that all can have their say, which by my book, is the New Journalism. – (publishing2.0 web2.0 longtail new_epistemology newmedia )

Morgan's Log

And then went down to the ships: