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Steve Yuen

How people monitor their identity and search for others online | Pew Internet & America... - 0 views

pewinternet.org/...Summary-of-Findings.aspx

pew privacy identity social monitor how socialnetworking reputation

shared by Steve Yuen on 31 May 10 - Cached
  • eputation Management and Social Media
  • Reputation Management and Social Media
  • Search engines and social media sites play a central role in building one’s reputation online, and many users are learning and refining their approach as they go--changing privacy settings on profiles, customizing who can see certain updates and deleting unwanted information about them that appears online.
  • ...8 more annotations...
  • Online reputation-monitoring via search engines has increased – 57% of adult internet users now use search engines to find information about themselves online, up from 47% in 2006. Activities tied to maintaining an online identity have grown as people post information on profiles and other virtual spaces – 46% of online adults have created their own profile on a social networking site, up from just 20% in 2006. Monitoring the digital footprints of others has also become much more common—46% of internet users search online to find information about people from their past, up from 36% in 2006. Likewise, 38%% have sought information about their friends, up from 26% in 2006
  • Young adults are the most active online reputation managers in several dimensions. When compared with older users, they more often customize what they share and whom they share it with. 
  • Stories of reputational mishaps abound and persist online—particularly among celebrities, politicians and other prominent figures. Yet, relatively few among the internet masses have had bad experiences due to undesirable information being circulated about them online.
  • The increased prevalence of self-monitoring and observation of others creates a dynamic environment where people promote themselves or shroud themselves depending on their intended audience and circumstances. There are good reasons to be more vigilant. Online reputation matters; 44% of online adults have searched for information about someone whose services or advice they seek in a professional capacity. People are now more likely to work for an employer that has policies about how they present themselves online and co-workers and business competitors now keep closer tabs on one another
  • Yet, even those who are careful about their own disclosures have to stay on top of the identifying material that others may have posted about them on social networking profiles, photo- and video-sharing sites, Twitter, and blogs. 
  • Social networking users are especially attuned to the intricacies of online reputation management. Two-thirds now say that they have changed the privacy settings for their profile to restrict what they share with others online. Most have also chosen to prune certain friends from their networks when they become too large or contacts fall out of favor, and many actively “revise” the information that others post about them. 
  • Compared with older users, young adults are not only the most attentive to customizing their privacy settings and limiting what they share via their profiles, but they are also generally less trusting of the sites that host their content
  • Over time, internet users have actually become less concerned about the amount of information available about them online—just 33% of internet users say they worry about how much information is available about them online, down from 40% in December 2006. However, most of this decrease is attributable to those who have never used a search engine to check up on their digital footprints. Those who do monitor their search results are more likely than non-searchers to express concern (37% vs. 27%).
Yu-Ju Huang

Free Technology for Teachers: 100 Ways to Use VoiceThread in Education - 1 views

www.freetech4teachers.com/...ays-to-use-voicethread-in.html

voicethread technology audio education teachers

shared by Yu-Ju Huang on 04 Jun 10 - No Cached
  • anonymous on 04 Jun 10
     
    Just a summary of a few of the better comments from this Voicethread: 1) literacy - collaborative story writing; sharing and reflection on writing; peer review and feedback; book reviews; with younger learners, picture book comments 2) foreign language learning - recitation and practice of pronunciation, commenting on a picture (focus on tense, fluency, or listening comprehension) 3) Thinking skills - brainstorming, problem-solving, word-problem solving (maths), critical thinking/reflection 4) distance education - contact with sick students/sick teacher 5) professional development - creation of presentations for promoting web 2.0 apps; use as an action research collaboration forum
  • anonymous on 04 Jun 10
     
    I had the chance to see one of our classmates use this technology with a teacher in Taipei for fostering English language skills. The students were asked to plan a trip to a foreign country, including how they were going to get there, their travel plans, lodging, and potential problems they would face. They were asked to solve those problems and make a conclusion for their presentation. They presented in groups of two, using pictures from the internet and recording their voices for each slide. I listened to each presentation and provided detailed written feedback in terms of vocabulary, pronunciation, fluency, comprehension, and grammar. The teacher said that the students were excited and encouraged to have this kind of feedback and worked hard to finish their project and make recommended improvements. Their motivation and attitude of the project were both good. However, the authenticity of the final product was somewhat limited by the fact that their Voicethreads were private, for privacy concerns. Nevertheless, I see the benefit from this activity and hope that the example provides some insight.
Ida Wu

Diigo 在華語教學上的妙用 « Jung Ying Lu-Chen - 1 views

zhongying.wordpress.com/...%8A%E7%9A%84%E5%A6%99%E7%94%A8

tools web2.0 diigo

shared by Ida Wu on 06 Jun 10 - Cached
  • Ida Wu on 06 Jun 10
     
    Here is an article "Diigo在華語教學上的妙用." It briefly introduced what Diigo is and how to use it as an instructional / learning tool. Hope it can help you to apply Diigo in class.
伊真 鄭

First Look: Google Wave - 0 views

www.winsupersite.com/...google_wave_fl.asp

google wave

shared by 伊真 鄭 on 08 Jun 10 - Cached
  • it's pretty clear that Google Wave is the online giant's social networking play, an attempt to wrestle away some usage share from services like Twitter and Facebook, obviously, but also with Microsoft's surprisingly popular SharePoint.
  • Waves can consist of any combination conversations (such as email and IM) and documents (collaboration). They provide for rich interaction via text, photos, videos, maps, and more, according to Google. From a usage standpoint, a wave is sort of like an email thread except that it can happen in real time (like IM), is always considered live, and participants can jump in and out of the conversation at any time. A playback capability allows participants to "rewind" the wave at any point and review what's already happened. Edits can be made to any part of the wave at any time, and it's always possible to see who did what. If you think of how an email thread and an IM conversation might be combined into a single entity, that's pretty much a wave.
  • It's based on HTML 5 and Google Web Toolkit
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  • It features a multi-pane ("panel" to Google) interface with Navigation ("folders" like Inbox) and Contacts panes on the left, the selected folder in the middle (like Inbox, which Google calls the Search panel), and, on the right, the selected wave (the message, in an email application).
Feng-Cheng Chiang

Twitter for Academia - academhack - Thoughts on Emerging Media and Higher Education - 1 views

academhack.outsidethetext.com/...twitter-for-academia

web2.0 microblogging twitter academic

shared by Feng-Cheng Chiang on 09 Jun 10 - Cached
  • Rule Based Writing: Related to the above is the idea that when you change the rules (context) around any written communication you necessarily change the content of such an utterance. Rules rather than hindering communication can actually be really productive (for the long version of this argument read about Oulipo). Because Twitter is based on SMS technology it limits communication to 140 characters, it is surprising what develops out of this limit, and how quickly one starts to think in messages of 140 characters.
  • Grammar: Surprisingly Twitter is actually good for teaching grammar.
  • Students can follow someone else who is on Twitter, who interests them.
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  • Through Twitter you can “track” a word. This will subscribe you to any post which contains said word.
  • Or, you can track an event, a proper name (I track Derrida for example), a movie title, a store name
  • Feng-Cheng Chiang on 09 Jun 10
     
    如何在學術上使用twitter
yishiuan lai

看了就懂！線上教學影片庫 - 1 views

www.howcast.com

tools teaching video how-to Learning

shared by yishiuan lai on 14 Jun 10 - Cached
  • yishiuan lai on 14 Jun 10
     
    簡易錄影帶教學網站, 免費幫你解決所有疑難雜症呢!
伊真 鄭

HOW TO: Get Started with Google Wave - 0 views

mashable.com/...google-wave-get-started

google wave

shared by 伊真 鄭 on 09 Jun 10 - Cached
  • he Google Wave interface is divided essentially into four boxes: Navigation, Contacts, Inbox, and your current Wave.
  • 伊真 鄭 on 09 Jun 10
     
    搞懂Navigation, Contacts, Inbox, and your current Wave，輕鬆使用goole wave
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