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Randy

diigo toolbar blank in firefox - 41 views

did you ever resolve the problem of the blank Diigo toolbar? I have the same issue. alimba wrote: > Since upgrading to FF 2.0.0.12 my Diigo toolbar has been blank (absolutely nothing appears on it)...

bug firefox toolbar

freefastapp

تحميل تطبيق Snapchat 2016 سناب تشات التحديث الاخير اندرويد و IOS | موقع تكنل... - 0 views

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    تحميل تطبيق Snapchat 2016 سناب تشات التحديث الاخير اندرويد و IOS 3D Touch، Chat، SnapChat، Snapchat IOS، سناب اندرويد، سناب تشات، لمس الثلاثي الأبعاد , 9.20.2.0 Snapchat، SnapChat، أندرويد، الرسائل المصورة، دردشة، سناب تشات، سنب شات، وآي أو إس http://www.teknolgy.com/tech-news/snapchat-2016.html
freefastappn

تحميل تطبيق موبي كورة Mobi Kora بث مباشر لمشاهدة المباريات اندرويد - 0 views

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satishhalmare

2.0 Directory Submission in SEO - 1 views

web 2.0 submission in SEO that is very Advance SEO technique to ranking your website or specific post keyword in a major search engine like Google, Yahoo, Bing, there are no fear for spamming lin...

2.0 Directory Submission in SEO web 2.0 site

started by satishhalmare on 11 Nov 17 no follow-up yet
vstcracked

Adobe Media Encoder 2021 v15.2.0.30 Crack (Pre-activated ISO) - 0 views

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    Adobe Media Encoder 2021 v15.2.0.30 Crack (Pre-activated ISO)
Joel Liu

every time I bookmark Diigo ask me to sign in - 69 views

Thanks. We found a mistake in diigolet. We will fix it asap.

bug signin

Joel Liu

Problems with Diigo Toolbar - 116 views

Picardo: Please check Firefox window ==>Tools ==> Options ==>Privacy ==> Cookie ==> Exceptions to see whether diigo.com was disabled. If the cookie is ok. We need to profile to see what happe...

diigo firefox search-feature toolbar

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Intex Aqua Fish With Sailfish 2.0 OS Launched in India: Price, Specifications, and More... - 0 views

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Anil valvi

The Benefits of Web 2.0 Sites - 0 views

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    All Web 2.0 sites that allow you to post your interesting and unique content on them should be exploited to maximum if you want to drive huge traffic and backlinks to your site.
Maggie Tsai

Highlight and Sticky Note menu option disabled - 38 views

FF add-ons page sometimes doesn't get updated as timely as we'd like. We don't have complete control over the release there. Best to check the latest toolbar version at our site.

highlight sticky note

Ole C  Brudvik

Museum 2.0: Hierarchy of Social Participation - 0 views

  • Level 4: Individual, Networked, Social Interaction with Content (Me to We with Museum) This is the level where web 2.0 sits. Individuals still do their interacting with the content singly, but their interactions are available for comment and connection by other users. And the architecture promotes these connections automatically. For example, on Netflix, when you rate a movie highly, you don’t just see how others have rated it; Netflix recommends other movies to you based on what like-minded viewers also rated highly. By networking the ratings, tags, or comments individuals place on content, individuals are linked to each other and form relationships around the content. A successful level 4 experience uses social interaction to enhance the individual experience; it gets better the more people use it. The social component is a natural extension of the individual actions. Which means, perhaps, users are ready for…
  • As always, comments are encouraged—and in this case, strongly desired as I work on refining this content for the article.
  • using web 2.0 to promote civic discourse in museums, I’m developing an argument about the “hierarchy of social participation.” I believe that, as with basic human needs, experience design in museums (and for other content platforms) can occur on many levels, and that it is hard to achieve the highest level without satisfying, or at least understanding, those that come before it. One of the impediments to discourse in museums is that fact that designers want to jump straight from individuals interacting with content to interacting with each other. It’s a tall order to get strangers to talk to each other, let alone have a meaningful discussion. And so, I offer the following hierarchy of social participation.
  • ...2 more annotations...
  • Level 5: Collective Social Interaction with Content (We in Museum) This is the holy grail of social discourse, where people interact directly with each other around content. Personal discussions, healthy web bulletin boards and list-servs fall in this category. Healthy level 5 experiences promote respect among users, encourage community development, and support interaction beyond the scope of the content.
  • So how do we level up? The good news is that moving up the levels does not require new content. At all levels, the interaction and participation can occur around pre-existing content. A lot of museums top out at level 2 or 3, imagining that offering people heightened opportunities to interact with content, or to create their own content, is enough. Granted, I’m not sure if social engagement is the goal for interactive designers. But with side benefits like deeper connection with the content, greater appreciation for the museum as a social venue, and heightened awareness of other visitors, it deserves a place at the drafting table.
Maggie Tsai

Diigo Previews WebSlides, A New Way to Organize, Share and Present Web Pages at Office ... - 0 views

  • (I-Newswire) - OFFICE 2.0, SAN FRANCISCO-- Sept. 6, 2007 – Diigo, www.diigo.com, is previewing WebSlidesSM, a browser-based player that displays any list of URLs complete with integrated annotations, sticky notes, and highlights as an interactive slideshow.  Diigo is also demonstrating WebSlides during the official Demo tracks during Office 2.0 conference.  More information on the demonstration schedule here: http://www.o2con.com/docs/DOC-1017. Diigo's patent-pending WebSlides, available at http://slides.diigo.com, enables a new way to easily create and share unique presentations based on web content and user annotations. To experience WebSlides, users simply collect and organize any set of links into a list, and add background music or voice narration.  By clicking "Play," the list transforms into a slideshow bringing Web pages and user comments to life. The player can then be sent to friends and colleagues and also posted on Websites and blogs. Viewers of the slideshow can interact on the slides through highlights and sticky notes directly on each page, without installing any software. This incredibly easy-to-use web-based software has many potential applications such as: - Create a guided tour for any website- Show a list of houses to real estate clients- Review a list of job candidates found online- Bundle important course resources for students- Provide a quick briefing, or a simple tutorial or guided tour on any subject- Share the favorite places you would like to visit with your friends and blog readers Diigo is a powerful, yet incredibly simple to use research tool that allows people to annotate, bookmark, highlight, save, and clip Web content that matters to them, for future reference or to share with others. They can also comment and add sticky notes directly on each web page, which are viewable by other Diigo users when visiting the same pages. About DiigoDiigo provides a suite of online research and collaborative research tool for individuals and small to medium-sized work groups. Diigo enables seamless bookmarking, tagging, highlighting, clipping, sharing, annotating, and searching of information to deliver a new level of productivity for knowledge workers. Diigo Groups also offer a simple and cost-effective platform for collaborative research. Upcoming releases will transform Diigo's powerful social bookmarking, social annotation and social networking suite into the next-generation knowledge management platform for large enterprises, through both hosted and appliance-based solutions. Diigo is privately held, and is based in Reno, NV.
Maggie Tsai

Composing Spaces » Blog Archive » preparing writers for the future of informa... - 1 views

  • I clicked on it and found a step-by-step guide by Andre ‘Serling’ Segers at ign.com. After reading the Basics, I clicked on Walkthrough, which contains detailed instructions with screen shots for each step of the game. I went to my Diigo toolbar and clicked "bookmark." I entered the following tags: zelda, wii, guide, and video-games. I then printed out the guide to Part 1 and went back to my living room to play. After I completed Part 1 I went back to my computer where I saw that the Diigo widget in my Netvibes ecosystem had a link to the Zelda guide. I clicked on the link, found Part 2, printed it, and continued playing. Here is the complete process, repeated.
  • each of the online tools-each of the Web 2.0 technologies-I used during this process is as much a semiotic domain as Zelda itself. They are filled with, to borrow from Gee’s list, written language, images, equations, symbols, sounds, gestures, graphs, and artifacts. Consider, for example, the upper left section of the Netvibes RSS reader that I use-and asked students to use:
  • ...10 more annotations...
  • how to use them within the context of a particular action: finding, retrieving, storing, and re-accessing a certain bit of information
  • Only recently, with the pervasiveness of social bookmarking software (such as Del.icio.us and Diigo) and the ubiquity of RSS feed readers (such as Google Reader and Netvibes), have technologies been available for all internet users to compose their own dynamic storage spaces in multiple interconnected online locations.
  • These dynamic storage spaces each contain what Jay David Bolter (2001) calls writing spaces-online and in-print areas where texts are written, read, and manipulated. Web 2.0 technologies are replete with multiple writing spaces, each of which has its own properties, assumptions, and functions
  • If we can see these spaces as semiotic domains, then we must also see them as spaces for literacy-a literacy that is a function of the space’s own characteristics.
  • [T]echnological literacy . . . refers not only to what is often called "computer literacy," that is, people’s functional understanding of what computers are and how they are used, or their basic familiarity with the mechanical skills of keyboarding, storing information, and retrieving it. Rather, technological literacy refers to a complex set of socially and culturally situated values, practices, and skills involved in operating linguistically within the context of electronic environments, including reading, writing, and communicating. The term further refers to the linking of technology and literacy at fundamental levels of conception and social practice. In this context, technological literacy refers to social and cultural contexts for discourse and communication, as well as the social and linguistic products and practices of communication and the ways in which electronic communication environments have become essential parts of our cultural understanding of what it means to be literate.
  • I teach a portion of a team-taught course called Introduction to Writing Arts that is now required for all Writing Arts majors. In groups of 20 students rotate through three four-week modules, each of which is taught by a different faculty member. My module is called Technologies and the Future of Writing. Students are asked to consider the relationships among technology, writing, and the construction of electronic spaces through readings in four main topic areas: origins of internet technologies, writing spaces, ownership and identities, and the future of writing.
  • how can we prepare students for the kinds of social and collaborative writing that Web 2.0 and Web 3.0 technologies will demand in the coming years? How can we encourage students to create environments where they will begin to see new online writing spaces as genres with their own conventions, grammars, and linguistics? How can we help students-future writers-understand that the technologies they use are not value neutral, that they exist within a complex, distributed relationship between humans and machines? And how can that new-found understanding become the basis for skills that students will need as they continue their careers and as lifelong learners?
  • so much of writing is pre-writing-research, cataloguing, organizing, note-taking, and so forth-I chose to consider the latter question by introducing students to contemporary communication tools that can enable more robust activities at the pre-writings stage.
  • I wanted students to begin to see how ideas-their ideas-can and do flow between multiple spaces. More importantly, I wanted them to see how the spaces themselves influenced the flow of ideas and the ideas themselves.
  • The four spaces that I chose create a reflexive flow of ideas. For example, from their RSS feed reader they find a web page that is interesting or will be useful to them in some way. They bookmark the page. They blog about it. The ideas in the blog become the basis for a larger discussion in a formal paper, which they store in their server space (which we were using as a kind of portfolio). In the paper they cite the blog where they first learned of the ideas. The bookmarked page dynamically appears in the social bookmark widget in their RSS reader so they can find it again. The cycle continues, feeding ideas, building information, compounding knowledge in praxis.
    Maggie Tsai

    I Dig (not Digg) Diigo (not Digg-o) ~ Finally found the Web 2.0 social tool I love - 0 views

    • I Dig (not Digg) Diigo (not Digg-o) I think I finally found the Web 2.0 social tool I love. It has captured my heart. It's put a spring in my cerebral step. Its made my life easier because it is sooooo easy to use and so many people who I've invited to this particular dance have come. This is a dance that has a bit of hip hop, a little paso doble, a bit of the ballroom and some jazz. This is easily the best social bookmarking and research tool that I've run across on the web and given that I'm in a geeked out frenzy most of the time trying out zillions of tools that's saying something big time. Most of them are tried, not bought if they cost, and discarded within about 2 days which is my ADD-tested and approved patience limit.
    • That would be Diigo. Spelling D-i-i-g-o. Two eyes? Two 'i's"? Whatever. Spell it right and then go get it. Diigo is one of the few Web 2.0 tools that I find both useful and utterly cool. It actually has value and purpose, because it best represents social bookmarking - which has value and purpose. Lots of it to someone who lives on research -feasts on knowledge and spits out judgments which may be questionable at times (many times) but at least are raising information-soaked questions, not judgments devoid of content.
    Maggie Tsai

    web 2.0 blog » Beta Review - diigo social bookmarking and annotation service - 0 views

    • A few weeks back I managed to score an invite to a new social bookmarking/annontation site called diigo. I am quite excited by the potential of a service such as this and its really starting to realise some of the oppourtunity out there. Essentially diigo lets you bookmark pages, tag those bookmarks, add comments to those bookmarks, highlight content within pages, add comments to those pages that are viewable by all diigo users and utilise all the community features your used to like subscribing to your friends lists. Thats not a list of features that springs out of the page, many of these ideas have been attempted previously. Its more the deftness that diigo handles these ideas with that makes it stand out from the pack. Theres also the fact that its all bundled into one service.
    • the best way to sum up a service like diigo is that it overlays a Web 2.0 service on top of Web 1 sites. Things like tagging, annotation, social bookmarking and social commenting are very Web 2.0 in nature. diigo allows you to apply these ideas to normal Web 1 style sites.
    • Take, for example the BBC News site. Theres an awfull lot of content on there, some of which I would be interested in the thoughts of others on. Currently only certain, carefully chosen stories feature comments. diigo, however, allows you to comment on these stories, furthermore you can highlight actual pieces of text within the story and comment on them. And then others can view your comments and add their own. It is possible to have a linear conversation based around single web pages or even paragraphs of content. When you take the potential of the above and add in a competant social bookmarking service you can begin to see where diigo is heading as a service. The diigo team are aware that there are numerous other services out there, the one that is certainly a huge obstacle in terms of social bookmarking is del.icio.us, a service that I absolutely love. To make the transition a bit easier you can import your bookmarks into diigo from del.icio.us, you can also automatically add your diigo bookmarks to del.icio.us
    • ...3 more annotations...
    • One of the things I’ve seen other people rave about is the ability to have “private” objects on diigo. So an annotation, bookmark, comment etc can be hidden from other users, something that can only currently be done in del.icio.us with a hack. Personally I think this is neither here nor there, while its nice to have the option (when I first started using del.icio.us I did feel I was being forced into the whole social aspect of it rather than finding my own way) it does remove from some of the community aspects. Of course this is an obvious attempt to move diigo into local (browser) bookmark territory as opposed to what del.icio.us is usually used for, which tends to be more for points of interest. There are sites I have bookmarked, such as my bank, that I would never add to del.icio.us, I would be more tempted to add it as a private bookmark to diigo (although I haven’t).
    • The bookmarklet is in fact very advanced, you fire it up and a small toolbar appears at the top of your browser window. One option allows you to bookmark the page and there are links to your diigo bookmarks and subscriptions. Theres also a “highlight” option that only becomes active when you have some text highlighted. Generally the bookmarklet works well, you can hide it from your screen and call it back by moving your mouse to the left of the browser and it generally copes well.
    • To sum up, I liked the diigo service. Its attempt to augment basic webpages with advanced features is admirable. Currently theres a sense of community lacking which may be down to the fact that it is currently a closed beta, it may also be down to the lack of a “popular” page be it overall or by tag, both would be good. There are also a lot of features that are in the pipeline and alot of features that I didn’t get a chance to test out, features like “Blog This”
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    Drew Loika

    drop down menu not popping up - 25 views

    Woohoo! It works! joel wrote: > We updated a new version to fix this bug. You can download it here http://www.diigo.com/tools .

    bug toolbar trouble

    hightechdad

    Sticky note text disappears after a short pause. - 32 views

    To close the loop, this new version of the tool bar has resolved the issue on both Mac and PC in firefox. hightechdad wrote: > Thanks Maggie. > > The "preview" release of the new toolbar DID cor...

    sticky note

    Maggie Tsai

    Cyn City: Web 2.0--very fun & informative - 3 views

    • Text is linear Text is unlinear Text is said to be unlinear Text is often said to be unlinear Text is unlinear when written on paper Digital text is different. Digital text is more flexible. Digital text is moveable. Digital text is above all…hyper. Digital hypertext is above all… hypertext is above all… hypertext can link hypertext can link here here or here… virtually anywhere anywhere virtually anywhere virtual The WayBack Machine http://yahoo.com Take Me Back Oct 17, 1996 Yahoo View Source Most early websites were written in HTML HTML HTML was designed to define the structure of a web document. p is a structural element referring to “paragraph” LI LI is also a structural element referring to “List Item” As HTML expanded, more elements were added. Including stylistic elements like B for bold and I for italics Suck elements defined how content would be formatted. In other words, form and content became inseparable in HTML Digital Text can do better. Form and content can be separated. http://www.cnn.com RSS XML View Source XML was designed to do just that. http://www.cnn.com/?eref=rss_topstories same withCNN.com and and virtually all other elements in this document. They describe the content, not the form. So the data can be exported, free of formatting constraints. Latest News Anthro Blogs (124) Savage Minds 8apps: Social Networking for Productive People WORLD CHANGING ANOTHER WORLD IS HERE Antrho Journals (124) University of California Press Journals Digital Publishing Current Anthropology AESonline.org Google With form separated from content, users did not need to know complicated code to upload content to the web, I’m Feeling Lucky Create Blog Name Your Blog Beyond Etext http://beyondetext.blogspot.com Choose a template Your blog has been created! Monday, January 29, 2007 Hello World! POSTED BY PROFESSOR WESCH AT 8:14 PM 0 COMMENTS There’s a blog born every half second and it’s not just text…Search YouTube Broadcast Yourself This is a video response to The Beauty of Being Human flickr Ahoy mwesch! Upload Photos Anthropology club Created by you. KSU Anthropology club Club Photos Google XML facilitates automated data exchange font-size: 14px; font-f
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