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2007年11月·《言炎》杂志采访·QienKuen-守護與顛覆 - 0 views

  • 你是否进一步发掘并为互联网创造了价值呢?我想这个就是区别了。我一般会边走边上网(多次险些被车撞或者撞到美女=b=),利用黑莓手机的优势,收发来自不同讨论组的email和我通过email订阅 的blog,用专门的RSS阅读工具看我订阅的blog(许多在线RSS阅读器都有手机版的),看新闻,通过微博客网站更新我的状态以及我的想法,有时也 会用网络查询路线地点。其实许多人的手机都可以做这些事情的。而在电脑前的时候,可做的事情就更多的:读自己订阅的blog并且思考,更新自己的 Blog,折腾一下Blog模板和插件什么的, 编辑几个Wiki的词条……实在太多了,哈哈。说实话,我并不喜欢电脑本身,因为我不是技术员,只是喜欢它所呈现的东西。
  • Google Docs(Google在线文档)
  • Web2.0对每一个人来说都有不同的概念和想法。我可不希望它只是个“概念”,而是实实在在的东西。它代表着一种开放、分享、协作、尊重个人的方式与理念,同时伴有越来越多、越来越方便的网站和程序等应用。比如大家都耳熟能详的Blog、wiki、Podcast等,更有像Facebook等这样的社会 化网络服务平台,其实大家常玩的校内网也是一种。我个人更喜欢这种理念与思想,因为他们不光对那些有条件上网的人有意义,其实对每个人都有意义。在不具备 连接到互联网条件的时候,在这些理念的指导下也可以做出有意义的事情,而这种理念现在在许多地方和场合是被忽略的。
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  • Web2.0 > 对每一个人来说都有不同的概念和想法。我可不希望它只是个“概念”,而是实实在在的东西。它代表着一种开放、分享、协作、尊重个人的方式与理念,同时伴有越来越多、越来越方便的网站和程序等应用。比如大家都耳熟能详的 > Blog > 、 > wiki > 、 > Podcast > 等,更有像 > Facebook > 等这样的社会 > 化网络服务平台,其实大家常玩的校内网也是一种。我个人更喜欢这种理念与思想,因为他们不光对那些有条件上网的人有意义,其实对每个人都有意义。在不具备 > 连接到互联网条件的时候,在这些理念的指导下也可以做出有意义的事情,而这种理念现在在许多地方和场合是被忽略的。 >
  • 我的许多交际圈子是通过互联网展开的,但这可绝不同于许多人想象中的“网友”。经常会是这样:我们有着共同的爱好,又都写Blog,这 种信任就很容易建立起来了。
  • Web2.0 > > 对每一个人来说都有不同的概念和想法。我可不希望它只是个“概念”,而是实实在在的东西。它代表着一种开放、分享、协作、尊重个人的方式与理念,同时伴有越来越多、越来越方便的网站和程序等应用。比如大家都耳熟能详的 > > Blog > 、 > wiki > 、 > Podcast > > 等,更有像 > > Facebook > > 等这样的社会 > > 化网络服务平台,其实大家常玩的校内网也是一种。我个人更喜欢这种理念与思想,因为他们不光对那些有条件上网的人有意义,其实对每个人都有意义。在不具备 > > 连接到互联网条件的时候,在这些理念的指导下也可以做出有意义的事情,而这种理念现在在许多地方和场合是被忽略的。 > >
  • 周五论坛
  • 其实在周五论坛中,可以看到益学会的一些影子,包括我们的“协调员”制。
  • 大多数时候,我们并不是要讨论出某个确切的结果或者立竿见影的结论,重 点就是你在讨论的过程中你学会了聆听别人,回应别人,尊重别人;
  • 对我来说,它们都是开放、共享的组织,他们都注重每一位参与者的成长与价值。在这 里面,没有权威,没有一种对立的关系。
  • >在周五论坛中我们特意设计的是“圆桌”气氛,而在益学会中则是不分年龄和地域的沟通。益学会的影响力要比周五论坛大 很多,但我们所做的终极目的是一样的:学会学习,做一个有用的人!
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Master of Our Online Universe: Progression to Web 3.0 | cyberCulture - 0 views

  • In my opinion, Web 2.0 started with the introduction of the Social Networking Site (SNS) to the Web.
  • We can look back to 2002 and the launch of Friendster to see Web 2.0 in its infancy.
  • “Friendster was the first explicit social networking site in terms of the way we think about it today.”
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  • With the introduction of Friendster the user can now create a digital persona without having any programming knowledge.
  • First was MySpace, which gave users access to their profiles HTML and CSS.
  • This feature to the SNS provided the user the ability to personalize their digital persona, and allowed them to express their individuality.
  • The next step in user control was given by Facebook, when the site allowed users develop and incorporate widgets into their profiles. The SNS Ning goes one step further by combining both the ideas of MySpace and Facebook, Ashlock says, “Giving users the power to construct an authentic identity while providing access to a rich array of Web 2.0 content.”
  • It is my conclusion that it is this focus on fluidly intertwining the Internet with the daily lives of its users that will progress Web 2.0 to Web 3.0. Just take a look at the latest advancements in mobile technology and you will see that the user’s ability to be connected has progressed away from the desktop computer.
    • Tero Toivanen
       
      Progress from Web 2.0 to Web 3.0 is user's ability to be connected away from the desktop computer.
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    Master of Our Online Universe: Progression to Web 3.0 It is my conclusion that it is this focus on fluidly intertwining the Internet with the daily lives of its users that will progress Web 2.0 to Web 3.0. Just take a look at the latest advancements in mobile technology and you will see that the user's ability to be connected has progressed away from the desktop computer.
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Educación especial - Wikipedia, la enciclopedia libre - 0 views

  • La educación especial o educación diferencial es aquella destinada a alumnos con necesidades educativas especiales debidas a superdotación intelectual o bien a discapacidades psíquicas, físicas o sensoriales. La educación especial en sentido amplio comprende todas aquellas actuaciones encaminadas a compensar dichas necesidades, ya sea en centros ordinarios o específicos.
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    La educación especial o educación diferencial es aquella destinada a alumnos con necesidades educativas especiales debidas a superdotación intelectual o bien a discapacidades psíquicas, físicas o sensoriales. La educación especial en sentido amplio comprende todas aquellas actuaciones encaminadas a compensar dichas necesidades, ya sea en centros ordinarios o específicos. En los últimos años del siglo XX se ha propuesto en España y en otros países la sustitución del término educación especial por el de necesidades educativas especiales, siguiendo las recomendaciones del informe Warnock, publicado en 1978 y difundido a lo largo de la década siguiente. Esta nueva definición supone hacer énfasis en la concepción de la educación básica como un servicio que se presta a la ciudadanía para que alcance sus máximas potencialidades y por tanto en la obligación del sistema de proporcionar apoyos y medios técnicos y humanos para compensar los déficits del alumnado en el acceso a los aprendizajes básicos imprescindibles para afrontar la vida adulta.
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    opinion de la educacion especial

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