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huaihao Chang

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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    Hallo guys. I am very happy to share here. This is my site. If you would like to visit here. Go ahead. I've made ​​About a $ 58,000 from my little site. There is a forum and I was very happy to announce to you. I also provide seo service. www.killdo.de.gg www.gratisdatingsite.nl/ gratis datingsite datingsites www.nr1gratisdating.nl/‎ gratis datingsite gratis dating
rustin neo

Web 2.0 in Education - 47 views

shared by rustin neo on 26 Oct 09 - Cached
  •   Web 2.0 in Education Add a linkTop of page The Amazing Web 2.0 Projects Book http://www.ictineducation.org/Web2/ The Amazing Web 2.0 Projects Book (free)# 87 projects# 10 further resources# 52 aplications# 94 contributors# The benefits of using Web 2.0 applications# The challenges of using Web 2.0 applications# How the folk who ran these projects handled the issues... The Important Role Web 2.0 Will Play in Education http://bit.ly/6Z5xsk
intermixed intermixed

Oakley Stephen Murray Il patrimonio - 0 views

E' un lavoro che si rivolge non solo agli addetti ai lavori ma per un pubblico sempre più vasto; l'arte aiuta la pace, ha detto Umberto Agnelli consigliere per l'Italia del Praemium Imperiale" l'an...

Oakley Lifestyle Stephen Murray Asian Fit

started by intermixed intermixed on 07 May 14 no follow-up yet
bethany rebecca

How to adjust the Font size of size page - 0 views

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    You can change the color and font size of text and images according to you need in every browser to adjust the size of text in internet explorer please follow the below steps.
bethany rebecca

How to save Web Pages on Your Computer - 0 views

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    You can change the color and font size of text and images according to you need in every browser to adjust the size of text in internet explorer please follow the below steps.
scidocpublishers

Getting Started with Firefox extension - Diigo help - 5 views

  •  Feature Highlight: Highlights Diigo saves the day with "highlights". Highlights let you select the important snippets on a page and store them in your library with the page's bookmark. Let's try it. Just open a page, maybe one of your old-school bookmarks or one of your new cat bookmarks, and find the information on that page you actually care about. Select that important text. Got it? Okay, now put your hemet on, 'cause this might blow your mind! Click the highlight icon on the Diigo toolbar. It's the one with the "T" on a page with a yellow highlighter. You will notice that the selected text gets a yellow background. This means that the text has been saved in your library, and as long as you have the Diigo add-on the text will be highlighted on the page! How's that for easy?   Now you've highlighted the text. It will appear in your library within the bookmark for the page it is on. Go to your library and you can see how it works. If you're not sure how to get to your library, just click the second icon on the toolbar (Diigo icon to the left of the search bar) and then select "My Library »".
  • Sticky Notes on the Web What? I can put a sticky note on a Web page? How? Oh, that's right! Diigo. Just right-click anywhere on the page and choose to "add a floating sticky note". Type up your note and choose "Post", then move the note anywhere on the page. You have to type a note first, before you move it where you want, otherwise there's nothing to move!
  •  Feature Highlight: Highlights Diigo saves the day with "highlights". Highlights let you select the important snippets on a page and store them in your library with the page's bookmark. Let's try it. Just open a page, maybe one of your old-school bookmarks or one of your new cat bookmarks, and find the information on that page you actually care about. Select that important text. Got it? Okay, now put your hemet on, 'cause this might blow your mind! Click the highlight icon on the Diigo toolbar. It's the one with the "T" on a page with a yellow highlighter. You will notice that the selected text gets a yellow background. This means that the text has been saved in your library, and as long as you have the Diigo add-on the text will be highlighted on the page! How's that for easy?   Now you've highlighted the text. It will appear in your library within the bookmark for the page it is on. Go to your library and you can see how it works. If you're not sure how to get to your library, just click the second icon on the toolbar (Diigo icon to the left of the search bar) and then select "My Library »".
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  • Sticky Notes on the Web What? I can put a sticky note on a Web page? How? Oh, that's right! Diigo. Just right-click anywhere on the page and choose to "add a floating sticky note". Type up your note and choose "Post", then move the note anywhere on the page. You have to type a note first, before you move it where you want, otherwise there's nothing to move!
adina sullivan

Free Web 2.0 Books - 0 views

  • Note to bloggers and editors: when you tell your readers about these resources, please direct them to this page, ie http://www.terry-freedman.org.uk/db/web2/doc_page4.html, rather than the resource itself. Reason: when someone downloads a publication via one of the links below, the download gets recorded in a log. Thanks for your co-operation!
Ammar Elhassan ElMerhbi

Options and Issues in Computer-Assisted Language Learning: Largest Web-based, Genre-balanced English Corpus (COCA): A Tutorial and Suggestions for Classroom Use - 11 views

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    "Corpus of Contemporary American English was released on the web in 2008 with more than 400 million words of corpus, the largest free web-based corpus. However, what makes this corpus special is not its enormous web but its "
Maggie Tsai

iLearn Technology » Education Diigo - 1 views

  • What it is:  Education Diigo offers k-12 and higher ed educators premium Diigo accounts!  The premium accounts provide the ability to create student accounts for whole classes, students of the same class are automatically set up as a Diigo group so they can easily share bookmarks, annotations, and group forums, privacy settings so that only classmates and teachers can communicate with students, and any advertisments on Education Diigo are education related.  If you aren’t familiar with Diigo, it is a social bookmarking website where students can collaborate on the web.  Diigo works in to a project based learning environment nicely and allows for exploratory learning and collaboration.  
  • Education Diigo is an outstanding place for students to solve problems together.  Provide students with a problem and send them on a web scavenger hunt to find the answer, students can post their findings and notes about their findings on Diigo.  Students can collaborate online to solve the problem.  Education Diigo is also a great place for “teachers to highlight critical information within text and images and write comments directly on the web pages, to collect and organize series of web pages and web sites into coherent and thematic sets, and to facilitate online conversations within the context of the materials themselves.”  This feature makes Education Diigo a great place to create webquest type lessons and virtual field trips around the web.    Diigo also allows teachers to collaborate and share resources among themselve. Education Diigo is a must for students who are learning to complete web-based research!
Dena Budrecki

Safe Schools in a Web 2.0 World - 37 views

  • New research indicates educators view Web 2.0 technologies as a means to transform education and meet 21st century learning goals, but district leadership and support are critical to ensure safe and effective use. Commissioned by Lightspeed Systems Inc. and netTrekker, the "Safe Schools in a Web 2.0 World" white paper from Interactive Educational Systems Design
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    "New research indicates educators view Web 2.0 technologies as a means to transform education and meet 21st century learning goals, but district leadership and support are critical to ensure safe and effective use"
mbarek Akaddar

Modules - Learning Telecollaboratively - 24 views

  • Teaching and Learning with Web 2.0 Tutorials and Resources for Teachers
yc c

Posterous - The place to post everything. Just email us. Dead simple blog by email. - 1 views

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    Posterous lets you post things online fast using email. You email us at post@posterous.com and we reply instantly with your new posterous blog. If you can use email, you can have your own website to share thoughts and media with friends, family and the world. What can I send to posterous? You can attach any type of file and we'll post it along with the text of your email. We'll do smarter things for photos, MP3's, documents and video (both links AND files). Here's just a sample of what we support. What do you do when I attach photos to an email? If you attach one photo (of any web, even direct from your camera!), we'll reweb it to a web-friendly web and post it. If you attach more than one photo in the same message, we automatically create a good looking image gallery like this one:
James Herbert

The State of Digital Education [Infographic] - 20 views

  • Its point is that the old one-size-fits-all education model is not as well suited to growing up in the size age as the custom fit that new technology allows.
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    "Its point is that the old one-size-fits-all education model is not as well suited to growing up in the size age as the custom fit that new technology allows"
Trudy Sweeney

Computers in Education Group of South Australia - Computers in Education Group of SA - 1 views

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    Here is the link to some interesting web 2.0 tools to suport learning and teaching.
sitesimply

Affordable & High-End Web Solutions: Advantages of a responsive Web design - 0 views

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    When we talk about a mobile website, then the way of interaction via a smartphone is totally different from that of a desktop website. The biggest change is touch instead of a click and the pixel resolution. While creating a responsive website factors like screen web, support for adobe flash technology and optimized markup are also considered to be very important.
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

  • Web 2.0 has inspired intense and growing interest, particularly as wikis, Weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
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    About pedagogic 2.0
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    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
Greg Limperis

Block Posters - Create large wall posters from any image for free! - 4 views

  • Upload an image from your computer and choose how many sheets wideyou would like your poster to be once printed
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    create any size wall posters from any size images Totally Free To Use!
Tammy Jin

925 Sterling Silver Men Rings, Sterling Silver Iron Crosses SLVR21800-11 | Wholesale $ 47.60 - - 0 views

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    Made of 925 Sterling Silver Iron Crosses 925 Sterling Silver 11 Rings,925 Sterling Silver 925 Sterling Silver Iron Crosses How do I estimate my ring size? Step 1: Get a piece of twistie or strip of paper. Step 2: Wrap it around the base of the appropriate finger. Step 3: Mark the point on the string or twist the twistie to tighten up the loop, forming a complete circle. Step 4: Measure the length from the starting end of the string/twistie to the pen mark. Step 5: Determine your ring size from the chart below
mbarek Akaddar

Splashtop OS beta - 13 views

  • Follow us on Introducing Splashtop OS beta – the fastest way to the Web ! DownloadSplashtop OS beta Version 0.9.0.8 Installs via Windows (Web: 2MB) Supports multiple models* and languages See Supported Devices    1 2 For years Splashtop has been the leader in instant-on computing, powering notebooks and netbooks from leading PC makers around the world. Now for the first time, anyone can upgrade a Splashtop-based system* to this all-new, super-streamlined browser-based OS designed to get you on the Web in seconds.
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