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Sebastian Weber

Challenges in the Mashup Tools Market - 0 views

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    It's not always easy being in the mashup tools marketplace these days. While the rapid growth of hundreds of open APIs presents new opportunities for mashup tool vendors, it's not simple to find the right markets, users and scenarios to guarantee succ
Sebastian Weber

User-Friendly Functional Programming for Web Mashups - 0 views

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    MashMaker is a web-based tool that makes it easy for a normal user to create web mashups. MashMaker mixes program and data and allows ad-hoc unstructured editing of programs. MashMaker is also a modern functional programming language. Related mashup work.
Sebastian Weber

MashMaker: Mashups for the Masses - 0 views

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    MashMaker is an interactive tool for editing, querying, manipulating, and visualizing "live" semi-structured data. MashMaker borrows ideas from word processors, web browsers, and spreadsheets.
Sebastian Weber

Making Mashups with Marmite: Towards End-User Programming for the Web - 0 views

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    We have developed an end-user programming tool called Marmite, which lets end-users create so-called mashups that repurpose and combine existing web content and services. In this paper, we present the design, implementation, and evaluation of Marmite.
Sebastian Weber

User-Friendly Functional Programming for Web Mashups - 0 views

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    MashMaker is a web-based tool that makes it easy for a normal user to create web mashups by browsing around, without needing to type, or plan in advance what they want to do.
Sebastian Weber

Viddler.com - Iceberg Beta Launch - Uploaded by Iceberg - 0 views

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    Demo video of Iceberg Mashup Tool. The video also describes why end users without programming skills might want to develop their own sharable and reusable applications.
Sebastian Weber

Software Runs Into Iceberg - ReadWriteWeb - 0 views

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    Iceberg is a private beta startup that provides a Web based platform for building, sharing and selling powerful business applications, without the need to do coding. A user at Iceberg can create applications using simple DIY Web tools.
Sebastian Weber

» A bumper crop of new mashup platforms | Enterprise Web 2.0 | ZDNet.com - 0 views

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    Dion Hinchcliffe wrote an excellent summary of 17 products in the mashup tools market (July 2007). He tries to answer the question: "What's typically missing from today's mashup platforms to make them both useful and desirable in the enterprise?"
Sebastian Weber

Microsoft Popfly - 0 views

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    Popfly is the fun and easy way to build and share mashups, gadgets, and Web pages. It's made up of online visual tools for building Web pages and mashups and a social network where you can host, share, rate, comment and even remix creations from ...
Sebastian Weber

» The quest for enterprise mashup tools | Enterprise Web 2.0 | ZDNet.com - 0 views

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    I've been spending the better part of the last couple of months searching high and low for good quality tools that let anyone build enterprise-quality mashups, and I can safely report here that there are only a few.
Sebastian Weber

Tools for enterprise mashups | InfoWorld | Column | 2006-03-08 | By Jon Udell - 0 views

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    It was inevitable that someone would coin the phrase "enterprise mashup," and SOA analyst Phil Wainewright seems to have gotten there first. A mashup, for those not at the white-hot center of Silicon Valley's latest craze, is a composite Web applica
Sebastian Weber

Informal Learning :: Ageless Learner - 0 views

    • Sebastian Weber
       
      Tools wie z.B Diigo können informelles Lernen aus zwei Perspektiven unterstützen: a) wenn man einen Text gefunden hat und durcharbeitet, kann man seine Gedanken strukturieren und mit existierendem Wissen in Bezug bringen. Durch die Annotationen is es weiterverarbeitbar (Mashup) und auch besser wiederfindbar (tagging). b) Durch die Annotationen und Meta Informationen und den Sharing-Mechanismus profitieren auch andere informelle Lerner davon. Sie können die annotierten Texte als Basis verwenden und ergänzen. Das fördert kollaboratives informelles Lernen
    • Sebastian Weber
       
      Web 2.0 Technologien fördern die Bereitschaft und die Qualität vom informellen Lernen, weil man weniger Hürden hat, "hochwertiges" Lernen zu betreiben. Am Beispiel Diigo.com: Anstatt einen gefundenen Artikel ausdrucken zu müssen, und mit textmarker usw zu bearbeiten, kann man das vorteilhafter direkt im Browser machen. Man hat auch dann die vorteile des Sharings und Wiederfindens (tagging).
    • Sebastian Weber
       
      Das eigentliche Wissen steckt in den Köpfen der Menschen. Man kann es am besten nur in Gesprächen teilen. Direkte Gespräche sind aus mehreren Gründen nicht immer möglich: * räumliche Distanz * der Zeitaufwand neben der Arbeit ist zu hoch * man geht ja nicht zu den "richtigen" Leuten (die, die das Wissen gebrauchen könnten; diese kennt man u.U. ja auch garnicht) und erzählt denen die neusten Erkenntnisse. Mit Tools, wie Diigo ist es möglich, die eigentliche Lernqualität und -effizienz (aufgrund des Reflektieren und in Bezugsetzen mit existierendem Wissen) zu verbessern und sein Wissen mit anderen zu teilen. Man stellt es im Prinzip in ein Repository und ggf. findet es jemand und kann es nutzen. Im Unternehmen sollte man dafür sorgen, dass es Mechanismen gibt, Wissen zu speichern (z.B. wie bei Diigo über Gruppen und Sharing-Mechanismen) und dass sich Leute für bestimmte Bereiche registrieren können (RSS-Feeds für tags / themen, Gruppen, usw.)
  • ...11 more annotations...
    • Sebastian Weber
       
      Diigo ist ein Mashup in dem Sinne, weil man (über das Web Frontend) Chunks von Informationen (Highlights, notes, usw.) zusammenbringen kann zu einer Lerneinheit. Der Vorteil ist, dass man das normalweise mühsam und zeitaufwändig manuell über copy&paste in Dokumente machen müsste, die zusätzlich auch nicht für andere verfügbar wären (und keine Web 2.0 Konzepte wie tagging usw. nutzen würden)
  • Most learning doesn't occur during formal training programs. It happens through processes not structured or sponsored by an employer or a school. Informal learning is the term I use to describe what happens the rest of the time.
  • To truly understand the learning in your organization you might want to recognize the informal learning already taking place and put in practices to cultivate and capture more of what people learn. This includes strategies for improving learning opportunities for everyone and tactics for managing and sharing what you know.
    • Sebastian Weber
       
      Informelles lernen wird unbewusst das ganze Leben lang durchgeführt. Ziel ist es jetzt, die Erkenntnisse (das Wissen), das beim informellen Lernen gelernt wird, so abzuspeichern, damit man es besser wieder finden kann, darauf aufbauen kann, und es anderen zur Verfügung stellen kann. Im Unternehmen soll Informelles Lernen unterstützt werden, damit Leute gegenseitig lernen.
    • Sebastian Weber
       
      Weiterführung des Konzepts von Diigo: Hypermedia-basierter Ansatz; baumartige Strukturen; Verlinkungen aus Texten, aus Graphiken, aus Timelines/Szenen innerhalb von Videos
  • Often, the most valuable learning takes place serendipitously, by random chance.
    • Sebastian Weber
       
      "Our Shared Playground: An Interview with Michael Schrage," Marcia Conner. LiNE Zine, Winter 2001. http://agelesslearner.com/intros/informal.html
  • Formal learning includes the hierarchically structured school system that runs from primary school through the university and organized school-like programs created in business for technical and professional training. Informal learning describes a lifelong process whereby individuals acquire attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment, from family and neighbors, from work and play, from the market place, the library and the mass media. Intentional learning is the process whereby an individual aims to learn something and goes about achieving that objective. Accidental learning happens when in everyday activities an individual learns something that he or she had not intended or expected.
    • Sebastian Weber
       
      Dimensions of learning
    • Sebastian Weber
       
      there is far more potential with informal accidental learning than any other single type of learning
  • reading journals or magazines, reading book(s), talking with experts, talking with peers, email or other written correspondence, and through a coach or mentor.
    • Sebastian Weber
       
      result of a survey, "What is your favorite way to learn outside of formal programs?"
  • "Still think learning means school? Expand your definition of learning to include conversations with your peers and your children, from books, articles, informal networks, Internet searching, television, and what you learn through trial and error. Use everything that happens in your world as a resource to learn more now." Learn More Now, Informally. Marcia L. Conner, May 2005.
Sebastian Weber

What Do We "Mashup" When We Make Mashups? - 0 views

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    This paper describes preliminary work in the uncovering of mashup patterns in order to find new directions for the design of mashup tools.
Sebastian Weber

At the Water Cooler of Learning by David Grebow :: Ageless Learner - 0 views

    • Sebastian Weber
       
      Ist so was wie lesen von zufällig in Netvibes gefundenen Ressourcen, die man dann mit seinem existierenden Wissen verknüpft, auch informal learning?
    • Sebastian Weber
       
      Meiner Meinung nach ja, weil das lesen im informellen Umfeld geschieht (es war ja nicht beabsichtigt, dieses Thema jetzt zu lesen). Es ist accidential learning
  • Learning makes brains physically bigger. Learning also makes them smarter. Smarter translates into faster, newer, better, and more competitive. And the competitive advantage of smarter in a Darwinian business ecosystem eventually leads to more profits.
    • Sebastian Weber
       
      benefits of learning for organizations
  • If people in your company learn what your company needs to know and do, you can get smarter. You can have a higher corporate IQ than some other company, and you can win. The only problem is that we have very little idea how real learning occurs. We spend billions of dollars on formal training and education, and then we wonder, where is the payoff?
    • Sebastian Weber
       
      Organizational learning tends to be too formal
  • ...17 more annotations...
    • Sebastian Weber
       
      Mashups (z.B. Diigo) macht es möglich, dass Leute tendenziell qualitativ besser (oder überhaupt) informell lernen. Statt die vielen Informatoinen die in vielen Artikeln verstreut sind mühselig zu organisieren (ausdrucken, annotieren, nebeneinander legen, zusammenfassung schreiben), kann man das alles schön über Services wie Diigo machen. Außerdem sind die Sachen wiederverwendbar (Mashup) und sharebar.
  • Real learning, the kind of “aha!” moment that signals the brain has connected the dots, is an absolutely wondrous and amazing mystery. It involves memory, synapses, endorphins, and encoding, and, more often than not, those accidental and serendipitous moments we call informal learning.
  • Informal learning is what goes on around our formal learning process.
  • Formal learning happens when knowledge is captured and shared by people other than the original expert or owner of that knowledge. The knowledge can be captured in any format—written, video, audio—as long as it can be accessed anytime and anywhere, independent from the person who originally had it. Examples of such formal knowledge transfer include live virtual-classroom courses with prepared slides, self-paced off-the-shelf instructional CBT courses, books, video- and audiotapes, team rooms in which documents are stored, digital libraries and repositories, a real-time seminar on the Web (or webinar), electronic performance-support tools, programs accessed during a job or task, instructor- led courses that follow an outline, repeatable lecture labs, a recorded Web-based meeting, or even e-mails that can be forwarded. Formal learning often requires prerequisites, pre- and post-assessments, tests, and grades, and it sometimes results in certification. It is often presented by an instructor, and attendance and outcomes are tracked.
    • Sebastian Weber
       
      Definition of formal learning and examples
  • Informal learning is what happens when knowledge has not been externalized or captured and exists only inside someone’s head. To get at the knowledge, you must locate and talk to that person. Examples of such informal knowledge transfer include instant messaging, a spontaneous meeting on the Internet, a phone call to someone who has information you need, a live one-time-only sales meeting introducing a new product, a chat-room in real time, a chance meeting by the water cooler, a scheduled Web-based meeting with a real-time agenda, a tech walking you through a repair process, or a meeting with your assigned mentor or manager.
    • Sebastian Weber
       
      The borders between formal and informal learning are sometimes blurred. But in the context of informal learning, the activities come from the learner. He asks questions and thereby elicitates the knowledge out of someone's head.
    • Sebastian Weber
       
      Vorteile von informellem Lernen: * Der Lernende entscheidet selbst, wen er wann was frägt * Er kann die Lerngeschwindigkeit steuern. Er hat Zeit zu reflektieren und die Sachverhalte mit existieriendem Wissen in Verbindung zu bringen * Während des formalen Lernens (z.B. in einem Kurs) ist man häufig überfordert zuzuhören und gleichzeitig zu refklektieren und die Sachverhalte zu vestehen (z.B. ist man nur mit Abschreiben oder lesen beschäftigt)
  • We all need that kind of access to an expert who can answer our questions and with whom we can play with the learning, practice, make mistakes, and practice some more.
  • If we want to become smarter companies, we need to encourage informal learning. We need to create what I have been calling collaborative learning environments, where we seamlessly knit together formal and informal learning. We need to use technology to facilitate the informal as well as the formal transfer of knowledge by including expert locators, e-mail connections with instructors, real-time Internet meeting places, virtual-learning support groups, instant messaging, expert networks, mentor and coaching networks, personal e-learning portals, moderated chats, and more. We need to start taking advantage of the tools and technology that exist today and those coming online tomorrow. We need to create the 100 percent learning solution, in which the proscribed formal learning events and the serendipitous learning moments are given equal value. Formal learning is only the beginning of the challenge, not the end.
    • Sebastian Weber
       
      How to establish informal learning into the organization. Informal learning must go hand in hand with formal learning. At the beginning, when there is no expert who you can ask (informal learning), somebody has to read articles (formal learning). He establishs deeper knowledge of the subject with the time by try & error, connection of the subject with his existing knowledge and by discussion with other people. New people, who want to learn the subject can then benefit from the expert and can leverage informal learning techniques. In fact, informal learning is by far the greater and most important part of learning activities.
    • Sebastian Weber
       
      A study of time-to-performance done by Sally Anne Moore at Digital Equipment Corporation in the early 1990s, and repeated by universities, other corporations, and even the Department of Health and Human Services, graphically shows this disparity between formal and informal learning.
  • To illustrate the difference between formal and informal learning, let’s consider the game of golf. If you want to learn to play golf, you can go to a seminar, read a book about the history and etiquette of golf, watch a videotape of great golfing moments, and then you can say you know something about golf. But have you really learned to play golf?
  • From your first tee shot on your first hole, it takes hours of adopting and adapting, alone and in a foursome, in all sorts of weather and conditions. You discover what you know and can do, swing all the clubs, ask all sorts of questions, fail and succeed, practice and practice some more, before you have really learned to play golf. Real learning, then, is the state of being able to adopt and adapt what you know and can do—what you have acquired through formal learning—under a varying set of informal circumstances.
    • Sebastian Weber
       
      informal learning ist try & error, lernen von Experten
  • I call this the 75/25 Rule of Learning. We get only about 25 percent or less of what we use in our jobs through formal learning. Yet the majority of companies are currently involved only with the formal side of the continuum. Most of today’s investments in corporate education are on the formal side. The net result is that we spend the most money on the smallest part of the learning equation.
  • The other 75 percent of learning happens as we creatively adopt and adapt to ever changing circumstances.
    • Sebastian Weber
       
      Informal learning...life long learning
  • We need to factor those accidental, informal intersections of learning and performance into the process.
  • We need to foster informal moments of knowledge transfer.
  • In the early days of the personal computer, we would all go to the same course to “learn” how to use an application or operating system, and then we would go back to our desks, usually with a thick how-to manual. The problem was that we never used those manuals. Instead, we found the local “power user,” the person who for one reason or another had spent more time playing with the computer, or had taken more courses, or had learned directly from an expert, and we began to pepper that person with phone calls and show up frequently at his or her doorway or cube entrance. Two things quickly became apparent. First, the power user was teaching what people had not managed to learn in the class, and second, the power user had learned how to use the PC in a very different way: what he or she showed you was often not the way it had been taught. But it was the time I spent huddled in front of the power user’s screen when I really learned the word processing and spreadsheet and graphics programs I needed in my work. My learning may have started in the course, but it ended in the huddle.
    • Sebastian Weber
       
      example how informal learning works and how it is embedded into formal processes
  • no formal mailboy-training program. I just walked around for an unspecified number of days with a senior mailboy, watching and learning, asking and listening. I was a young apprentice on the move. Then, one day, when I was deemed fit and ready, I walked around on my own. And if I had a question, I went over by the water cooler (yes, they did have them back then), where the mailroom su
Sebastian Weber

Interactive Map - 0 views

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    The Interactive Map Tool is loosely based on a map metaphor, but isn't bound to just creating maps. It allows the user to create a hierarchical structure of informational pages that can be nested (plain images, video, audio, text).
Sebastian Weber

Grazr - Reading List Management and Tools - 0 views

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    Is a free and easy way to gather and organize information from all over the Web. Use our drag and drop editor to collect feeds and links to Web pages, and then share them with others on this site, or place them on your own pages with our free widget.
Sonja T

elearningpapers - 1 views

  • The keyword web 2.0 makes it possible: Moving away from standard learning management systems (“one for all” technique) to Personalised Learning Environments (“one for me” technique) consisting of snips, bits and pieces, collections of tools and services which are bundled to individual and/ or shared landscapes of knowledge, experiences and contacts.
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