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Tero Toivanen

WikiEducator's Wayne Mackintosh: Open Education and Policy - Creative Commons - 0 views

  • The act of teaching is fundamentally about sharing knowledge. OER embodies the purpose of teaching and is today’s most compelling manifestation of the core values of education in a digital world, that is, to share knowledge freely.
    • Tero Toivanen
       
      Opettaminen on tiedon jakamista. Siksi avoimet oppimisen resurssit edustavat opettamisen puhtainta arvomaailmaa digitaalisessa maailmassa.
  • WikiEducator is a flagship project of the OER Foundation
    • Tero Toivanen
       
      WikiEducator on avoimien oppimisen resurssien liikkeen lippulaivaprojekti.
  • Cape Town Open Education Declaration
    • Tero Toivanen
       
      Allekirjoitin jo tämän julistuksen.
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  • Creative Commons is the air that the OER movement breathes.
    • Tero Toivanen
       
      Creative Commons:in merkitys avoimien oppimisen resurssien liikkeelle.
  • Creative Commons could, for instance, leverage its networks to establish a global network of pro bono legal counseling services, or develop an array of draft intellectual property policies published as OER that can be reused and remixed by education institutions around the world. In this way, all projects benefit from the core expertise and tacit knowledge of our respective organisations.
    • Tero Toivanen
       
      Mitä CC voisi tehdä tulevaisuudessa OER:ia tukeakseen.
  • In responding to these needs, the OER Foundation has launched the CollabOERate project. CollabOERate is the OER equivalent of research and development (R & D) for new “product” design in open content and open education. CollabOERate is an “OER remix” of industry’s “co-opetition” model where individual OER projects agree to collaborate on areas that allow them to “compete” better for their own sustainability and attainment of their own strategic objectives.
    • Tero Toivanen
       
      Mikä on CollabOERate -projekti.
  • The uncharted territory, and arguably the biggest point of difference for OER lies in the remix.
  • At the OER Foundation we subscribe to free cultural works licensing.
  • . At the OER Foundation we believe in radical transparency and all our planning documents, projects and funding proposals are developed openly in WikiEducator, using Creative Commons licences.
  • WikiEducator believes learning materials should be free (read “libre”) for all students of the world.
    • Tero Toivanen
       
      Oppimateriaalien pitäisi olla ilmaisia kaikille maailman opiskelijoille!
  • By free digital resources, we mean educational materials which meet the requirements of the free cultural works definition that I mentioned before. That is, the freedom to reuse, revise, remix and redistribute education materials without restriction. This includes the freedom to use free software, and the freedom to earn a living. Consequently, we do not consider OER using the Non Commercial (NC) or No Derivatives (ND) restrictions to be free in all material aspects.
  • Sadly, in education circles the non-commercial restriction is widely used.
  • We believe that the restriction of commercial activity around OER is a material restriction of the freedom to earn a living, especially when the ShareAlike provision, if used in conjunction with free file formats, is sufficiently adequate to protect the future freedoms of digital materials against commercial exploitation.
  • Most national education systems are predominantly funded through taxpayer dollars. Why should taxpayers have to pay “twice” for education materials?
    • Tero Toivanen
       
      Miksi oppimateriaaleista pitää maksaa kahdesti?
  • Capability and community development using WikiEducator’s Learning4Content training model.
  • In Sub-Saharan Africa, 76% of the children of the school-going age for the last 3-years of the K-12 system will NOT have the privilege of attending school. The conventional education system that has evolved in the industrial world is unaffordable to the majority of our planet. Consider for example, that in many African countries, the cost of sending a child to secondary school is typically more than 20% of the per capita income.
  • “Access to learning and acquisition of knowledge should be freely available to all humanity. Any and every effort to realise this vision must be welcomed and enthusiastically supported by all.”
    • Tero Toivanen
       
      Tämän eteen kannattaa tehdä töitä!
  • We can make a difference in widening access to learning. While the skeptics and educational purists may argue that such systems may not meet the “quality” requirements of teaching provision compared with traditional face-to-face provision, these approaches have got to be better than no education at all. Our industrialised nations can help if they release materials as OER.
  • To paraphrase Mahatma Gandhi: “We can be the change we want to see in the OER world!” This is what we are doing and I hope that your readers can help us.
  • Many education institutions perceive that the sharing of education materials will potentially erode their student base, or even worse, their “competitive advantage.”
  • Any researcher worth their salt knows that a thorough literature review of existing knowledge is the natural starting point in resolving a research question.
  • “to have reached the stage where we are technically able to share knowledge and enhance education right across the world is a wonderful thing.”
  • OER is not a binary question of whether or not it is going to happen, it’s simply a question of how long it will take to have free digital resources in support of all national curricula in the world.
  • We only need a small minority of contributors to achieve the goal where learning materials will be free for all students of the world.
  • Good teaching is good teaching, irrespective of whether we are using open or closed resources.
Tarmo Toikkanen

What is the Future of Teaching? - 0 views

  • According to the New York Times Bits blog, a recent study funded by the US Department of Education (PDF) found that on the whole, online learning environments actually led to higher tested performance than face-to-face learning environments.
  • “In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages,” writes the authors of the report (emphasis theirs). “At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction.”
  • We can conclude that those in online learning environments tested better, but not necessarily why.
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  • Researchers warned that “various online learning implementation practices may have differing effectiveness for K–12 learners than they do for older students,” which seems plausible.
  • The word education, after all, comes from the Latin educare, which means, “to lead out.” I.e., think Socrates. Anyone can absorb information from a book or video, but good teachers will always be necessary to draw out that knowledge and help students develop the skills needed to think critically about the information they consume. In other words, online learning tools are just like any other tools in a teacher’s bag of tricks: what matters is how they’re applied. The instruction of good teachers will be made better by the proper application of web tools, while bad teachers won’t necessarily be made better by utilizing online education methods.
  • It comes down to knowing how to best use the tools at your disposal to maximize the impact of education for students, which has always been what separates good teachers from bad ones. The major difference between teachers of today and teachers of the future is that in the future educators will have better online tools and will require better specialized training to learn how to utilize them properly.
    • Tarmo Toikkanen
       
      Exactly. The tools are not the point, it's the learning results that matter. And they stem from the learning activities, which in turn are supported by the tools that are employed.
  • Teachers will certainly need to adapt in order to use new tools and methods, but that’s nothing new. Online education may never completely replace face-to-face learning, though as the Department of Education study shows, with enough time and under the guidance of a good teacher, online learning environments can produce results that are just as good or better than classroom learning. Online learning is likely to be used more often to enhance face-to-face learning in the future, however, and in communities where classroom learning is infeasible due to lack of funds, online learning is an adequate stand-in.
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    Hyvin tiivistettyä ajatusta opetuksen tulevaisuudesta.
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    Good analysis on the impact of new tools, and the need for great teachers.
Tarmo Toikkanen

Christopher D. Sessums :: Blog :: Driven to Distraction: Notes on Young Adults Living a... - 0 views

  • This quote struck me on many levels. Specifically, the notion of being distracted in the "other features" seemed to be a loaded statement. Do students consider exploring outside the realm of what is defined as "learning" as a distraction? Isn't exploring different facets of an application just as important as using it for its intended purpose? This led me to consider how many educators have so poisoned students thinking that being "off-task" is even considered to be a bad thing. Have we so stymied students that they believe if they are not formally "learning," if they become "sidetracked," that they are wasting their time? When did curiosity become a negative thing? (When it killed the proverbial cat, I suppose.) As I think about it, if young adults find new media a distraction, then perhaps "learning" has become too narrowly defined. This then led me to wonder how we can "measure" self-directed learning in this new media context? In other words, how can we show the different levels of learning that takes place in these new contexts?
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    Christopher Sessums pohtii, ovatko sosiaalisen median tarjoamat seikkailumahdollisuudet todella haitallisia oppimiselle, vai ovatko ne oppimisen ydintä.
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    Do students consider exploring outside the realm of what is defined as "learning" as a distraction? Isn't exploring different facets of an application just as important as using it for its intended purpose? This led me to consider how many educators have so poisoned students thinking that being "off-task" is even considered to be a bad thing.
Tarmo Toikkanen

Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views

  • Hence the title of my talk. CMSes lumber along like radio, still playing into the air as they continue to gradually shift ever farther away on the margins. In comparison, Web 2.0 is like movies and tv combined, plus printed books and magazines. That’s where the sheer scale, creative ferment, and wife-ranging influence reside. This is the necessary background for discussing how to integrate learning and the digital world.
  • Moreover, unless we consider the CMS environment to be a sort of corporate intranet simulation, the CMS set of community skills is unusual, rarely applicable to post-graduation examples. In other words, while a CMS might help privacy concerns, it is at best a partial, not sufficient solution, and can even be inappropriate for already online students.
  • Think of a professor bringing a newspaper to class, carrying a report about the very subject under discussion. How can this be utilized practically? Faculty members can pick a Web service (Google News, Facebook, Twitter) and search themselves, sharing results; or students can run such queries themselves.
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  • And so we can think of the CMS. What is it best used for? We have said little about its integration with campus information systems, but these are critical for class (not learning) management, from attendance to grading. Web 2.0 has yet to replace this function. So imagine the CMS function of every class much like class email, a necessary feature, but not by any means the broadest technological element. Similarly the e-reserves function is of immense practical value. There may be no better way to share copyrighted academic materials with a class, at this point. These logistical functions could well play on.
  • Can the practice of using a CMS prepare either teacher or student to think critically about this new shape for information literacy? Moreover, can we use the traditional CMS to share thoughts and practices about this topic?
  • A second emergent field concerns social media literacy. An increasing amount of important communication occurs through Web 2.0 services.
  • Students can publish links to external objects, but can’t link back in.
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    Discussion on how LMS and CMS are fading into the margins, and social media is taking the center stage.
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    Tiukkaa analyysiä LMS:ien (oppimisen hallintajärjestelmien) auttamattomista rajoituksista nykyisessä viestintäyhteiskunnassa.
Tarmo Toikkanen

The Finnish Education System Rocks! Why? - 1 views

  • Finland don't rank students or schools, and they don't emphasize on standardized nationwide examinations that drive students, teachers and parents nuts.
  • Here are five reasons, why Finish people have been, and are successful: Quality education with equal opportunity High level of investments in R&D for technology development Good regulatory framework and efficient public service Open economy: competition has to prevail Social model: social market economy, welfare society
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  • Besides free and universal high-level education from comprehensive school to university (6% of GDP directed to public education), Finland stresses also equal opportunity for all, irrespective of domicile, sex, economic situation or mother tongue. Teachers are required to be trained in dealing with low-achieving students, as well as students with disabilities and learning difficulties.
  • The fact that education is free, including travel expenses, welfare services, accommodation, books and other school material, means that students can focus more of their time on learning, rather than all the other distractions that might come with it.
  • Interestingly, a teacher must have a master's degree to teach in Finland, and also have a lifelong learning program mapped out for them. They emphasize a lot on lifelong learning, and it is kind of embedded into the their learning culture.
  • In short, Singapore and Finland have become world renowned for their education systems, but interestingly they have achieved their success using quite different approaches (to say it mildly!).
  • I personally believe (based on my shallow understanding) the Finnish education system has managed to infuse discipline, hard work, and competitiveness, but at the same time also infuse the right balance to nurture critical skills required for the 21 century, which include communication, collaboration, creativity (innovativeness), critical thinking, problem solving, digital literacy, flexibility, adaptability, global care/awareness, and emotional intelligence.
  • In addition, the Finnish education system is rather decentralized and schools are given a degree of freedom (independence) to develop their own curriculum. The problem with having a centralized system and curriculum, is that if you get it wrong, the whole country will suffer. Also, with a top-down model, it is difficult to quickly innovate and spark changes to the curriculum that is needed to deal with the increasingly disruptive learning world that we are experiencing today. However, in a decentralized system, schools can easily change and adapt as they learn, and also they have more freedom to explore and try out new things, without needing to worry about ranking of this and that.
  • Finally, Finland emphasizes big time on research and development (around 4% of GDP), and have interlinked companies with the Universities to collaborate on new innovations. Whatever they do, their approach is very scientific, which of course includes how they are continuously improving their education systems.
  • Focus less on exams, and more on learning.
  • Focus more on teacher education, and less on centralized content/curriculum.
  • Focus less on investing on flowers and big buildings, and more on equipping educators and students with the learning tools needed to transform the way they learn.
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    Analysis on why the Finnish education system gives good results.
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    ZaidLearnin kirjoittaja pääsi kuuntelemaan Suomi-Malesia-konferenssiin opetuskulttuurien eroista. Tässä hän analysoi USAn näkökulmasta, mikä suomalaisessa koulutusjärjestelmässä häntä inspiroi.
Tarmo Toikkanen

Learnlets » Driving formal & informal from the same place - 0 views

  • There’s been such a division between formal and informal; the fight for resources, mindspace, and the ability for people to get their mind around making informal concrete.  However, I’ve been preparing a presentation from another way of looking at it, and I want to suggest that, at core, both are being driven from the same point: how humans learn.
  • Don’t assume self-learning skills, but support both task-oriented behaviors, and the development of self-monitoring, self learning.
  • The goal is to remove the artificial divide between formal and informal, and recognize the continuum of developing skills from foundational abilities into new areas, developing learners from novices to experts in both domains, and in learning.
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    There's been such a division between formal and informal; the fight for resources, mindspace, and the ability for people to get their mind around making informal concrete. However, I've been preparing a presentation from another way of looking at it, and I want to suggest that, at core, both are being driven from the same point: how humans learn.
Tarmo Toikkanen

The Innovative Educator: Ten Ways To Confuse a Child: Education Edition - 2 views

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    "Last week I wrote a post about how parents can confuse their children. Then I started thinking about how teachers and school administrators can do their parts as well. We can all work together to make sure no child is left thinking the world makes sense."
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    10 tapaa saada koulussa lapsi ymmälleen. Piilo-opetussuunnitelman esiinnostoa ja nykytilan kritiikkiä.
Tarmo Toikkanen

How to Raise Your Kids-and Maybe Your Company, Too : The World : Idea Hub :: American E... - 1 views

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    12 insights on how to raise children and what schools should do.
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    Hyvää luettavaa myös opettajille.
Child Therapy

Coaching Both Parent And Child - 1 views

I want to see my kid happy and grow to his full potential. That is why, when I see him having trouble opening up to me or to other people, I feel bad as a parent. I feel that I am not doing a good ...

started by Child Therapy on 28 Sep 12 no follow-up yet
Tero Toivanen

Open isn't so open anymore « Connectivism - 1 views

  • We need some good ol’ radicals in open education. You know, the types that have a vision and an ideological orientation that defies the pragmatics of reality. Stubborn, irritating, aggravating visionaries.
  • People are trying to make a living off of being open – i.e. openness as a utility to advance a career, gain recognition from peers, or make money.
  • Ideological purity in open education had a very short existence. Instead of building a future foundation, we see instead a foundation to serve for career advancement.
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  • Let me start by stating that “open” is a term that is now essentially meaningless. Apparently Twitter is open. So is Blackboard. And Facebook.
  • Richard Stallman has been somewhat replaced by, or even written out of, the open source movement. Stallman was (and still is) an uncompromising radical. Or at least that is how the well established proprietary software field sees him. The open source movement developed in response to what others perceived as Stallman’s unpalatable views for mainstreaming openness.
  • (If you’re interested, I explored this in a bit more detail in Free and Open Source Movements, part 1 and part 2 (somewhat related: Why we should share learning resources).)
  • But we first need a Stallman in open education before we can even begin to marginalize him. We need an idealist that sets the stage for thinking and debate around openness.
  • By not criticizing gradient views of openness, by failing to establish a solid foundation on which to discuss openness, we are providing an ideology for our generation, not one that serves as a future-focused movement. Openness is a hard topic to discuss ideologically because it’s important. Yes, pragmatics are easier. But pragmatics have a short life span.
  • Openness is an ideology along the lines of democracy. It is worthy of theoretical discussion. And various modes of implementation should be subject to debate and criticism.
  • Just like the “green movement”. I’m sick of commercials with new cars driving through lush forests, suggesting that if only I buy their vehicle the world will be greener. Green is treated as a utility to sell vehicles. For many companies in the educational field, open is the new green: use it to sell your product.
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    Onko avoimuus vaarassa tai muuttumassa?
Tero Toivanen

The Innovative Educator: Don't force your child to fit in at school. Find a school to f... - 0 views

  • Get your child to a school that fits him or her…however you can.
  • Personalize each student’s learning experience to meet their diverse and individual needs to the maximum feasible extent.
  • Optimize a match between individual student learning needs, learning modalities, content and instructional resources through an algorithmic engine
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  • Quest to Learn
  • The school believe that students today can and do learn in different ways, often through interaction with digital media and games.
  • iSchool
  • The NYC iSchool has taken a problem-based learning approach to education.
  • The mission of School of One is to provide students with personalized, effective, and dynamic classroom instruction so that teachers have more time to focus on the quality of their instruction.
  • investigating what schools will suit the needs of their 21st century learning and teaching styles and then figuring out how to attend or work in such environments.
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    Blogikirjoitus mielenkiintoisesta lähtökohdasta. Oppilaan ei tarvitsekaan muuttua koululle sopivaksi, vaan koulun oppilaan tarpeita vastaavaksi. Inklusiivista ajattelua!
Tarmo Toikkanen

50 Ways to Use Wikis for a More Collaborative and Interactive Classroom | Smart Teaching - 1 views

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    50 opettajien blogeista kerättyä vinkkiä wikien käyttöön luokkahuoneessa.
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    Wikis are an exceptionally useful tool for getting students more involved in curriculum. They're often appealing and fun for students to use, while at the same time ideal for encouraging participation, collaboration, and interaction. Read on to see how you can put wikis to work in your classroom.
Tarmo Toikkanen

What educational question is Second Life the answer to? - 0 views

  • In another session Shailey Minocha and Rita Tingle discussed the importance of a sense of presence and a sense of place which are harder to achieve in a 2D environment. They also suggest from their research that activities in Second Life don’t actually enhance learning in themselves but by creating a sense of community and common purpose they can build motivation in learners which then leads to better learning.
  • it’s amazing how included you feel…I would never have been able to take part in the activities offered by the OU if they hadn’t been in Second Life…everyone joins in and really helps me learn
  • The avatar becomes an extension of the self and people in her Glasgow evening classes call each other by their avatar names. Kath feels that people’s identity is more real in Second Life somehow than in their Facebook presence.
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  • Maggie Savin-Baden from Coventry reports that students think play is important but perceive that staff think it’s a distraction from learning.
  • There is no doubt that virtual worlds are enhancing social contact and quickly become as real to their participants as “real” communication. If you don’t believe this think how much we believe we’re hearing someone’s voice when we pick up the telephone. It’s just a reproduction of their voice transported in multiple ways through complex communication networks but we con ourselves into thinking we’re actually hearing their voice.
  • Edward Castranova quotes Gartner’s prediction that by 2011 80% of web users will use an avatar and have a “second life”.
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    Analyysia Second Lifen hyödyistä opetuksessa.
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    Research shows that activities in Second Life don't actually enhance learning in themselves but by creating a sense of community and common purpose they can build motivation in learners which then leads to better learning.
Tero Toivanen

Languages smarten up your brain - Guardian Weekly - 1 views

  • Now a study published by the European Commission reveals that learning an additional language such as English may bring benefits that go beyond the ability to use the language itself. This report has implications for why, when and how we teach and learn English as a second or foreign ­language.
  • One of the significant findings for English language teaching is that changes in the brain’s electrical activity may occur much earlier than previously thought.
  • this study suggests that changes in the brain may start even in the earlier stages of language learning.
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  • Another cluster concerns enhanced mental flexibility.
  • The benefits reported include enhanced capacity for learning whereby knowledge of languages can lead to superior memory function, especially short-term “working” memory.
  • Most of the advantages ­described support overall competence-building for life and work in modern, information-rich, internet environments.
  • Enhanced problem-solving capability is also reported.
  • Greater understanding of how language functions and is used to achieve specific goals in life acts as the fourth cluster.
  • Finally the study reports on research that links knowledge of languages to a slowdown of age-related mental diminishment such as certain forms of dementia.
  • The cognitive neurosciences stress the need for powerful learning environments, and yet not enough of our language education is spent encouraging learners to engage in higher-order thinking about meaningful content that fires up the brain.
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    Most people learn languages to help them communicate. Now a study of recent research into brain function reveals that students could be gaining a lot more from their pursuit of linguistic skills, says David Marsh
Tarmo Toikkanen

Education and Social Media - Social Media Optimization - 0 views

  • Look at how similar some of the new rules for social media optimization is with the new world of education: Help your content travel Encourage the mashup Reward helpful and valuable users Participate Know how to target your audience Create content
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    David Wilson notices how similar social media and education are becoming.
Tarmo Toikkanen

How Rewards Can Backfire and Reduce Motivation | PsyBlog - 3 views

  • As you can see the expected reward had decreased the amount of spontaneous interest the children took in drawing (and there was no statistically significant difference between the no reward and surprise reward group). So, those who had previously liked drawing were less motivated once they expected to be rewarded for the activity. In fact the expected reward reduced the amount of spontaneous drawing the children did by half. Not only this, but judges rated the pictures drawn by the children expecting a reward as less aesthetically pleasing.
  • Rewards reduce intrinsic motivation
  • In one study smokers who were rewarded for their efforts to quit did better at first but after three months fared worse than those given no rewards and no feedback (Curry et al., 1990). Indeed those given rewards even lied more about the amount they were smoking.
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  • tangible rewards tend to have a substantially negative effect on intrinsic motivation (...) Even when tangible rewards are offered as indicators of good performance, they typically decrease intrinsic motivation for interesting activities.
  • This is why play can become work when we get paid. The person who previously enjoyed painting pictures, weaving baskets, playing the cello or even writing blog posts, suddenly finds the task tedious once money has become involved.
  • When we do something for its own sake, because we enjoy it or because it fills some deep-seated desire, we are intrinsically motivated. On the other hand when we do something because we receive some reward, like a certificate or money, this is extrinsic motivation.
  • Rewards have even been found to make people less creative and worse at problem-solving.
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    Miten palkkio vaikuttaa motivaation? Sisäiseen motivaation se vaikuttaa tässä blogissa mainittujen tutkimusten mukaan negatiivisesti.
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    Joo, nykyinen motivaatiotutkimus on ihan mielenkiintoista. Vaikka sisäisen ja ulkoisen motivaation jako on jo vähän vanhahtava, on se edelleen hyvä ajattelun väline. Modernimpi tulkinta olisi varmaankin, että sen sijaan, että jännite muodostuisi toimijan ja tehtävän välille, se muodostuu toimijan ja palkkion välille.
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    "Yet psychologists have long known that rewards are overrated. The carrot, of carrot-and-stick fame, is not as effective as we've been led to believe. Rewards work under some circumstances but sometimes they backfire. Spectacularly."
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    Jos tuota sisäistä motivaatiota vertaa Mihály Csíkszentmihályin Flow-ilmiöön, ollaan lähellä samoja asioita. Flow-tilassa ulkoisille palkkioille ei ole tarvetta. Se on mielestäni myös optimaalinen tila oppimista ajatellen. Sosiaalisen median välineet saattavat olla muuten aika hyviä tähän tilaan pääsemiseen. Itseopiskelu voi muuttua lähes addiktiota aiheuttavaksi sen avulla.
Tero Toivanen

Ash Furrow » Learn How to Write iOS Apps - 1 views

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    via Skip Zalneraitis
Tarmo Toikkanen

HOW TO 2008: How To Do Almost Anything With Social Media - 0 views

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    Kokoelma vuoden 2008 parhaista Mashablen sosiaalisen median howto-oppaista.
Tero Toivanen

How To Remove Antivirus Live and Other Rogue/Fake Antivirus Malware - the How-To Geek - 0 views

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    Neuvoja virushädässä.
Tarmo Toikkanen

Facebook Announces New Homepages: It's All About the Stream - ReadWriteWeb - 0 views

  • One highlight of the new homepages is a new 'publisher' feature which looks almost exactly like a similar feature on FriendFeed. Users can now easily post updates, notes, photos, and videos right from their homepage without having to go to the specific application first.
  • Just like on FriendFeed, users can now easily block updates from others if they turn out to be spammers or are simply posting too few interesting (or too many) updates.
  • Thanks to updates to Facebook's privacy settings, users will now also be able to follow others without having to become actual 'friends.' This is basically the same 'friendship' model that Twitter has implemented on its service.
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  • Facebook is slowly moving towards combining some of the best features of FriendFeed and Twitter on its homepages as it has seen how quickly users latched on to Twitter and its real-time updates.
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    Facebookin uudet ominaisuudet tulevat käyttöön 11.3.2009. Tässä käydään läpi, mitä uutta on tiedossa. Huhut kasvavasta kilpailusta Friendfeedin ja Twitterin kanssa sävyttävät spekulaatiota.
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    New Facebook features revealed
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