Rakenna tarinoita eri palveluista koostetuista viesteistä, kuvista ja videoista. Demon perusteella vaikuttaa lupaavalta välineeltä koostaa esim. yksittäisistä tapahtumista koosteita. Vaatii kutsun ennen kuin pääsee käyttämään.
"Tracking topics on the Web can be a painful process, due to the amount of noise and difficulty of filtering it. So to help you out, we've selected and categorized the leading topic-tracking tools. This is based on the discussion that arose from our earlier post about topic feeds, which are RSS feeds for keywords or phrases."
Todella kouriintuntuvasti kirjoitettu, ajatuksia herättävä teksti yksityisyyden suojasta sosiaalisessa mediassa. On toki kirjoitettu teineille mutta teksti valottaa vanhemmille myös sitä kulttuuria, jossa nuoriso elää.
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.
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.