July 4, 2006

OLDaily

David Weinberger[Edit][Delete]: Photos as Tags, Joho the Blog [Edit][Delete] July 4, 2006
[link: Hits] I have commented from time to time that we are entering a post-textual age, a period in which multiple forms of media can play the roles traditionally reserved for words and sentences, that people will speak in a vocabulary of these multimedia artifacts. Here's an example. "StyleFeeder lets you grab an image off a page and use it as a tag for remembering the page and for letting others quickly browse." Photos as tags. Why not? [Tags: ] [Comment] [Edit] [Delete] [Spam]

David Weinberger[Edit][Delete]: Joho the Blog, Joho the Blog [Edit][Delete] July 4, 2006
[link: Hits] I have commented from time to time that we are entering a post-textual age, a period in which multiple forms of media can play the roles traditionally reserved for words and sentences, that people will speak in a vocabulary of these multimedia artifacts. Here's an example. "StyleFeeder lets you grab an image off a page and use it as a tag for remembering the page and for letting others quickly browse." Photos as tags. Why not? [Tags: ] [Comment] [Edit] [Delete] [Spam]

John Ottenhoff[Edit][Delete]: Wikipedia: A Note to Students, Academic Commons [Edit][Delete] July 4, 2006
[link: Hits] Link to a proposed policy statement for students on the use of Wikipedia in the preparation of written assignments. Nothing I would particularly object to, though I wonder why similar warnings were not issued when I was a student. For example: "World Book, like other encyclopedias, is out of date from the moment it was published and will therefore contain numerous factual errors. In addition, the language of description and especially the selection of topics for inclusion will reflect a socio-cultural bias that may be inappropriate for a full understanding of some subjects." Come to think of it, maybe they should be issuing those warnings now - and similar warnings for books, magazines, newspapers and other paper-based publications.

And well, OK, I lied. I certainly disagree with this: "Because it is communal, dynamic, and unrefereed, Wikipedia is not really (or not just) an encyclopedia of knowledge." I think it is an encyclopedia just because it is is communal, dynamic, and unrefereed - as opposed to the unreliable and partisan authority-driven publications that claim that title today (I always found it ironic that the Encyclopedia of Philosophy had to be supplemented by the Dictionary of the History of Ideas). [Tags: ] [Comment] [Edit] [Delete] [Spam]

Michael Feldstein[Edit][Delete]: How to Grow Standards, E-Literate [Edit][Delete] July 4, 2006
[link: Hits] Michael Feldstein responds to Scott Wilson's comments on standards mostly by accepting the point and giving an example. Still, I'm not sure he sees the issue here. Begin with his 'Step 1'. "Identify a user problem that you need to solve." Right off the bat we are in a situation where we are solving a problem for them. I would start with 'Step 1'. "Identify a problem users have solved for themselves." Now the solution may not have been implemented, but you can be sure it has been suggested. Why is this important? Because users have different priorities than you do.

Consider Feldstein's example: "The assignment to the students was to read and comment on their classmates' blog posts. Where do those comments go? ... In an ideal world, I would want to mirror the blog's comment thread..." And away we go, off into La-La Land. Why do we need all this? Because we're mirroring. But couldn't we do the same with a simple reference when one post comments on another, leaving the problems of display up to the software? That's what we actually do when we quote each other - we don't mirror the entire text!

See, what has happened here is that we went from a fairly simple problem straight into a goofy and complicated Microsoft spec because it was the only apparent solution to the problem (Feldstein even said so - he said "I'm not aware of any. The closest I've seen..."). His exposure to the Microsoft approach, but not to actual instances of the use of references (or, I guess, of my description ;) ) drew him astray. For this reason, it is important to enable users to create their own solutions. After all - you can't pave the cowpaths if you litter the lawn with signs saying "Keep off the grass." [Tags: , ] [Comment] [Edit] [Delete] [Spam]

Various authors[Edit][Delete]: Commonwealth olf Learning, July 4, 2006
[link: 2 Hits] The Commonwealth of Learning launched a new website June 30. I'm not sure I would have gone with a blue, green and orange colour scheme, but it seems to work. Book downloads to the right, news to the left, no RSS feed yet, though it looks like they're messing around with something. [Tags: ] [Comment] [Edit] [Delete] [Spam]

Graeme Daniel[Edit][Delete]: Videoblogging and VodCasting in Education, WWWTools [Edit][Delete] July 4, 2006
[link: 1 Hits] Good set of resources covering videoblogging in general and in education specifically. Some links to introductory resources, how to get started, and samples of student and teacher videoblogs. [Tags: ] [Comment] [Edit] [Delete] [Spam]

Rada Mihalcea and Hugo Liu[Edit][Delete]: A Corpus-based Approach to Finding Happiness, AAAI [Edit][Delete] July 4, 2006
[link: Hits] "Recipe for Happiness: Ingredients - Something new - Lots of food that you enjoy - Your favorite drink - An interesting social place." Hey, this isn't just me saying this - it's a correlation between happy moods and related blog posts. Other papers from the AAAI 2006 Symposia on Computational Approaches to Analyzing Weblogs via Mathemagenic. [Tags: ] [Comment] [Edit] [Delete] [Spam]

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Stephen Downes

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Stephen Downes

Copyright � 2006 Stephen Downes
National Research Council Canada

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I want and visualize and aspire toward a system of society and learning where each person is able to rise to his or her fullest potential without social or financial encumberance, where they may express themselves fully and without reservation through art, writing, athletics, invention, or even through their avocations or lifestyle.

Where they are able to form networks of meaningful and rewarding relationships with their peers, with people who share the same interests or hobbies, the same political or religious affiliations - or different interests or affiliations, as the case may be.

This to me is a society where knowledge and learning are public goods, freely created and shared, not hoarded or withheld in order to extract wealth or influence.

This is what I aspire toward, this is what I work toward. - Stephen Downes

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