At the risk of sounding like a cop-out, I feel that I've been perpetually trying to evaluate the content of the 23 Things, and I am not sure how much I've left to say...
I guess the first thing the course has done is open my eyes to the dizzying possibilities of Web 2.0, and the relative ease-of-use of many of them. This in itself has helped me to think differently about the possibilities of education, and schooling in particular. I particular like the "social" aspect of Web 2.0, as I believe the whole point of school is to be a learning community. In my context, with limited resources, Web 2.0 means far more is available than I would once have thought...as long as we have the technology to support it.
I am still uncertain about how to think about the merits of Web 2.0, as impressive as they seem. One man in the "Changing to Learn" clip commented on how we are witnessing "the death of education," which seems somewhat outrageous to me. My main question is what becomes of teachers and mentors in Web 2.0. I happen to think the role of the teacher is something more than a conduit of information, or that teaching is much more like coaching. I also think there is great value in having someone else decide what things one is to learn. After all, who of us in this course would have simply "chosen"--on our own, to learn about these "23 things?"
Thus, I'll be most keen to see if and how a teacher-student relationship works in the world of Web 2.0, and if at some point I'll need to unplug...or to completely reimagine the way I understand teaching and learning.
Friday, February 13, 2009
Thursday, February 12, 2009
Videos (Things 22)
It's no surprise that You Tube is controversial. Not only is it often a great "time-waster," but a good deal of the content is dodgy. It's appeal, however, is undeniable.
As far as appeal, I can see SchoolTube having much more for students than TeacherTube, from what I've seen thus far. I doubt students would go to TeacherTube unless required to do so, and maybe not even then. Teacher Tube, and even TED, has more for teachers than for the average student.
The real appeal of School Tube, I think, is motivational. I've seen many unmotivated students who really "show up" for a video project, even if it's only shown in class. What generally happens is that it then gets shown to other students, other teachers, other classes, family members, etc. If a video can be a valid form of assessment (and I think it can, with some guidelines), SchoolTube (or YouTube) could be a great asset toward motivation, and ultimately learning.
As far as appeal, I can see SchoolTube having much more for students than TeacherTube, from what I've seen thus far. I doubt students would go to TeacherTube unless required to do so, and maybe not even then. Teacher Tube, and even TED, has more for teachers than for the average student.
The real appeal of School Tube, I think, is motivational. I've seen many unmotivated students who really "show up" for a video project, even if it's only shown in class. What generally happens is that it then gets shown to other students, other teachers, other classes, family members, etc. If a video can be a valid form of assessment (and I think it can, with some guidelines), SchoolTube (or YouTube) could be a great asset toward motivation, and ultimately learning.
Twittering (Thing 21)
Whether or not Twitter is of educational use, it's certainly a fascinating thing.
I suspect it takes the place of "chatting" for more than a few; it's a bit like virtual small talk, or like a water-cooler conversation, spread across the hours and the miles. It's brevity makes it non-threatening to access and contribute, and also lends itself to being succinctly insightful or inane. Which is probably why many have a love/hate relationship with it (or Facebook, etc.)
If properly focused around topics of relevance, I think Twitter (or something similar) could really be helpful to educators. For the hundreds of things within our roles which require feedback, a tool like Twitter could actually make it happen, as it demands brevity. The amount of feedback would almost certainly increase...
Of course, this does not ensure the quality of the feedback. Do we really communicate without true dialogue...the give-and-take, question-and-answer of conversation? I suppose this remains to be seen...
I suspect it takes the place of "chatting" for more than a few; it's a bit like virtual small talk, or like a water-cooler conversation, spread across the hours and the miles. It's brevity makes it non-threatening to access and contribute, and also lends itself to being succinctly insightful or inane. Which is probably why many have a love/hate relationship with it (or Facebook, etc.)
If properly focused around topics of relevance, I think Twitter (or something similar) could really be helpful to educators. For the hundreds of things within our roles which require feedback, a tool like Twitter could actually make it happen, as it demands brevity. The amount of feedback would almost certainly increase...
Of course, this does not ensure the quality of the feedback. Do we really communicate without true dialogue...the give-and-take, question-and-answer of conversation? I suppose this remains to be seen...
Wednesday, February 11, 2009
Delicious bookmarks (Thing 20)
I see at least two potential helpful uses for this application. The first would be in terms of my own learning and development. If I can create a virtual media center, of sorts, to help with my own learning and preparation, that would be really useful. Instead of always trying to make everything from scratch (gradebooks, lesson plans, etc.), I may be able to use something out there that would both save me time, and be better quality. I could also be able to quickly catch up on news and developments...almost like getting a daily "briefing."
The second use for this would be to create a place for students to continue their learning. If they would be able to use my bookmarks to find more information or help on what we cover in class or their own learning, it may also save them time and lead to a better product. It could also be a way to guide (or protect) their on-line research (or prevent multiple projects with wikipedia as the main source!)
For those interested in my short list of resources, see "riccer's" bookmarks in del.icio.us.
The second use for this would be to create a place for students to continue their learning. If they would be able to use my bookmarks to find more information or help on what we cover in class or their own learning, it may also save them time and lead to a better product. It could also be a way to guide (or protect) their on-line research (or prevent multiple projects with wikipedia as the main source!)
For those interested in my short list of resources, see "riccer's" bookmarks in del.icio.us.
Social bookmarking (Thing 19)
Feels a bit like the cart before the horse...as I've yet to start "social bookmarking." ("social" definitely seems to be the defining characteristic of Web 2.0...although I still wonder how "social" it really is...)
I'm keen to get started, however, as this may get me closer to the tool or application I'm after...one that will synthesize and streamline life, work, on-line resources and interests, etc.
My brother (who's much more in the world of computers than I am) were discussing this very thing last night...and his take is that we still haven't "arrived" at synthesis yet...so this year's best or favorite tools will likely become obsolete within a few years. He's probably right.
In the meantime, however, we can tag, which seems helpful and relatively painless. I especially like the fact that social bookmarking sites are not limited to one computer. This should be very helpful to me, especially as we will likely soon be moving to a place with a fairly high rate of crime, and concerns about having laptops stolen, etc.
I understand all the emphasis on good tagging, as being thoughtful on the front end will make using social bookmarking much easier and more helpful in the long run. Being logical and balanced in tagging will also, hopefully, make us more helpful to others (and less of a target?)
who see and view our tags.
I'm keen to get started, however, as this may get me closer to the tool or application I'm after...one that will synthesize and streamline life, work, on-line resources and interests, etc.
My brother (who's much more in the world of computers than I am) were discussing this very thing last night...and his take is that we still haven't "arrived" at synthesis yet...so this year's best or favorite tools will likely become obsolete within a few years. He's probably right.
In the meantime, however, we can tag, which seems helpful and relatively painless. I especially like the fact that social bookmarking sites are not limited to one computer. This should be very helpful to me, especially as we will likely soon be moving to a place with a fairly high rate of crime, and concerns about having laptops stolen, etc.
I understand all the emphasis on good tagging, as being thoughtful on the front end will make using social bookmarking much easier and more helpful in the long run. Being logical and balanced in tagging will also, hopefully, make us more helpful to others (and less of a target?)
who see and view our tags.
Tuesday, February 10, 2009
Personal Learning Networks (Thing 18)
I have to admit, I'm beginning to have a little trouble keeping this all straight...blogs vs. wikis vs. feed readers vs. personal learning networks, etc.
There seems to be more than a bit of overlap, and I'm trying to decide which ones will ultimately be most helpful.
Personal Learning Networks, at first glance, seem to be one of the better options for professional development. In some ways, it could be a way to extend those "staff room" discussions to a wider audience, and get some real help for real questions. Another advantage would be solicit helpful resources, on a certain topic, without necessary knowing of their existance. It's like your subconcious mind doing a google search on your behalf...
I suppose the problems with a PLN are not unlike that of any social network (or social institution). How to keep the communication relevant and edifying, how to determine what is good and what is bogus, how to understand--really--what is being said, and why.
There seems to be more than a bit of overlap, and I'm trying to decide which ones will ultimately be most helpful.
Personal Learning Networks, at first glance, seem to be one of the better options for professional development. In some ways, it could be a way to extend those "staff room" discussions to a wider audience, and get some real help for real questions. Another advantage would be solicit helpful resources, on a certain topic, without necessary knowing of their existance. It's like your subconcious mind doing a google search on your behalf...
I suppose the problems with a PLN are not unlike that of any social network (or social institution). How to keep the communication relevant and edifying, how to determine what is good and what is bogus, how to understand--really--what is being said, and why.
Saturday, February 7, 2009
More Web 2.0 (Thing 17)
I did poke around the top sites quite a bit, but I have to admit right now I'm completely captivated by last.fm...a music site which compiles favorites, plays them, and also gives recommendations. I could listen to this one for hours.
I am really not sure about the merits of this site for school, except perhaps to find common ground with my students. I have found that knowing some of their music goes a long way (in a short time) to connecting with them. Perhaps I could even get them listening to some good (slightly older?) music, rather than some of the redundant, flash-in-the-pan stuff on the pop charts (notice: I said "some":)
I am really not sure about the merits of this site for school, except perhaps to find common ground with my students. I have found that knowing some of their music goes a long way (in a short time) to connecting with them. Perhaps I could even get them listening to some good (slightly older?) music, rather than some of the redundant, flash-in-the-pan stuff on the pop charts (notice: I said "some":)
Stifled by Education ? (Thing 16)
I was more impressed by the second video than the first, although I think the first deserves a response...
While I agree that education is too lecture-paper-test-driven, I believe there is still a place for those things...even for those who may not enjoy them so much.
No matter what, we all still need to develop abilities in listening, processing, and written expression. At the same time, we do need to find ways to reach our students where they are, and to develop latent, but valid talents they may have.
The second, a talk by Mr. Robinson from the TED, was quite engaging and stimulating. He's quite right, although I would say the same in response. Our primary job is not to create university professors...but we should still teach and prepare those who will be. The important thing to remember is that "school is not all of life"-- there's much more out there.
While I agree that education is too lecture-paper-test-driven, I believe there is still a place for those things...even for those who may not enjoy them so much.
No matter what, we all still need to develop abilities in listening, processing, and written expression. At the same time, we do need to find ways to reach our students where they are, and to develop latent, but valid talents they may have.
The second, a talk by Mr. Robinson from the TED, was quite engaging and stimulating. He's quite right, although I would say the same in response. Our primary job is not to create university professors...but we should still teach and prepare those who will be. The important thing to remember is that "school is not all of life"-- there's much more out there.
Friday, February 6, 2009
Using podcasts (Thing 15)
I see many potential uses for podcasts. The first would be to assign students to listen to/view specific podcasts outside of class for response or discussion. The advantage of podcasts over reading articles would be less paper (eco-friendly), less cost, ease of use (students could listen on bus, in car, on bike...perhaps), as well as being friendly to students who struggle with reading.
Another use would be as a research tool. I will begin to allow podcasts as a source on research projects, and perhaps require students to use at least one.
That said, it may even make sense to allow/ require students to create a podcast...versus a traditional oral or written presentation.
There are two major obstacles that I can see. The first is technology, and the requirements on students to own a device (or bring it to school!), which could be a problem. One way around this would be to have cheap, simple MP3 players available as part of student school supplies (sold in a school bookstore, for instance). These could even be kept by the teacher until the end of the day.
Another obstacle would be the "other"content that could be accessed and used alongside or instead of useful content. This is a more serious concern, but I imagine there are some ways to filter the content accessed, as well as "check up" on what students have on their players. (Random confiscation, perhaps?:)
Another use would be as a research tool. I will begin to allow podcasts as a source on research projects, and perhaps require students to use at least one.
That said, it may even make sense to allow/ require students to create a podcast...versus a traditional oral or written presentation.
There are two major obstacles that I can see. The first is technology, and the requirements on students to own a device (or bring it to school!), which could be a problem. One way around this would be to have cheap, simple MP3 players available as part of student school supplies (sold in a school bookstore, for instance). These could even be kept by the teacher until the end of the day.
Another obstacle would be the "other"content that could be accessed and used alongside or instead of useful content. This is a more serious concern, but I imagine there are some ways to filter the content accessed, as well as "check up" on what students have on their players. (Random confiscation, perhaps?:)
Podcasts (Thing 14)
There are great possibilities for this one. Not only are they free, which is very attractive from a budgeting standpoint, but they are so portable and impossible to destroy. I can see many of the non-to-poor readers consuming a podcast (or three) before they would ever make it through a reading assignment.
I found these podcasts on on-line safety/ predators quite well done, and relevant to every student who uses social networking sites, especially:
http://www.internetsafetypodcast.com/
I also was drawn to sites which feature oral storytelling, such as griddlecakes
http://www.griddlecakes.com/griddleplayer/index.html
or particularly "This American Life," (NPR) which is very well done, although not all content is well-suited for "kids." http://www.thislife.org/Radio_Podcast.aspx
It's my opinion that the art of storytelling (and public speaking in general) is not really being taught...and is a vital skill for both career succes and relationship.
I found these podcasts on on-line safety/ predators quite well done, and relevant to every student who uses social networking sites, especially:
http://www.internetsafetypodcast.com/
I also was drawn to sites which feature oral storytelling, such as griddlecakes
http://www.griddlecakes.com/griddleplayer/index.html
or particularly "This American Life," (NPR) which is very well done, although not all content is well-suited for "kids." http://www.thislife.org/Radio_Podcast.aspx
It's my opinion that the art of storytelling (and public speaking in general) is not really being taught...and is a vital skill for both career succes and relationship.
Tuesday, February 3, 2009
Thing 13
Another nifty tool, this. Over the past few years, I've had several occasions to speak to various groups, and often used a slideshow to complement my talks. Although some of these talks were recorded, I've never had a way to include the slideshow...except to attach it personally by e-mail, or give it via flashdrive. Until now.
In theory, I could include an MP3 file of the talk, and sync it with the slideshow. Although I have to admit it does make me a bit nervous to have a presentation meant for a particular group "out there" for anyone to consume...out of context.
This particular slideshow comes is adapted from a talk I did on some major figures in the modern era of scripture translation...except for the last two, which are in there by way of comparing and contrasting the movement to split the atom and to translate scripture into every known language.
Thing 13
In theory, I could include an MP3 file of the talk, and sync it with the slideshow. Although I have to admit it does make me a bit nervous to have a presentation meant for a particular group "out there" for anyone to consume...out of context.
This particular slideshow comes is adapted from a talk I did on some major figures in the modern era of scripture translation...except for the last two, which are in there by way of comparing and contrasting the movement to split the atom and to translate scripture into every known language.
Thing 13
View more presentations from Eric .
Saturday, January 31, 2009
Online Calendar (Thing 12)
For this thing, I tried the "30Boxes" application, which is basically a calendar program. Many of the other applications looked quite interesting and useful, but I've long had a desire to try to synthesize/ streamline the often disparate bits of my life, and so this is my newest stab. For it to work, it will have to link into the things I do everyday, like check e-mail. If I can make the calendar part of my homepage, for instance, it might actually work for me.
I found 30Boxes fairly easy to use, although the means of entering...or especially editing...information was not the best I've seen. I do like the option of being able to share the calendar with others...this could really come in handy, I should think, especially in coordination events with family members...
I found 30Boxes fairly easy to use, although the means of entering...or especially editing...information was not the best I've seen. I do like the option of being able to share the calendar with others...this could really come in handy, I should think, especially in coordination events with family members...
Thursday, January 29, 2009
Online Productivity Apps (Thing 11)
I suppose the folks at Microsoft stand to be a bit worried, although I imagine not everyone will go for Google Docs...at least not right away. It takes time for habits to change...and a good number of people may have no interest in have their documents "out there."
At the same time, schools will make a big difference here. If using Google Docs (or a similar application) becomes commonplace during the school years, millions of people will become familiar with it...and probably continue to use it.
If using Google docs can circumvent the massive headache of saving and transferring documents from home to school...I'm all for it. Not to mention that it allows groups to collaborate outside of class...which could save lots of time in class, and lead to a better product as well.
At the same time, schools will make a big difference here. If using Google Docs (or a similar application) becomes commonplace during the school years, millions of people will become familiar with it...and probably continue to use it.
If using Google docs can circumvent the massive headache of saving and transferring documents from home to school...I'm all for it. Not to mention that it allows groups to collaborate outside of class...which could save lots of time in class, and lead to a better product as well.
Wednesday, January 28, 2009
Entering wikiworld (Thing 10)
Nothing to it, really. Of course, being away from the classroom, I have serious doubts as to what to do with my new wikispace...and even more serious doubts that it will be used, at least in the immediate future.
Like with almost any new skill, for me there will need to be some sort of impetus to do more with this, at least before I learn much with it. The tutorials are only useful if the information is applied, I think. Still, knowing that a wikispace is so available and accessable is quite valuable, in that it opens whole new possibilities for extending learning (and the learning community) beyond the classroom. Exciting stuff, especially in my context...
Like with almost any new skill, for me there will need to be some sort of impetus to do more with this, at least before I learn much with it. The tutorials are only useful if the information is applied, I think. Still, knowing that a wikispace is so available and accessable is quite valuable, in that it opens whole new possibilities for extending learning (and the learning community) beyond the classroom. Exciting stuff, especially in my context...
Tuesday, January 27, 2009
Wikiworld (Thing 9)
If the wiki works like I think it does, they hold lots of educational promise. The idea of posting daily assignments, such as a "study hall" wiki would be just a start, although a very helpful one at that. The wiki study guide also seems to be a common and highly useful idea. It reminds me of an on-line version of a review day...where one student asks a question another may not have thought of, or phrases something differently (or better) than the teacher.
Another sight featured a debate applying Chinese governing philosophy to current practice, where students were weighing in with opinions. This holds a lot of appeal, as the conversation can continue outside of class (and school), and the teacher can add things (upon further reflection) that may prove helpful.
I would like to try something like this, for a number of reasons. For one, it may encourage (or force) students to "listen" to the ideas of another. Secondly, it moves the teacher off center stage in the conversation. Thirdly, it gives the more reserved students equal time and space, and the more reflective students better chance to participate.
Photos and visuals are nice to draw people in, initially, but I think the content is still most important. An engaging subject or stimulating question will really keep the conversation going. In particular, I would like to do wiki-debates, as I've never found a good way to use debates in class (although I think they are fun and important).
Another sight featured a debate applying Chinese governing philosophy to current practice, where students were weighing in with opinions. This holds a lot of appeal, as the conversation can continue outside of class (and school), and the teacher can add things (upon further reflection) that may prove helpful.
I would like to try something like this, for a number of reasons. For one, it may encourage (or force) students to "listen" to the ideas of another. Secondly, it moves the teacher off center stage in the conversation. Thirdly, it gives the more reserved students equal time and space, and the more reflective students better chance to participate.
Photos and visuals are nice to draw people in, initially, but I think the content is still most important. An engaging subject or stimulating question will really keep the conversation going. In particular, I would like to do wiki-debates, as I've never found a good way to use debates in class (although I think they are fun and important).
Tuesday, January 20, 2009
RSS...again (Thing 8)
I've enjoyed using Google Reader and the RSS feeds, thus far. I'm not really sure what is the best way to add feeds...using the Google Reader Search tool seems pretty good to me.
I suspect, however, that from now on I will be looking for the RSS icon when I happen upon a site I like, and then add it on. The question is really how often I will use the reader...
I suspect, however, that from now on I will be looking for the RSS icon when I happen upon a site I like, and then add it on. The question is really how often I will use the reader...
Feed Read (Thing 7)
It's a nifty thing, the RSS Reader. One more step in consumer-driven news and entertainment. What is good about this, I think, is that it allows for more specialization and diversification of interest and opinions. At the same time, I wonder if the end result will be toward greater polarization in our society.
What I mean by this is that the media has often served to unify the culture, be it "official" news reports, popular songs and music, sporting events, etc. To a large degree, the population submitted itself to the authority of the writers, photographers, and editors...and ran the risk of seeing or reading something they might not (initially) be interested in and/or agree with. An average newspaper or magazine has many articles, on many different subjects.
If I can pick and choose most (or all) of my sources, however, I can more or less continue to be fed only stuff I like, by people who (more or less) see things the way I do. I am not sure that this will lead to much personal growth, or the type of citizen best suited for democracy...or life in a diverse society.
Educationally, however, we may be able to use this tool to the student's advantage, if we ourselves are careful. We could promote/ require students to subscribe to a certain range of feeds, especially during a particular course or unit, and have them make use of it during class discussion and in their own studies. We have to be careful here to not "feed" them only our favorites...or ones that only coincide with one particular viewpoint.
What I mean by this is that the media has often served to unify the culture, be it "official" news reports, popular songs and music, sporting events, etc. To a large degree, the population submitted itself to the authority of the writers, photographers, and editors...and ran the risk of seeing or reading something they might not (initially) be interested in and/or agree with. An average newspaper or magazine has many articles, on many different subjects.
If I can pick and choose most (or all) of my sources, however, I can more or less continue to be fed only stuff I like, by people who (more or less) see things the way I do. I am not sure that this will lead to much personal growth, or the type of citizen best suited for democracy...or life in a diverse society.
Educationally, however, we may be able to use this tool to the student's advantage, if we ourselves are careful. We could promote/ require students to subscribe to a certain range of feeds, especially during a particular course or unit, and have them make use of it during class discussion and in their own studies. We have to be careful here to not "feed" them only our favorites...or ones that only coincide with one particular viewpoint.
Thursday, January 15, 2009
Technophobia? (Thing 6)
This week I had all but created a Flickr account for myself, but then stopped short. It was the Yahoo connection that did it; a much more tech-savvy friend once told me he "wouldn't go near Yahoo with a ten-foot pole." (I think his concerns were security related). I realized if I don't even really know what (or who?) is inside my own computer...perhaps I should be concerned about what information I give away to "anyone out there." Thus, I have not (yet?) created a facebook account for myself.
My wife and I have also noticed a trend with some of our friends on facebook or in blogs. Namely, they feel free to share things that seem unsettling (or unseemly) in their candor. It's as if they are journaling in public...which (I think) is exactly what is happening. Because no one is present when writing, there is great freedom. And then this "journal" gets shared with others. Previously, if you share a journal, you only do so in the context of a close, trusting relationship. But a post then becomes public property--almost like one's letters when they die--and the author loses control over the audience.
Many others have made similar comments about the pictures posted on Facebook, and what they seem to reveal about a person. I have been told that many employers now check an applicant's Facebook page as part of the "interview" process.
It appears that the technology for Web 2.0 has evolved more quickly than the ethics of Web 2.0. So perhaps this is where teachers (or the older generation) can play a key role...in helping students/ society understand and respond to "a new thing," but one that incorporates lots of older issues, questions, and patterns.
My wife and I have also noticed a trend with some of our friends on facebook or in blogs. Namely, they feel free to share things that seem unsettling (or unseemly) in their candor. It's as if they are journaling in public...which (I think) is exactly what is happening. Because no one is present when writing, there is great freedom. And then this "journal" gets shared with others. Previously, if you share a journal, you only do so in the context of a close, trusting relationship. But a post then becomes public property--almost like one's letters when they die--and the author loses control over the audience.
Many others have made similar comments about the pictures posted on Facebook, and what they seem to reveal about a person. I have been told that many employers now check an applicant's Facebook page as part of the "interview" process.
It appears that the technology for Web 2.0 has evolved more quickly than the ethics of Web 2.0. So perhaps this is where teachers (or the older generation) can play a key role...in helping students/ society understand and respond to "a new thing," but one that incorporates lots of older issues, questions, and patterns.
Mixing Mashups (Thing 5)
I had seen these faux-motivational posters on-line, but didn't realize they were/could be mashups. Much of the other stuff also had a familiar feel to it (comic captions, posters, etc.) There's an ironic nature about a fair number of the mashup options, it seems to me, which appeals to me and a number of my students, I gather. Of course the use of mashups has classroom implications... but I can see lots of ways they could help with the various communications (staff, parents, family) we all find ourselves needing to do.
Tuesday, January 13, 2009
Resourcefulness (Thing 4)
Not nearly so beautiful and clear as many of the images on Flickr, but more like most of our photos...and our lives. It occurs to me that photographers, like writers, do not all fit into the same category. Some are like poets, and scour the world to find images which stand alone on their visual qualities, regardless of meaning. Others are more like journalists, and use photos to document real people, events, and so on. The best ones probably are able to do both, but we (and most people we know) are much more like the journalist...bypassing technology and technique to "get the picture"--like this one of boys selling black market gasoline in Southeast Asia. Flickr simply makes it possible to share one's art...or one's lives, with a wider (and more anonymous) audience.
Blogworld (Thing 2)
Turns out I forgot the final step on "Thing 2..."
What makes a good blog? Intelligence, first of all. In a "real" live discussion, there are some who speak to be heard (by themselves?), and others who genuinely have something to add. A good blog is articulate, generous (if possible), informative and/or persuasive...just like a good writer or speaker.
I will be challenged, encouraged, or changed in some way as a result of reading it.
How do blogs enhance existing web sites? Blogs allow nuance and alternative viewpoints to surface. There is generally one "official" voice or position of a site, and blogs can function like the discussion following a presentation.
Are blogs an easier way for people to self-publish. Without a doubt. Just like with independent music, however, there are advantages to having a label or a publisher. Those marketing people sometimes know what they are doing.
What makes a good blog? Intelligence, first of all. In a "real" live discussion, there are some who speak to be heard (by themselves?), and others who genuinely have something to add. A good blog is articulate, generous (if possible), informative and/or persuasive...just like a good writer or speaker.
I will be challenged, encouraged, or changed in some way as a result of reading it.
How do blogs enhance existing web sites? Blogs allow nuance and alternative viewpoints to surface. There is generally one "official" voice or position of a site, and blogs can function like the discussion following a presentation.
Are blogs an easier way for people to self-publish. Without a doubt. Just like with independent music, however, there are advantages to having a label or a publisher. Those marketing people sometimes know what they are doing.
Monday, January 12, 2009
Life-long learning...(Thing 3)
...talk about a shopworn phrase! Not that I disagree with the idea of "life-long learning...but it's a bit hard to imagine someone who is not a "life-long learner" (at least at some level). I suppose the notion of life-long learning is meant to get at a person's: a) attitude toward learning and b) tendencies to seek (voluntary?) learning opportunities. Anyway, on to the question at hand...
"Beginning with the end in mind,""accepting responsibility for own learning," and "creating my own learning toolbox" are all things that I do rather instinctively, I believe...as well as teaching others, which is both my habit and my job. I do not always see problems as "challenges," however, nor do I use technology to my advantage. While I often do not possess the latest technology, I certainly do not make the most of what I have either. These two in particular, as well as giving myself time, space, and occasion to "play" will need to change for me to grow in the area of using Web 2.0.
"Beginning with the end in mind,""accepting responsibility for own learning," and "creating my own learning toolbox" are all things that I do rather instinctively, I believe...as well as teaching others, which is both my habit and my job. I do not always see problems as "challenges," however, nor do I use technology to my advantage. While I often do not possess the latest technology, I certainly do not make the most of what I have either. These two in particular, as well as giving myself time, space, and occasion to "play" will need to change for me to grow in the area of using Web 2.0.
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