2009年2月28日 星期六
David After Dentist
七歲的David拔牙後，因為藥物的劑量過高，造成他像是嗑藥般的出現幻覺，整個過程被他爸爸拍攝下來。
他還問爸爸，現在這是真實的世界嗎？他看到有兩根手指，又變成四隻手指，當他爸問他感覺如何，他回答沒有累的感覺，然後又說看到爸爸有四個眼睛，之後又問，到底是怎麼了？為什麼這件事會發生在我身上？我會永遠這樣嗎？
2009年2月25日 星期三
80/20法則 ， 長尾理論
80/20法則
帕雷托法則(Pareto Principle)，此法則指在眾多現象中，80%的結果取決於20%的原因
Ex:
國家中20%的人口擁有80%的財產
社會上80%的犯罪來自於20%的罪犯
企業80%的銷量來自於20%的客戶(產品)
長尾理論─打破80/20法則的新經濟學
長尾理論、長尾效應(The Long Tail)
企業界向來奉80/20法則為鐵律，認為80%的業績來自20%的產品；企業看重的是曲線左端的少數暢銷商品，曲線右端的多數商品，則被認為不具銷售力。但本書指出，網際網路的崛起已打破這項鐵律，99% 的產品都有機會銷售，「長尾」商品將鹹魚翻身。
不僅如此，長尾市場的規模還大得驚人；把冷門商品的市場規模加總，甚至可與暢銷商品抗衡。
背後的數學很簡單：將一個非常龐大的數字（長尾中的利基商品量）乘以一個相當小的數字（單項長尾商品的銷售量），仍能得到超級大的數字。
長尾理論已是許多企業成功的秘訣。舉例來說，Google的主要利潤不是來自大型企業的廣告，
而是小公司（廣告的長尾）的廣告；eBay的獲利主要也來自長尾的利基商品，例如典藏款汽車、
高價精美的高爾夫球桿等。
此外，一家大型書店通常可擺放十萬本書，但亞馬遜網路書店的書籍銷售額中
，有四分之一來自排名十萬以後的書籍。這些「冷門」書籍的銷售比例正以高速成長，
預估未來可占整體書市的一半。
「80/20法則」與「長尾理論」
帕雷托法則(Pareto Principle)，此法則指在眾多現象中，80%的結果取決於20%的原因
Ex:
國家中20%的人口擁有80%的財產
社會上80%的犯罪來自於20%的罪犯
企業80%的銷量來自於20%的客戶(產品)
長尾理論─打破80/20法則的新經濟學
長尾理論、長尾效應(The Long Tail)
企業界向來奉80/20法則為鐵律，認為80%的業績來自20%的產品；企業看重的是曲線左端的少數暢銷商品，曲線右端的多數商品，則被認為不具銷售力。但本書指出，網際網路的崛起已打破這項鐵律，99% 的產品都有機會銷售，「長尾」商品將鹹魚翻身。
不僅如此，長尾市場的規模還大得驚人；把冷門商品的市場規模加總，甚至可與暢銷商品抗衡。
背後的數學很簡單：將一個非常龐大的數字（長尾中的利基商品量）乘以一個相當小的數字（單項長尾商品的銷售量），仍能得到超級大的數字。
長尾理論已是許多企業成功的秘訣。舉例來說，Google的主要利潤不是來自大型企業的廣告，
而是小公司（廣告的長尾）的廣告；eBay的獲利主要也來自長尾的利基商品，例如典藏款汽車、
高價精美的高爾夫球桿等。
此外，一家大型書店通常可擺放十萬本書，但亞馬遜網路書店的書籍銷售額中
，有四分之一來自排名十萬以後的書籍。這些「冷門」書籍的銷售比例正以高速成長，
預估未來可占整體書市的一半。
「80/20法則」與「長尾理論」
Michael Wesch - 2008全美年度教授
http://libraryviews.blogsome.com/2009/02/25/792/
提到 Michael Wesch 相信許多人不會陌生才對，至少應該都有看過他放在 Youtube 上的影片才對，例如 2007年的 Web 2.0 … The Machine is Us/ing Us 至今已被觀看超過 800萬多次了。查了一下LV，我也曾在 2007年11月提到過 Michael Wesch 教授的另二個影片。如果你對 Michael Wesch 的影片有興趣的話，可以至他的 Youtube 網頁去看看。
本文不是要介紹他所製作的影片，而是他本人。這位來自 Kansas State University的文化人類學教授相當的年輕，才34歲 (1975年出生)，在 2008年底獲選為全美年度教授 (U.S. Professors of the Year)。
除了他的研究和那些短片外，Michael Wesch 是一位 “anti-teaching” 的提倡者，他認為老師並不是直接給學生解答，而是要啟發學生問問題，問對的問題。底下是自全美年度教授獎 的 Passion for Teaching Statement 網頁所節錄的部分內容：
I have read and heard a great deal of advice on how to ask good questions of students, but nobody has ever told me how to get students to ask good questions. Since all good thinking begins with a good question, it strikes me that if we are ultimately trying to create “active lifelong learners” with “critical thinking skills” and an ability to “think outside the box,” it might be best to start by getting students to ask better questions.
The best questions force students to challenge their taken-for-granted assumptions and see their own underlying biases. Oftentimes, the answer to a good question is irrelevant—the question is an insight in itself. The only answer to the best questions is another good question. The best questions send students on rich and meaningful lifelong quests, question after question after question.
Unfortunately, such great questions are rarely asked by students, especially in large introductory courses, such as my 400-student “Introduction to Cultural Anthropology.” Much more common are questions such as, “What do we need to know for this test?” This may be the worst question of all. It makes education into a relatively meaningless game of grades rather than a meaningful exploration of the world.
對 “anti-teaching” 有興趣的人可以看看他這篇文章 － Anti-Teaching – Confronting The Crisis Of Significance。另外，或許可以從底下二段影片聽聽他的說法：
http://www.youtube.com/watch?v=hBmDgMFAZTI
另一段訪談：談我們要如何學習、anti-teaching
http://blip.tv/file/1537085/
老頑童們的筆記 － 極力推薦Michael Wesch教授在YouTube上一系列的影片!
過去曾在YouTube中找到一系列的”Did You Know”影片，看完影片中的一些統計數據後，常讓我背脊感到一陣chilling，身處在這資訊科技快速發展與變動、資訊量持續倍增的資訊社會中，深怕自身與下一代淹沒在這一片資訊海中，如果2010年所出現的job是不曾存在於2004年的，那麼我們現在要教導下一代的能力是什麼? 恐怕是自學與適應變動的能力吧!
此外， Michael Wesch教授所製作的一系列影片，同樣是很棒的Video，The Machine is Us/ing Us，短短幾分鐘的影片讓我們瞭解到Web 2.0與資訊科技進展是怎樣的影響了我們的生活；A Vision of Students Today 則是描敘了現在學生對於School與Learning的想法、權威式與傳統的教室教學或許需要再思考新的模式，需要提供更多的討論與互動，因為資訊科技早已改變了學生們學習的方式，他們更習慣從社群中取得資訊...。
Michael Wesch教授是Kansas State University的文化人類學教授，他的研究著重在於數位媒體與科技如何影響與改變人們之間的溝通與學習方式(其研究主題網頁為Digital Ethnography)。在YouTube中有關Michael Wesch教授所提供的影片都十分有深度且發人醒思，建議大家若對資訊科技如何改變我們生活這類主題有興趣者，可以訂閱Michael Wesch教授的channel。
The Machine is Us/ing Us (Final Version)
提到 Michael Wesch 相信許多人不會陌生才對，至少應該都有看過他放在 Youtube 上的影片才對，例如 2007年的 Web 2.0 … The Machine is Us/ing Us 至今已被觀看超過 800萬多次了。查了一下LV，我也曾在 2007年11月提到過 Michael Wesch 教授的另二個影片。如果你對 Michael Wesch 的影片有興趣的話，可以至他的 Youtube 網頁去看看。
本文不是要介紹他所製作的影片，而是他本人。這位來自 Kansas State University的文化人類學教授相當的年輕，才34歲 (1975年出生)，在 2008年底獲選為全美年度教授 (U.S. Professors of the Year)。
除了他的研究和那些短片外，Michael Wesch 是一位 “anti-teaching” 的提倡者，他認為老師並不是直接給學生解答，而是要啟發學生問問題，問對的問題。底下是自全美年度教授獎 的 Passion for Teaching Statement 網頁所節錄的部分內容：
I have read and heard a great deal of advice on how to ask good questions of students, but nobody has ever told me how to get students to ask good questions. Since all good thinking begins with a good question, it strikes me that if we are ultimately trying to create “active lifelong learners” with “critical thinking skills” and an ability to “think outside the box,” it might be best to start by getting students to ask better questions.
The best questions force students to challenge their taken-for-granted assumptions and see their own underlying biases. Oftentimes, the answer to a good question is irrelevant—the question is an insight in itself. The only answer to the best questions is another good question. The best questions send students on rich and meaningful lifelong quests, question after question after question.
Unfortunately, such great questions are rarely asked by students, especially in large introductory courses, such as my 400-student “Introduction to Cultural Anthropology.” Much more common are questions such as, “What do we need to know for this test?” This may be the worst question of all. It makes education into a relatively meaningless game of grades rather than a meaningful exploration of the world.
對 “anti-teaching” 有興趣的人可以看看他這篇文章 － Anti-Teaching – Confronting The Crisis Of Significance。另外，或許可以從底下二段影片聽聽他的說法：
http://www.youtube.com/watch?v=hBmDgMFAZTI
另一段訪談：談我們要如何學習、anti-teaching
http://blip.tv/file/1537085/
老頑童們的筆記 － 極力推薦Michael Wesch教授在YouTube上一系列的影片!
過去曾在YouTube中找到一系列的”Did You Know”影片，看完影片中的一些統計數據後，常讓我背脊感到一陣chilling，身處在這資訊科技快速發展與變動、資訊量持續倍增的資訊社會中，深怕自身與下一代淹沒在這一片資訊海中，如果2010年所出現的job是不曾存在於2004年的，那麼我們現在要教導下一代的能力是什麼? 恐怕是自學與適應變動的能力吧!
此外， Michael Wesch教授所製作的一系列影片，同樣是很棒的Video，The Machine is Us/ing Us，短短幾分鐘的影片讓我們瞭解到Web 2.0與資訊科技進展是怎樣的影響了我們的生活；A Vision of Students Today 則是描敘了現在學生對於School與Learning的想法、權威式與傳統的教室教學或許需要再思考新的模式，需要提供更多的討論與互動，因為資訊科技早已改變了學生們學習的方式，他們更習慣從社群中取得資訊...。
Michael Wesch教授是Kansas State University的文化人類學教授，他的研究著重在於數位媒體與科技如何影響與改變人們之間的溝通與學習方式(其研究主題網頁為Digital Ethnography)。在YouTube中有關Michael Wesch教授所提供的影片都十分有深度且發人醒思，建議大家若對資訊科技如何改變我們生活這類主題有興趣者，可以訂閱Michael Wesch教授的channel。
The Machine is Us/ing Us (Final Version)
Michael Wesch: A Vision of Students Today
http://mediatedcultures.net/ksudigg/?p=119
This video was created by me and the 200 students enrolled in ANTH 200: Introduction to Cultural Anthropology at Kansas State University, Spring 2007. It began as a brainstorming exercise, thinking about how students learn, what they need to learn for their future, and how our current educational system fits in. We created a Google Document to facilitate the brainstorming exercise, which began with the following instructions:
… the basic idea is to create a 3 minute video highlighting the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime. We already know some things from previous research (and if you know of any interesting statistics, please list them along with the source). Others we will need to find out by doing a class survey. Please add whatever you want to know or present.
Over the course of the next week, 367 edits were made to the document. Students wrote the script, and made suggestions for survey questions to ask the entire class. The survey was administered the following week.
I then took all of the information from the survey and the Google Document and organized it into the final script portrayed in the video which was all filmed in one 75 minute class period.
The introduction was filmed by myself a month later. It is inspired by Marshall McLuhan’s ideas as they apply to education, especially as they have been used by Neil Postman and Charles Weingartner in Teaching as a Subversive Activity.
How we gathered the numbers:
133 out of 200 students responded to the survey which yielded the results. Further explanation of the data is posted below:
My average class size is 115.
Survey: What is your average class size? Average: 115.0602
18% of my teachers know my name.
Survey: What percentage of teachers you have had in college would be able to recognize you and call you by name? Average: 18.2
Only 26% … relative to my life
Survey: Not including this class, what percentage of assigned readings do you find relevant to your life? Average: 25.95
I will read 8 books this year.
Survey: How many books have you read this year? Average 8.03 (ranging from 0-200)
We discovered later that there was some disagreement about whether this question referred to a semester, the past year, or the year starting as of January 1st (this survey took place in April – roughly equal to one semester). To make the ratio to web page and Facebook reading more accurate we assumed this statistic to relate to one semester rather than one calendar year.
2300 web pages
Survey: On average, how many web pages do you read each day? Average 21.51(We then multiplied this by 105 - roughly the number of days in a semester - and rounded to 2300.)
and 1281 facebook profiles
Survey: On average, how many Facebook profiles do you view each day? Average 12.2 (multiplied by 105 = 1281)
"I will write 42 pages for class this semester."
Survey: On average, how many pages do you write for your classes each semester?
Average: 41.96
“And over 500 pages of email”
Survey: On average, how many pages of e-mails will you write in a single day?
Average: 4.96 (*105 days/semester = over 500)
Jerry's blog: A Vision of Students Today
Jerry's" blog: Michael Wesch - 2008全美年度教授
This video was created by me and the 200 students enrolled in ANTH 200: Introduction to Cultural Anthropology at Kansas State University, Spring 2007. It began as a brainstorming exercise, thinking about how students learn, what they need to learn for their future, and how our current educational system fits in. We created a Google Document to facilitate the brainstorming exercise, which began with the following instructions:
… the basic idea is to create a 3 minute video highlighting the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime. We already know some things from previous research (and if you know of any interesting statistics, please list them along with the source). Others we will need to find out by doing a class survey. Please add whatever you want to know or present.
Over the course of the next week, 367 edits were made to the document. Students wrote the script, and made suggestions for survey questions to ask the entire class. The survey was administered the following week.
I then took all of the information from the survey and the Google Document and organized it into the final script portrayed in the video which was all filmed in one 75 minute class period.
The introduction was filmed by myself a month later. It is inspired by Marshall McLuhan’s ideas as they apply to education, especially as they have been used by Neil Postman and Charles Weingartner in Teaching as a Subversive Activity.
How we gathered the numbers:
133 out of 200 students responded to the survey which yielded the results. Further explanation of the data is posted below:
My average class size is 115.
Survey: What is your average class size? Average: 115.0602
18% of my teachers know my name.
Survey: What percentage of teachers you have had in college would be able to recognize you and call you by name? Average: 18.2
Only 26% … relative to my life
Survey: Not including this class, what percentage of assigned readings do you find relevant to your life? Average: 25.95
I will read 8 books this year.
Survey: How many books have you read this year? Average 8.03 (ranging from 0-200)
We discovered later that there was some disagreement about whether this question referred to a semester, the past year, or the year starting as of January 1st (this survey took place in April – roughly equal to one semester). To make the ratio to web page and Facebook reading more accurate we assumed this statistic to relate to one semester rather than one calendar year.
2300 web pages
Survey: On average, how many web pages do you read each day? Average 21.51(We then multiplied this by 105 - roughly the number of days in a semester - and rounded to 2300.)
and 1281 facebook profiles
Survey: On average, how many Facebook profiles do you view each day? Average 12.2 (multiplied by 105 = 1281)
"I will write 42 pages for class this semester."
Survey: On average, how many pages do you write for your classes each semester?
Average: 41.96
“And over 500 pages of email”
Survey: On average, how many pages of e-mails will you write in a single day?
Average: 4.96 (*105 days/semester = over 500)
Jerry's blog: A Vision of Students Today
Jerry's" blog: Michael Wesch - 2008全美年度教授
Best Web 2.0 Applications for Elementary School
http://langwitches.org/blog/2007/12/22/best-web-20-applications-for-elementary-school/
Thanks to an amazing list of “The Best Web 2.o Application for Education-2007” from Larry Ferlazzo’s Website, I decided to create my own list of the applications that have been the most useful or promising in the Elementary School scene.
Maybe I even make a meme out of it to encourage other elementary school techies to create their own lists and publish them on their blog. The list does not have to be in any particular order. Great if you write a short sentence about what the tool does.
Thanks to an amazing list of “The Best Web 2.o Application for Education-2007” from Larry Ferlazzo’s Website, I decided to create my own list of the applications that have been the most useful or promising in the Elementary School scene.
Maybe I even make a meme out of it to encourage other elementary school techies to create their own lists and publish them on their blog. The list does not have to be in any particular order. Great if you write a short sentence about what the tool does.
- AnimotoCreate your own music video, simply by uploading your own images and selecting music. + Students LOVED seeing themselves on the video. - Limit of 30 seconds
- Slide.comCreate your own slideshow, then embed in your classroom blog.
- SlideshareUpload your students’ or your own powerpoint files in order to embed them on your classroom blog
- LunapicWeb based image editor. Great effecs and animations.
- VoicethreadUpload your images, record your voice over each image, invite others to collaborate, embed in your blog, collaborative storytelling
- NingCreate your own social network place for your students. Ning will even remove the ads, if you write to them that they are for elementary school students. Great potential to teach our younger students about social networkign in a safe environment.
- Google Earth & MapsTake a virtual tour around the world, create placemarks, add your own images or videos. Have students add their own descriptions. Save and share placemarks and virutal tours on your blog. Embed Google Maps on your classroom blog.
- FlickrTHE best photosharing site. Especially love the many other sites, that mash-up and integrate with Flickr. Once your photos are uploaded to Flickr, there is no need to upload again and you can use the URL provided for different sizes for other applications as well
- MixbookGreat potential for collaborative classroom creation, editing and publishing of books. Great variety of layouts, including text AND images.
WordpressBlogging platform (Free). Can be hosted by Wordpress or your own server. I especially like the widget features, plug-ins and theme varieties available.
Here are your simple meme instructions:
Write down your favorite web 2.0 applications, add a sentence or two of explanation and tag a few other elementary school teachers.
Kim Cofino, Melanie Hartsman, Tim Lauer, Anna Adams, Helen Mowers, Elizabeth Helfant
When you have published your list, please leave a comment with a link to your post. (Somehow my trackbacks don’t seem to work on my blog) If you are an elementary school teacher and you were not tagged and would like to add a list as well, feel free to leave your blog post URL here too.
2009年2月24日 星期二
Wikispaces
在Wikispaces中每個帳號可以新增多個Wiki網站，在Wikispaces稱之為Space，其中Space的名稱是讓使用者自訂子網域的方式。 Space的權限分為三種，分別為Public、Protected及Private；Public及Protected為免費使用，而Private可以試用30天，之後就要收費，Public與Protected的差別在於所有人都可看，但Protected只有特定人才能編輯，Private則是只有特定人才能看及編輯。
但有特別提供給K-12教師使用免費。
Wikis for Everyonw.
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Wikispaces is run by Tangient which is Dominick Bellizzi, Jessica Brown, James Byers, Sarah Cove, Adam Frey, Debbie Guskin, Jeff Hanke, and Bisma Moon.
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Our customer service has been called "crazy amazing." That's because we're more concerned about helping you than doing anything else and because the people who respond to your email are the same people who built the service.
Thanks
First, thanks to all of the Wikispaces members who have taken the time to send us feedback, participate in the community, and generally kept us going.We also owe our thanks to a number of people for helping make Wikispaces possible: the teams behind PHP, MySQL, lighttpd, lucene, Brad Fitzpatrick and crew for memcached and mogilefs, and Mark James for his Silk Icons found in many of our themes.
Contact
Tangient LLC67 Langton StreetSan Francisco, CA 94103415.863.8919help@wikispaces.com
Wikispaces for Educators
http://www.wikispaces.com/site/for/teachers
In January 2006, we decided to give away 100,000 free Plus wikis for K-12 education. We didn't set out with a grand strategy, just an interest in helping teachers with our easy to use wiki technology.
In September 2008 we gave away our 100,000th K-12 wiki. We know a good thing when we see it so we're giving away another 250,000 ad-free, private K-12 Plus wikis! All the features and benefits that normally cost $50/year - for free. No fine print, no usage limits, no advertising, no catches.
Thank you to all of you who have brought Wikispaces to your classrooms. Supporting the education community has been extraordinarily rewarding experience for us. You have made our work a pleasure and helped us to build a better service every day.
For more about our new offer, check out our blog post.
Try a wiki at your school now, and help us spread the word!
但有特別提供給K-12教師使用免費。
Wikis for Everyonw.
Our full-featured wikis offer unlimited usage and our stellar visual editor. Check out our plans and pricing, and see why our customers call us the best wiki out there.
About Wikispaces
Who are we?
Wikispaces is run by Tangient which is Dominick Bellizzi, Jessica Brown, James Byers, Sarah Cove, Adam Frey, Debbie Guskin, Jeff Hanke, and Bisma Moon.
Since early 2005 we've been dedicated to building the world's easiest to use wiki service by listening closely to the ever growing Wikispaces community. We now host over 750,000 wikis for over 1,800,000 people and have products designed for the smallest classroom and the world's largest corporations and institutions.
Drop us a note any time at help@wikispaces.com or join our main discussion area. Welcome, and we look forward to hearing from you.
What's Important to us?
Simplicity
We're firm believers that wikis can be revolutionary tools for building communities. But most wikis are very engineer-focused: hard to use, buried under busy user interfaces, full of features only a geek could love. Wikispaces is our attempt to build a wiki that's easy to use and easy to adopt for all kinds of audiences. We've kept the tool simple so that you can focus on building content, talking with other members, and growing your community.
Community
The majority of tools that exist to publish content on the Internet are either one-to-many (e.g. personal websites, blogs, news sites) or short-lived (forums / message boards, FAQs, etc.). Wikispaces gives groups the freedom to publish pages that are long-lived, regularly updated, and built by many contributors. We give you the space to both publish and discuss content, without tangling the two together.
Openness
Wikispaces is built to work anywhere, anytime. All you need is a web browser and an Internet connection. Members can create pages and spaces without undue restrictions or rules. Guests can edit pages without creating an account. Wiki pages are fully internationalized, so you can contribute content in any language you like. We take care of hosting, backups, and upgrades so you don't have to. All of our services are free to try and we don't ask for any of your personal information up front. And our pricing is simple and clear.
Usability
Wikispaces is designed to be usable for everyone. We've built a visual editor that lets you see the layout and design of your page while you're editing it. No technical knowledge required. We also let you use wiki markup if you're so inclined. And we've made sure that Wikispaces is fast even in large communities with lots of activity
Service
Our customer service has been called "crazy amazing." That's because we're more concerned about helping you than doing anything else and because the people who respond to your email are the same people who built the service.
Thanks
First, thanks to all of the Wikispaces members who have taken the time to send us feedback, participate in the community, and generally kept us going.We also owe our thanks to a number of people for helping make Wikispaces possible: the teams behind PHP, MySQL, lighttpd, lucene, Brad Fitzpatrick and crew for memcached and mogilefs, and Mark James for his Silk Icons found in many of our themes.
Contact
Tangient LLC67 Langton StreetSan Francisco, CA 94103415.863.8919help@wikispaces.com
Wikispaces for Educators
http://www.wikispaces.com/site/for/teachers
In January 2006, we decided to give away 100,000 free Plus wikis for K-12 education. We didn't set out with a grand strategy, just an interest in helping teachers with our easy to use wiki technology.
In September 2008 we gave away our 100,000th K-12 wiki. We know a good thing when we see it so we're giving away another 250,000 ad-free, private K-12 Plus wikis! All the features and benefits that normally cost $50/year - for free. No fine print, no usage limits, no advertising, no catches.
Thank you to all of you who have brought Wikispaces to your classrooms. Supporting the education community has been extraordinarily rewarding experience for us. You have made our work a pleasure and helped us to build a better service every day.
For more about our new offer, check out our blog post.
Try a wiki at your school now, and help us spread the word!
Netvibes
剛好看到美國堪薩斯大學的Michale Wesch使用Netvibes將blog, wiki, podcast,..等串聯起來，
也許可以透過Netvibes當作匯集學習者學習歷程與知識發展的平台。
Michale Wesch
Mediated Cultures: Digital Ethnography at Kansas State University
http://mediatedcultures.net/
http://www.netvibes.com/
About Netvibes
Founded by Tariq Krim in 2005, Netvibes pioneered the personalized homepage as alternative to traditional web portals. Netvibes lets individuals assemble their favorite widgets, websites, blogs, email accounts, social networks, search engines, instant messengers, photos, videos, podcasts, and everything else they enjoy on the web - all in one place.
Today, Netvibes is a global community of users who are taking control of their digital lives by personalizing their web experience. Netvibes is also a widget platform that is used by thousands of publishers around the world. Netvibes (http://www.netvibes.com) has offices in Paris, London and San Francisco.
介紹大家另一個使用 AJAX 技術，而且跟 iGoogle 一樣有提供中文介面的「個人化首頁服務」- Netvibes，我喜歡它的原因是它的版面清爽漂亮，不會像 iGoogle 上方搜尋列就占用了一大塊版面，另外就是它的自定性非常高、RSS 模組提供的閱讀功能相當完整 (不輸 Google Reader)，而且相當容易就能將自己個人化首頁上的模組與親朋好友分享。
也許可以透過Netvibes當作匯集學習者學習歷程與知識發展的平台。
Michale Wesch
Mediated Cultures: Digital Ethnography at Kansas State University
http://mediatedcultures.net/
http://www.netvibes.com/
About Netvibes
Founded by Tariq Krim in 2005, Netvibes pioneered the personalized homepage as alternative to traditional web portals. Netvibes lets individuals assemble their favorite widgets, websites, blogs, email accounts, social networks, search engines, instant messengers, photos, videos, podcasts, and everything else they enjoy on the web - all in one place.
Today, Netvibes is a global community of users who are taking control of their digital lives by personalizing their web experience. Netvibes is also a widget platform that is used by thousands of publishers around the world. Netvibes (http://www.netvibes.com) has offices in Paris, London and San Francisco.
介紹大家另一個使用 AJAX 技術，而且跟 iGoogle 一樣有提供中文介面的「個人化首頁服務」- Netvibes，我喜歡它的原因是它的版面清爽漂亮，不會像 iGoogle 上方搜尋列就占用了一大塊版面，另外就是它的自定性非常高、RSS 模組提供的閱讀功能相當完整 (不輸 Google Reader)，而且相當容易就能將自己個人化首頁上的模組與親朋好友分享。
教授為什麼沒告訴我？
最近因為某個原因某個人，讓我想起幾年前買的這本書，應該是2005年買的，
當時我看這本書時，覺得比一般傳統的研究方法論的書還要來得淺顯易懂，
而且作者也詼諧的筆觸來描寫枯燥方法論，讓處於水深火熱的研究生感到比較不悶，
有機會的話，借你看看，應該會有很深體會。
http://www.eslite.com/product.aspx?pgid=1001127551006665
作者 畢恆達
出版社 學富文化事業有限公司
出版日期 2005/06/01
商品語言 中文/繁體
作者簡介
畢恆達
學歷：國立台灣大學土木工程學系學士／國立台灣大學土木工程學研究所碩士／美國紐約市立大學環境心理學碩士、博士。
現職：國立台灣大學建築與城鄉研究所副教授
內容簡介
撰寫博士論文的時候，家裡的馬桶刷得特別乾淨。原來每天坐在電腦前面，卻經常連一個字也寫不出來，於是就猛刷馬桶、擦地板。心中即使煩躁，卻也不敢外出看電影、逛街，這樣會有罪惡感，只好做些像是刷馬桶這種具有正當性的工作，其實是在逃避，只要找到能夠不要寫論文的理由就好。而我其他也正在寫論文的同學，則有的打毛線、有的畫畫、有的學打坐，似乎論文遇到瓶頸，每個人就會自然發展出第二專長。
畢恆達
寫論文的時候，家家有本難唸的經，有的人想等到胸有成竹的時候才開始寫卻一直等不到、有的人不確定是否要硬性規定自己每天有無靈感都要寫三頁、有的人因為影印時的疏忽結果為了一句引文的出處在圖書館裡翻天覆地尋找......。然而指導教授因為脫離學生年代久遠，無法體會學生的痛處；坊間雖然不缺研究方法的書籍，但是大都講些應然的大原則，無法回答研究生涯的具體處境。這本書，野心不大，但願能夠成為研究生撰寫論文的枕邊書，讓研究生在寫作的痛苦深淵中還能安然入睡。
Edublogs
http://edublogs.org/
Edublogs hosts hundreds of thousands of blogs for teachers, students, researchers, professors, librarians, administrators and anyone and everyone else involved in education.
Edublogs are completely free, and come with 20MB of free upload space (easily extended to 5 GB as a Supporter) and a heap of great features
We also cater for schools and universities looking to create, manage and control blogs at their own domain, with all the features of Edublogs. We call it Edublogs Campus.
So, please feel welcome to sign up for a free Edublog or get in touch with us to talk about Edublogs Campus. We’d love to hear from you!
Edublogs hosts hundreds of thousands of blogs for teachers, students, researchers, professors, librarians, administrators and anyone and everyone else involved in education.
Edublogs are completely free, and come with 20MB of free upload space (easily extended to 5 GB as a Supporter) and a heap of great features
We also cater for schools and universities looking to create, manage and control blogs at their own domain, with all the features of Edublogs. We call it Edublogs Campus.
So, please feel welcome to sign up for a free Edublog or get in touch with us to talk about Edublogs Campus. We’d love to hear from you!
Sakai vs. Moodle | Zacker.org
http://www.zacker.org/sakai-project-vs-moodle
For IT directors at schools debating whether to use Sakai or Moodle as a course management solution, here is a side by side comparison. All signs point strongly towards Moodle kicking Sakai's butt and to the Mellon Foundation, Hewlett Foundation, and Sakai Partners wasting $6.6M.
在此篇的分析顯示，Moodle 遠遠勝過於 Sakai，但在這篇文章的回應上有各種不同看法，值得一看。
For IT directors at schools debating whether to use Sakai or Moodle as a course management solution, here is a side by side comparison. All signs point strongly towards Moodle kicking Sakai's butt and to the Mellon Foundation, Hewlett Foundation, and Sakai Partners wasting $6.6M.
在此篇的分析顯示，Moodle 遠遠勝過於 Sakai，但在這篇文章的回應上有各種不同看法，值得一看。
Sakai
Sakai is a set of software tools designed to help instructors, researchers, and students create websites for collaboration. Using a web browser, users choose from a set of features to create a site that meets their needs.
Here are some examples of websites possible to create using Sakai software:
Here are some examples of websites possible to create using Sakai software:
- A project director can create a website to make announcements and share resources, such as documents or links to other resources on the web.
- An instructor can create a website that serves as an online discussion board for students to collaborate on an assignment.
- A student can create a class website to work on and submit assignments electronically.
Sakai software is part of the Sakai Project (www.sakaiproject.org), a community source effort for creating open source collaborative tools for use in learning, research, and other types of distributed group work.
ELGG vs. Moodle - defusing a false dichotomy
http://www.edtechpost.ca/wordpress/2005/11/21/ELGG-vs.-Moodle---defusing-a-false-dichotomy/
http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20-%20Anderson.pdf
I’ve had a few people come up to me at conferences recently and ask me to compare ELGG and Moodle, and choose between them as if they were somehow mutually exclusive. Indeed, even within the Moodle community itself there seems to be a bit of dismissiveness about what ELGG does, and the notion that with just a couple of twists of code Moddle can easily replicate its functionality.
Well maybe, but this is what excited me so much about the paper linked to above by Terry Anderson and the work he describes taking place at Athabasca University. I had the pleasure of seeing Terry present on this recently and wish I could link to those powerpoints as I think the illustrate the point I’m trying to make better than the article does, but what is exciting for me is that Terry and Athabasca are putting together a large, production environment in which Moodle and ELGG will seemingly co-exist quite nicely, thank you very much, and take care of different problems. Hopefully I am not going to mangle this too much, but as I understood it, Moodle was being positioned to handle conventional ‘course management’ problems like the delivery of content, assessments, discussions. In Athabasca’s case (and I’d argue in all of our cases, but that’s another post) they also have to deal with a continuous uptake model, where instead of cohort-based programs they also have very much self-paced programs with differing start times. Thus they are using ELGG as one of the ways to build community “between” the space of courses, community that is formed not because of one’s membership in a pre-ordained group or cohort but out of your interests. Sounds to me like a job for social software!
Can Moodle support similar ad-hoc community formation across course (and even institutional) boundaries? Maybe, and it sounds like we will find out fairly soon through upcoming releases. And bully for them if they can. But what I love about ELGG is that it is built from the groud up around the user and their connections as they key focus, rather than on ‘courses’ or ‘content’ (I’m not trying to levy a criticism at Moodle here as I like it very much as well). Far from being only a ‘blogging’ tool or a ‘eportfolio’ tool, what excites me about ELGG is that it is becoming a social networking ‘framework’ (o.k. you can dispute that term as much as you like) that while it has initially focused on tools to create blog posts and share files, isn’t interested in restricting you to only its blogging tool (and why would it? RSS anyone?) and is looking at a whole set of other interesting apps (Calendaring? Synchronous tools?) that are also of intrinsic value but become even more useful if people can use them with other semantically related users.
Should elearning providers be looking to one single tool to provide all of these aspects and more? Maybe. Right now though, the best bet seems like trying to get the best solution possible through a set of provisional measures. Personally, I’m more interested in making these and others co-exist, and seeing if we can get the integration between them to be more than lame-ass ‘pointing to their URLS’ or simple single sign-on; if instead we see if we can get shared identity happening across a number of these services in a way that takes identity mean more than your username and password. - SWL
http://www.unisa.edu.au/odlaaconference/PPDF2s/13%20odlaa%20-%20Anderson.pdf
I’ve had a few people come up to me at conferences recently and ask me to compare ELGG and Moodle, and choose between them as if they were somehow mutually exclusive. Indeed, even within the Moodle community itself there seems to be a bit of dismissiveness about what ELGG does, and the notion that with just a couple of twists of code Moddle can easily replicate its functionality.
Well maybe, but this is what excited me so much about the paper linked to above by Terry Anderson and the work he describes taking place at Athabasca University. I had the pleasure of seeing Terry present on this recently and wish I could link to those powerpoints as I think the illustrate the point I’m trying to make better than the article does, but what is exciting for me is that Terry and Athabasca are putting together a large, production environment in which Moodle and ELGG will seemingly co-exist quite nicely, thank you very much, and take care of different problems. Hopefully I am not going to mangle this too much, but as I understood it, Moodle was being positioned to handle conventional ‘course management’ problems like the delivery of content, assessments, discussions. In Athabasca’s case (and I’d argue in all of our cases, but that’s another post) they also have to deal with a continuous uptake model, where instead of cohort-based programs they also have very much self-paced programs with differing start times. Thus they are using ELGG as one of the ways to build community “between” the space of courses, community that is formed not because of one’s membership in a pre-ordained group or cohort but out of your interests. Sounds to me like a job for social software!
Can Moodle support similar ad-hoc community formation across course (and even institutional) boundaries? Maybe, and it sounds like we will find out fairly soon through upcoming releases. And bully for them if they can. But what I love about ELGG is that it is built from the groud up around the user and their connections as they key focus, rather than on ‘courses’ or ‘content’ (I’m not trying to levy a criticism at Moodle here as I like it very much as well). Far from being only a ‘blogging’ tool or a ‘eportfolio’ tool, what excites me about ELGG is that it is becoming a social networking ‘framework’ (o.k. you can dispute that term as much as you like) that while it has initially focused on tools to create blog posts and share files, isn’t interested in restricting you to only its blogging tool (and why would it? RSS anyone?) and is looking at a whole set of other interesting apps (Calendaring? Synchronous tools?) that are also of intrinsic value but become even more useful if people can use them with other semantically related users.
Should elearning providers be looking to one single tool to provide all of these aspects and more? Maybe. Right now though, the best bet seems like trying to get the best solution possible through a set of provisional measures. Personally, I’m more interested in making these and others co-exist, and seeing if we can get the integration between them to be more than lame-ass ‘pointing to their URLS’ or simple single sign-on; if instead we see if we can get shared identity happening across a number of these services in a way that takes identity mean more than your username and password. - SWL
2009年2月23日 星期一
Wordle - Beautiful Word Clouds
Wordle is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. The images you create with Wordle are yours to use however you like. You can print them out, or save them to the Wordle gallery to share with your friends.
Create your own.
Create your own.
2009年2月22日 星期日
chinese social media according to forrester
http://56minus1.com/2009/02/the-chinese-internet-according-to-forrester/
:: I recently came across a Forrester report that takes a close look at social media usage by Chinese netizens in “metropolitan China” (Beijing, Shanghai, Guangzhou, Chengdu, Wuhan, and Xian). To Chinese Internet watchers, the report’s main points are nothing new, but nevertheless worth repeating: 1) social media in China is mainstream, 2) creating content is more common than in the West, 3) BBS discussion forums trump social networks, and 4) social media users have higher incomes, education, and consumption levels, compared to non-users. Below are some interesting figures and conclusions for marketers. // AjS
:: I recently came across a Forrester report that takes a close look at social media usage by Chinese netizens in “metropolitan China” (Beijing, Shanghai, Guangzhou, Chengdu, Wuhan, and Xian). To Chinese Internet watchers, the report’s main points are nothing new, but nevertheless worth repeating: 1) social media in China is mainstream, 2) creating content is more common than in the West, 3) BBS discussion forums trump social networks, and 4) social media users have higher incomes, education, and consumption levels, compared to non-users. Below are some interesting figures and conclusions for marketers. // AjS
How Barack Obama Is Using Web 2.0 to Run for President
http://webtrends.about.com/od/web20/a/obama-web.htm
Barack Obama's Web Strategy Is at the Center of His Campaign
By Daniel Nations, About.com
A fundamental understanding of communication has always been at the center of a politician's arsenal, but a firm grasp on the future of communication can be the secret weapon that wins the war. For Franklin D. Roosevelt, it was radio. For John F. Kennedy, it was television. And for Barack Obama, it is social media.
Obama has taken grassroots campaigning into the digital age by embracing Web 2.0 and using it as a central platform of his presidential campaign. From social media savvy to YouTube to social networking, Obama has navigated Web 2.0 and turned it into a major force within his campaign.
Obama and Social Media
The first rule of social media marketing is to put yourself and/or your product out there. A few ways to do that include becoming an active blogger, establishing a presence on the major social networks, and embracing new forms of communication.
Obama has done just that. From social networking to his blog to his Fight the Smears campaign, Obama has made his Web 2.0 presence known. He has over 1.5 million friends on MySpace and Facebook, and he currently has over 45,000 followers on Twitter. This personal activity in social networks allows him to quickly get the word out across multiple platforms.
Obama and YouTube
The days of writing a speech to capture a ten second sound bite on the evening news are over. The popularity of YouTube gives the public access to the entire speech, not just the clip chosen by the news, which means the entire speech must resonate with the audience.
Barack Obama has done a great job of making sure his speeches sound as good on YouTube in their entirety as they do on the evening news with just a clip. He's also gambled on YouTube's audience by creating a strong presence on the website. Historically, young voters have been high on enthusiasm but low on voter turnout. But Obama has been able to utilize social media to buck that trend.
Obama and Social Networking
If we were to look for the ace up Obama's sleeve, we would find Chris Hughes. As one of the founders of Facebook, Chris Hughes knows a thing or two about social networking. Obama's wooing of the social networking whiz may not have made headlines at the time, but it's been a major factor in Obama's success.
Barack Obama isn't the first to utilize social networking in a bid for the presidency -- Howard Dean used Meetup.com to become a serious contender for his party's nomination in 2004 -- but he may have perfected it. The rule of thumb for any great application is to pack a powerful punch while being as simple to use as possible. And that's what My.BarackObama.Com delivers.
A full-fledged social network, My.BarackObama allows users to create their own profile complete with a customized description, friends list and personal blog. They can also join groups, participate in fund raising, and arrange events all from an interface that is both easy-to-use and familiar to any Facebook or MySpace user.
Politics 2.0 - Power to the People
Win or lose, there is no doubt that Barack Obama has changed the face of politics in America. And just as Obama is using Web 2.0 in his presidential campaign, so can Web 2.0 give the American people a voice in politics.
Obama's own social network was used to stage a protest of his stance on a federal wiretapping bill, proving that social networking can cut both ways.
Now it's up to the people to utilize that voice.
Barack Obama on the Web
More About Web 2.0
Elsewhere on Web Trends
- Walk Down Your Street With Google Maps
- 7 Essential Social Shopping Websites
- The Top Social Networking Sites
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2009年2月21日 星期六
網路改變政治 歐巴馬將成為網際互聯總統？
2008-11-11【中央社】
當年甘迺迪當選美國總統，新媒介─電視，扮演很重要角色；歐巴馬當選總統後，各方認為網際網路是勝選原因之一。大選後，歐巴馬的「Change.gov」互聯網站已正式啟用，做為總統當選人的辦公室，顯見他對網路天空的重視。 「哈芬登郵報」總編輯哈芬登直言，「若沒有網際網路，歐巴馬當不了總統；若沒有網路，歐巴馬也不會獲得提名」。
「紐約時報」一篇報導，引述哈芬登在舊金山一場座談會與幾位政治顧問對話政治與Web 2.0之間的關聯性時，做了上述說明。
美國民主黨全國委員會主席狄恩於二零零四年開創性利用網際網路，從成千上萬市井小民，募得驚人經費。歐巴馬今年更進一步運用Web 2.0的互聯機制，改變了政治支持者組織動員、與選民溝通及推動廣告、回擊攻擊者等方法。
政治分析師說，因為網際網路的互聯特性，讓Web2.0形成的平台在過去四年有了大幅改變。也讓歐巴馬能一反傳統方式，在網路上呼叫、動員他的選民。
另外，歐巴馬陣營在YouTube上進行免費廣告。此舉較一般電視廣告更有效果，觀看者比較不容易受到干擾。
根據統計，選民在YouTube上觀看歐巴馬陣營的廣告時數達到一千四百五十萬個小時，若換算成電視廣告時段需花費四千七百萬美元。
當然網際網路也徹底改變選民的查證方式。就以共和黨總統候選人馬侃的副手培林遭遇批評為例，選民從網路上很容易進行辯論真偽，若發生在四年前，當事人勢必得一再重覆對選民澄清說明。
哈芬登也說，網際網路讓民眾可以重覆聽候選人面對攻擊時的說法。例如面對黑人牧師賴特的煽動言詞，統計顯示，六百七十萬選民透過YouTube觀看歐巴馬長達三十七分鐘的反應。
另一方面，社交網站Facebook的大量運用，也強化了候選人與選民對彼此關心事務的連結關係。
哈芬登認為，網際網路需要的是真實，電視很大一部分卻是假的。然而，真實卻是政客以前很少注意到的事。一位政治評論家預期，一個即時與選民互聯的機制，將改變美國總統的治理模式。 在外界建議歐巴馬使用名為「MyWhiteHouse.gov」網站對外溝通後，歐巴馬在當選後，已正式啟動「Change.gov」互聯網站，做為他政權移交階段與民眾的溝通平台。
政治評論家說，就像甘迺迪是「電視總統」，歐巴馬恐怕會是第一個「網路互聯總統」。
歐巴馬可被搞笑題材少 政論節目傷腦筋
歐巴馬當選美國總統，最傷腦筋的可能就電視上那批從事搞笑政論節目的人，布希任內八年，他們永遠有用不完的笑話，可是歐巴馬到目前為止，可被拿來當作玩笑的題材，是少之又少。
大家都喜歡看政治人物鬧笑話，本屆美國總統大選期間，NBC的（週末夜現場），因為女演員（蒂娜費伊）扮演的共和黨副總統候選人培林，唯妙唯肖，收視率暴升。過去八年來，美國各大新聞網的搞笑政論節目，拜布希之賜，玩得不亦樂乎。它們的好日子快要過完了，因為和布希相比，歐巴馬真是太不好笑了，歐巴馬自己都承認，他有點嚴肅。NBC今夜秀的主持人傑雷諾在十一月四號選舉結果揭曉當晚的節目中說，作為一個搞笑演員，他一定會很想念布希，他說，這就是上帝又賜給他們拜登的原因，拜登是歐巴馬的副手，他也常常口沒遮攔。
歐巴馬不好笑，布希也知道，前年，在華盛頓的一項餐會上，布希衝著歐巴馬說，他想開歐巴馬一個玩笑，可是這就好像要拿教宗開玩笑一樣，實在太困難了。當時，歐巴馬還沒有宣布要參選總統。
不過，就像歐巴馬自己說的，他不是神，人都會犯錯，他遲早會被抓到小辮子，然而拿歐巴馬開玩笑，種族是個必須顧忌的問題，特別是講笑話的如果是個白人，他如果想要用歐巴馬和種族題材來開玩笑，他最好先確定那真的很好笑。
薇閣小電影(18禁)
薇閣在台北市大直開了旗艦館，以三段小電影來做宣傳行銷，
而請來的導演來頭也不小，拍出來的影片滿不錯。
網路世代的來臨，商業行為的方法也正在改變，尤其是為了迎合以年輕人為主要客群的企業。
薇閣小電影
1.浴帽
2.無味皂
3.送餐服務
而請來的導演來頭也不小，拍出來的影片滿不錯。
網路世代的來臨，商業行為的方法也正在改變，尤其是為了迎合以年輕人為主要客群的企業。
薇閣小電影
1.浴帽
2.無味皂
3.送餐服務
2009年2月20日 星期五
23 Things on Web 2.0
http://plcmcl2-things.blogspot.com/#progress
23 Things Recording Progress
Listed below are 23 Things (or small exercises) that you can do on the web to explore and expand your knowledge of the Internet and Web 2.0. Staff are encouraged to complete all 23 items on this list by October 31st in order to to receive a free USB/MP3 player. Those staff that complete all items by October 6th will also qualify for the laptop drawing and other prizes that will be awarded on All Staff Day.
23 Learning 2.0 Things*
(Note: Details about each task will be activated every week with posts related to each item)
Week 1: Introduction ( official start of week August 7th)
23 Things Recording Progress
Listed below are 23 Things (or small exercises) that you can do on the web to explore and expand your knowledge of the Internet and Web 2.0. Staff are encouraged to complete all 23 items on this list by October 31st in order to to receive a free USB/MP3 player. Those staff that complete all items by October 6th will also qualify for the laptop drawing and other prizes that will be awarded on All Staff Day.
23 Learning 2.0 Things*
(Note: Details about each task will be activated every week with posts related to each item)
Week 1: Introduction ( official start of week August 7th)
- Read this blog & find out about the program.
- Discover a few pointers from lifelong learners and learn how to nurture your own learning process.
Week 2: Blogging - Set up your own blog & add your first post.
- Register your blog on PLCMC Central and begin your Learning 2.0 journey.
Week 3: Photos & Images - Explore Flickr and learn about this popular image hosting site.
- Have some Flickr fun and discover some Flickr mashups & 3rd party sites.
- Create a blog post about anything technology related that interests you this week.
Week 4: RSS & Newsreaders - Learn about RSS feeds and setup your own Bloglines newsreader account.
- Locate a few useful library related blogs and/or news feeds.
Week 5: Play Week - Play around with an online image generator.
- Take a look at LibraryThing and catalog some of your favorite books.
- Roll your own search tool with Rollyo.
Week 6: Tagging, Folksonomies & Technorati - Learn about tagging and discover a Del.icio.us (a social bookmaking site)
- Explore Technorati and learn how tags work with blog posts.
- Read a few perspectives on Web 2.0, Library 2.0 and the future of libraries and blog your thoughts.
Week 7: Wikis - Learn about wikis and discover some innovative ways that libraries are using them.
- Add an entry to the Learning 2.0 SandBox wiki.
Week 8: Online Applications & Tools - Take a look at some online productivity (word processing, spreadsheet) tools.
- Explore any site from the Web 2.0 awards list, play with it and write a blog post about your findings.
Week 9: Podcasts, Video & Downloadable audio - Discover YouTube and a few sites that allow users to upload and share videos.
- Discover some useful search tools for locating podcasts.
- Take a look at the titles available on NetLibrary and learn how to download audiobooks.
- Summarize your thoughts about this program on your blog.
* This list of "things" can also be found on the 43Things website. Note: This project is loosely based upon the website 43Things (which allows you to set and track personal goals) and the Stephen Abram article titled 43 Things I (or You) might want to do this year (Information Outlook - Feb 2006).
Recording progress for PLCMC staff in the L2 Tracking Log found on PLCMC Central is as easy as cut-n-paste.
First you'll need to register your blog. This will be covered in the directions the second week for item #4.
Once you start recording your discoveries through your own blog, you will need to check-off the item and enter the permanent link to the individual blog post that covers the exercise or "thing."
Depending upon the Blogger template that you selected, the "permanent link" for each individual post can be found either through the post’s title or through a link in the posts footer area the contains the date.
To record progress for an individual item in the Tracking Log:
- Click on the permanent link for the individual post.Example: Here is where you would find the perma link for this sample blog post:
- Select the "permanent link" url from the address bar at the top of your browser and right click. Select Copy.
- Open the Learning 2.0 Tracking log and locate the item number that you've just completed.
- Right click on the address line for the item and select Paste.Here's how you would record it in the L2 Log:
See, it's as easy and copy-n-paste. To keep up with recording your progress, II would suggest that you make a habit of recording your progress weekly.
PS: If you’re not a PLCMC staff member, you can follow along as well. Just use the list discovery items found on the 43Things website to record your progress. Alas I’m sorry that I can’t include any MP3 players or laptop as incentives. For you, I hope just the fun of following along is enough. :)
Web 2.0的反撲..... 朱學恆
Web 2.0的反撲.....
朱學恆
WEB 2.0時代的反面教材
對於無名小站，你有什麼看法？眾多的媒體和使用者都認為它是台灣Web 2.0時代創業先鋒、「最好的範例」，四個創辦人從學生開始，利用網路點石成金的威力一路到身價幾千萬，被Yahoo併購的有錢人……
真的嗎？
讓我們從另外一個角度說這個故事吧。
以下是引述自維基百科的介紹：「無名小站BBS創始於1999年，由台灣新竹的國立交通大學資訊工程學系學生簡志宇，利用交通大學的校內頻寬與資訊工程學系的機器所架設，以申請即通過的手法，吸引想要擁有個人版面的使用者加入這個BBS站。」
無名小站在那個還沒有太多Web 2.0概念的時代裡面，確實非常Web 2.0。網站架設者對使用者有求必應，Blog、相簿服務完全免費，會員儲存檔案大小不斷增加，其他競爭商業網站容量50MB，他們就推出500MB；使用者之前使用的是別的服務，搬家很麻煩；他們也跟著推出打包搬家程式。使用者會幫著站方打廣告和四處宣傳，在客服討論區上甚至連資深的使用者都可以幫忙一起回答其他菜鳥使用者的問題。雖然回答標準不一，有的十分搞笑，但這種「使用者生產」的人情味不也就是Web 2.0時代的精髓嗎？
到了2004年年底，那時依然寄生在交通大學的無名小站會員累積超過二十萬人（用寄生這二字的原因是如此基本上違反教育部的TANET管理規則），在Alexa上的世界排名從一萬名以下爆衝到1000名以內，於是無名小站也到了準備要逃出校園和商業化的時候了。
（無名的轉捩點是從2004年年底開始的）
在那個時間點上，無名推出了募款、募硬體的活動，網友還是一本初衷的紛紛響應，但由於在成立公司的時間點上兩者有重疊，所以這時網路上已經開始有人在批判無名小站的「假學術資源行營利創業之實」、「濫用網友好心捐贈」的事蹟了；不過，對無名小站抱持支持心態的使用者依舊佔大多數。因此，在整個2005年都可以看到許多網路科技領先者（反對無名小站）和一般使用者（支持無名小站）之間的筆戰與對抗，但菁英與大眾的對抗在那時多半還是支持無名小站的後者獲勝的。
無名小站初創業時甚至還推出前兩千名繳交一千元的「白金會員」，聲稱他們可以擁有多項權利，包括「還可擁有公司股票的優先認股權。在公司有增資需求時，白金會員可用承銷價購買無名股票至少500股，成為無名的股東。」
不過，說實話，這些人多半是Web 2.0時代的情義相挺，對這些什麼投資之類的事情並不真的那麼在乎。不過，這兩千名人士所帶來的兩百萬現金對於初創業的無名小站來說恐怕也不是那麼容易忽略的資產。
但他們沒想到的是等到無名小站確定要被Yahoo併購，幕後投資金主可以賺到三億，每個創辦人可以賺到幾千萬的時候，「不離不棄，被當北七」這兩句話反而成了白金會員最佳的寫照……因為站方跟他們講沒有這回事啦，我們不增資，所以你也沒有認股權唷！
於是，在Web 2.0時代真正的轉捩點發生了。無名小站省下了認股費用，卻觸怒了當初對他們最初支持的死忠使用者。這些使用者手上最大的武器跟無名小站崛起的原因一樣：網路。
於是，各個反抗無名小站的網站開始出現了，網友自動自發的撰寫程式和專文教導大家如何搬家到別的服務商、如何躲開無名小站的限制。「罵無名小站無恥」成了一門網路顯學，實際參與其中的部落格寫手xdite更是徹底感受到了這種的威力。他原先檢討的是Hinet所提供的XUITE服務，但越來越多使用者跟他反應應該要用同樣的態度去檢討無名小站。從2006年9月開始，xdite開始針對無名小站的錯誤針砭，他的網站流量跟著成長超過十倍以上，每當無名小站出包的時候，甚至瀏覽次數會比原先成長超過一百倍以上，幾乎是每一條無名小站的改變和公告都會被網友和站長仔細分析，用數據及事實迎頭痛擊。到了現在，連xdite的公司老闆都知道他就是網路上那個著名的「XDITE大人」。（感謝Xdite大人接受訪問，http://blog.xdite.net/ 我寫的時候網站掛了？）
這就是無名小站四個字在Google第一頁的搜尋結果，自第六項以下皆為負面消息，一到五則是無名小站本身的網頁。
而我自己也曾經有相關的經歷，我的BLOG上曾經寫過兩篇跟無名小站有關的文章，加上到處轉寄的人數，這兩篇文章保守估計每篇都至少有一萬五千人到兩萬人看過，也至少是我平常聊天文章的10倍以上；而且這些文章吸引來的是更多的爆料者、管理機房的人、以前交大的學長，紛紛或公開或私下的說明背後到底發生了什麼事情……
而在Google網頁搜尋「無名小站」的前二十名中，除了無名小站本身佔了前五名之外，第一頁的第六名標題就叫「拒絕無名小站」，而第一頁和第二頁的內容有一半都是無名小站的負面消息。而根據Alexa網路排名的資料，Youtube在宣布被Google併購之後的世界排名是持續上升的（從二十餘名升到全球第四），而無名小站的排名則是波動型的下降，三個月內的到達率下降了22%，全球排名下跌6名。
無名小站的Daily Reach在宣布被併購之後反而穩定下降。
無名小站的Daily Pageview在宣布被併購之後反而穩定下降。
這兩個數據Xdite大人有做過比較了，所以不需多講，各位自己看。
ALEXA網站上的數據說明：
另外真正可以清楚看到的就是Youtube宣布被併購之後穩步爬升，和無名小站的穩步下降構成強烈對比。
而無名小站鎖密碼的封閉式相簿突然全部開放的消息第一時間竟然是出現在另外一個討論區大家奔相走告，而不像以前一樣一有問題熱心網友就會上無名小站的討論版反應，甚至主動回答……
故事就這樣結束了嗎？2007年4月25日無名小站推出僅有VIP會員可以使用熱鍵快速瀏覽相簿的限制，一時之間網路罵聲不斷，但到了4月28號，就有網友CornGuo寫出了移除廣告和照樣使用熱鍵的輔助程式（http://cornguo.twbbs.org/archives/20070429/616/ 快來下載吧！）CornGuo網友要記得作學校功課喔！），4月29號另一名網友Luke作出了Firefox版的程式套件（http://luke.csie.net/wretch.user.js ），4月30號chency網友針對PCHOME、XUITE、無名的通用套件也跟著開發出來供大家免費下載。（http://chency.safego.net/ghotkey.user.js ）
這代表著什麼？這代表著這些網友犧牲自己的時間、頻寬和機器，義務性的和無名小站對抗，讓使用者可以不加入VIP、不受廣告影響就可以繼續使用無名小站的服務。換句話說，無名小站的VIP入會收入、廣告效益，就因為得罪了消費者而這樣付諸東流。
至於在Web2.0時代無名小站的未來究竟如何呢？套用電影《食神》裡面的經典對白，「得罪了方丈你還想走？」，稍稍修改為「得罪了消費者你還想要賺錢？」，就讓我們拭目以待吧。
這篇文章我是剛好在2007年5月1號寫好給某家報社的一系列web 2.0文章的其中一篇，但由於種種原因，最後並沒有刊出。所以我本來想要就此擱置的。不過，剛好在Xdite處看到網友KennyP所寫的文章，也正是2007年5月2號發生的事情。同樣也是web 2.0的反撲，只是結果不同而已。
KennyP的原文請看此處：http://www.kennyp.cn/2007/05/02/09-f9-11-02-9d-74-e3-5b-d8-41-56-c5-63-56-88-c0-let-me-understand-the-power-of-web-2-0-of-users/ ）
到了2007年5月1日晚上9點，Digg放棄了和網友的對抗，選擇和網友站在同一邊。
Digg創辦人Kevin Rose的Blog上面寫的很清楚（http://blog.digg.com/?p=74）
But now, after seeing hundreds of stories and reading thousands of comments, you’ve made it clear. You’d rather see Digg go down fighting than bow down to a bigger company. We hear you, and effective immediately we won’t delete stories or comments containing the code and will deal with whatever the consequences might be.
If we lose, then what the hell, at least we died trying.
（但現在，在看過了數以百計的故事和成千上萬的意見之後，各位已經清楚的表達了你們的意見。諸位寧見Digg因與跨國企業頑抗而亡，也不願見Digg因卑躬屈膝而活。我們聽見了，從這一刻開始我們將不會刪除任何與該密碼相關的文章和論述。我們也願意面對所有因此行為而造成的後果。
就算我們最後依舊失敗，但至少我們曾努力奮戰到最後一刻。）
《紐約時報》的結論中引述了維吉尼亞大學法學院助理教授的話，因為有太多的網友參與這個事件，娛樂和內容產業自此將再也沒辦法進行任何有意義的法律行動，因為沒有人可以控告幾萬、甚至幾十萬人……
至於我的看法？
熱血總比貪財要好！
Digg也比無名小站要好！
這篇文章就算又沒有平面媒體敢收也無傷，反正我寫出來貼在網路上免費讓大家看也蠻爽的！
同樣的，本篇文章歡迎轉載，僅需註明出處和作者即可。
題外話(20070522補充），在Google或是Yahoo上面查詢連到這篇文章來的人多半是在查「無名網路相簿破解」這幾個關鍵字......這到底該說什麼呢..
A Vision of Students Today
http://elearning.iiiedu.org.tw/blog/term/20080930/171
美國Kansas State University大學由200個學生自行剪接了367個訊息完成的一段影片”A vision of students today”，在Youtube上受到廣大重視(http://www.masieweb.com/students20)，在場的每個學生都發表了對當前學習的看法與意見，「我完成49%所指定的作業，其中只有26%和我的生活相關」、「我今年會讀8本書、但會看2300個網頁、1281個Facebook profile」、「我這學期會寫42頁的作業、但會寫500頁email」、「我一天要有26.5小時、因此我必需是個多工作業者」…，這些心聲充分反應出現代學子的學習方式，已迥異於過去傳統教室的教學。
學習的內容也在轉變，由學習者產生的內容正顛覆著過去一言堂的方式，我們看見很多使用像blog, Wiki, podcast, videocast, Facebook等工具於教學的成功案例，如夏令營的小朋友製作podcast，讓每位小朋友對全世界講3分鐘話、美國畢業生在畢業前各錄一段youtube影片、用podcast學中文(Chinespod)、用個人blog寫作業或用班級部落格討論功課、有.edu帳號者才可參予的college blog network、還有引導如何應用21世紀新興學習工具的Wiki、各大學的大傳及新聞等系所相繼開辦social media的相關課程，以及其他許多社交網站、社交書籤、RSS等等，把今日之學習逐漸引領向由學生參予、學生創作、與學生主導之方式，應用的領域與類別也不斷的推陳出新。
學習的外在環境、學習者、學習的內容、學習的方式、以及新興的學習工具正在快速轉變中，在21世紀，我們可能必須放棄以前的學習方式(unLearn)，重新學習在新的世代如何去學習，因此國外已有專家大聲疾呼「學習如何學習」(Learn how to learn)將是當前重要的課題。身為教學者，也身為學習者，我想這也是我們刻不容緩應思考及去面對的議題。
美國Kansas State University大學由200個學生自行剪接了367個訊息完成的一段影片”A vision of students today”，在Youtube上受到廣大重視(http://www.masieweb.com/students20)，在場的每個學生都發表了對當前學習的看法與意見，「我完成49%所指定的作業，其中只有26%和我的生活相關」、「我今年會讀8本書、但會看2300個網頁、1281個Facebook profile」、「我這學期會寫42頁的作業、但會寫500頁email」、「我一天要有26.5小時、因此我必需是個多工作業者」…，這些心聲充分反應出現代學子的學習方式，已迥異於過去傳統教室的教學。
學習的內容也在轉變，由學習者產生的內容正顛覆著過去一言堂的方式，我們看見很多使用像blog, Wiki, podcast, videocast, Facebook等工具於教學的成功案例，如夏令營的小朋友製作podcast，讓每位小朋友對全世界講3分鐘話、美國畢業生在畢業前各錄一段youtube影片、用podcast學中文(Chinespod)、用個人blog寫作業或用班級部落格討論功課、有.edu帳號者才可參予的college blog network、還有引導如何應用21世紀新興學習工具的Wiki、各大學的大傳及新聞等系所相繼開辦social media的相關課程，以及其他許多社交網站、社交書籤、RSS等等，把今日之學習逐漸引領向由學生參予、學生創作、與學生主導之方式，應用的領域與類別也不斷的推陳出新。
學習的外在環境、學習者、學習的內容、學習的方式、以及新興的學習工具正在快速轉變中，在21世紀，我們可能必須放棄以前的學習方式(unLearn)，重新學習在新的世代如何去學習，因此國外已有專家大聲疾呼「學習如何學習」(Learn how to learn)將是當前重要的課題。身為教學者，也身為學習者，我想這也是我們刻不容緩應思考及去面對的議題。
2009年2月19日 星期四
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