• The iPod can supercharge your learning.
• Make Other Video Formats iPod-Ready
• Convert MP3 files into One Big iPod Audiobook File:
• Create eBooks for the iPod:
• Record Web Audio and Move it To Your iPod

3 more annotations...

• Hey Danny,
  
  I'm Rebecca Brooks, an employee at Animoto. I'm spearheading a new program called "Animoto for Education." Pretty much we're giving free All-Access to any educators who use our service in a cool, innovative way with their students. If you, or any of the educators you consult, would be interested, e-mail me at:
  
  Rebecca@Animoto.com
  
  Thanks for write-up btw!
  
  Take care,
  Rebecca

  • This is v. interesting....ntci.co.uk ...do we want to get hold of this woman?

• Learning in the Web 2.0 World
• variety of technical, cognitive, social and emotional skills which users need in  order to function effectively in a digital environment.
• Skepticism  – learning to evaluate information
• Ethical  behavior – understanding the rules of cyberspace
• Graphic  literacy, Navigation, Context,  Skepticism, Focus, Ethical Behavior  
• Graphic   literacy  
• Graphic
• Navigation  – developing a sense of Internet geography
• Graphic  literacy – thinking  visually
• Context –  seeing the connections
• Focus –  practicing reflection and deep thinking

9 more annotations...

• Evolution In The Classroom: 'Evolution Machine' Lets Students  See It Happen
• Evolution has taken another step away from being dismissed as "a theory" in the  classroom, thanks to a new article in PLoS Biology. The research article, by  Brian Paegel and Gerald Joyce of The Scripps Research Institute, California,  documents the automation of evolution: they have produced a computer-controlled  system that can drive the evolution of improved RNA enzymes--biological  catalysts--without human input. In the future, this "evolution-machine" could  feature in the classroom as well as the lab, allowing students to watch  evolution happen in their biology lessons.

• While the end point is predicted by the selection pressure--i.e., the  decreasing concentration of ingredients determines that enzymes will evolve to  cope with decreased concentration--the actual mutations that allow this are  completely random and cannot be predicted at the outset--i.e., if you bought an  "evolution machine" and ran the same experiment, your end product would be an  enzyme that could cope with low concentrations too, but the mutations that it  acquired to do this might be different.

   

  Journal reference: Paegel BM, Joyce GF (2008) Darwinian evolution on a chip.  PLoS Biol 6(4): e85. doi:10.1371/journal.pbio.0060085

1 more annotation...

• Web 2.0 is a term describing the trend in the use of World Wide Web technology  and web design that aims to  enhance creativity, information  sharing, and, most notably, collaboration among users. These concepts have led  to the development and evolution of web-based communities and hosted services, such as social-networking sites, wikis, blogs, and folksonomies.
• four levels in the hierarchy of Web 2.0-ness. Level-3 applications, the most  "Web 2.0"-oriented, only exist on the Internet, deriving their effectiveness  from the inter-human connections and from the network effects that Web 2.0 makes  possible, and growing in effectiveness in proportion as people make more use of  them. O'Reilly gave as examples eBay, Craigslist, Wikipedia, del.icio.us, Skype, dodgeball and AdSense. Level-2 applications can operate offline but  gain advantages from going online. O'Reilly cited Flickr, which benefits from its shared photo-database  and from its community-generated tag database. Level-1 applications operate  offline but gain features online. O'Reilly pointed to Writely (now Google Docs & Spreadsheets)  and iTunes (because of its music-store  portion). Level-0 applications work as well offline as online. O'Reilly gave the  examples of MapQuest, Yahoo! Local and Google Maps  (mapping-applications using contributions from users to advantage can rank as  "level 2"). Non-web applications like email, instant-messaging  clients and the telephone fall  outside the above hierarchy

  • This heirachy of definition is usefull to remember because not all Web2.0 technologies are web based.
  Add Sticky Note
• Web 2.0 websites allow users to do more than just retrieve information. They can  build on the interactive facilities of "Web 1.0" to provide "Network as platform" computing, allowing  users to run software-applications entirely through a browser.^[3] Users can own the data on a Web 2.0  site and exercise control over that data.^[13][3]  These sites may have an "Architecture of participation" that encourages users to  add value to the application as they use it.^[3][2] This  stands in contrast to very old traditional websites, the sort which limited  visitors to viewing and whose content only the site's owner could modify. Web  2.0 sites often feature a rich, user-friendly interface based on Ajax,^[3][2] Flex or similar rich media. The  sites may also have social-networking aspects.^[13][3]

  • The interactive user interface is a necessary aspect of Web2.0.
  Add Sticky Note

1 more annotation...

• On the Web, users are engaged and want to go places and get things done. The Web is an active medium.
• Web content must be brief and get to the point quickly, because users are likely to be on a specific mission. In many cases, they've pulled up the page through search. Web users want actionable content; they don't want to fritter away their time on (otherwise enjoyable) stories that are tangential to their current goals.
• support the user's personal story by condensing and combining vast stores of information into something that specifically meets the user's immediate needs.
• Web is too fast-paced for big-picture learning. No problem; we have other media, and each has its strengths. At the same time, the Web is perfect for narrow, just-in-time learning of information nuggets — so long as the learner already has the conceptual framework in place to make sense of the facts.

2 more annotations...

• I like this idea of just-in time learning. However I am concerned that as professionals we build up sufficient writeable e-skills and e-literacy in young people. Often the public face of the net is lost within social networking sites and we need to introduce good e-literacy to students. What does this look like? Help students understand what this literacy is. - Joanne Kiernan on 2008-06-14