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Have a profitable day!

Maureen H

“Estamos vivendo a era das redes sociais, qualquer individuo pode ter um espaço na web, e com um blog, pode falar o que quiser, a questão é saber se alguém está ouvindo”.

Google’s sidewiki has just landed on my toolbar as part of the latest set of updates.  It’s a simple idea but proving quite controversiol, as it’s almost an invitation to discuss web pages, blogs, etc in Google’s space, rather than in a web page’s own space.  It’s notable that the example on Google’s own page at http://www.google.com/sidewiki/intl/en_GB/index.html shows some fairly anodyne comments about the best time of day, or year, to view the Golden Gate bridge.  I’m interested to read one take on it from Forrester Research at http://blogs.forrester.com/groundswell/2009/09/dealing-with-googles-sidewiki-land-grab.html

This image shows some of the possible combination of materials and colours I played with for the 2nd series of this light object. Basically all 3mm materials could be used as a base. Ponoko has many exciting colours in their materials catalog.

Obrut light colour variations 1st set

Remote attendance

I feel like I today attended an event remotely for the first time. There have been previous events where I’ve followed the goings-on via Twitter etc., but NESTA’s event today was organised really well, so it felt like I didn’t have any disadvantage from not actually being there (apart from the occasional slight technical glitch).

Social media – a force for good?

In case you’re not aware of this, it was an event where Stephen Fry, actor, journalist and celebrity ‘Tweeter’ and self-confessed technophile; Biz Stone, Founder and Chief Executive of Twitter; and Reid Hoffman, Founder and Chief Executive of LinkedIn discussed the phenomenon of social media and its future impact (I stole most of that from NESTA’s web page about the event: http://www.nesta.org.uk/assets/events/social_media__a_force_for_good).

Keep it simple!

This event didn’t try to use any fancy technology, there was no logging in, it was all extremely simple: all you had to do was go to the web page and watch the live, streamed video! The great thing about this was that it meant I could easily open Twitterfall in another window (the easier to keyboard-shortcut it between the two) and follow what people were saying, both those at the event, and those following remotely like me.

I’ve heard of events being held in SecondLife, but that tends to crash my machine, or I can’t find where I want to go, and this was ridiculously easy to join in. I wouldn’t actually have minded having to register to get to the page, so they know who attended (although my tweets probably gave that away!).

Accesibility

I hope they chose this method because a large proportion of people won’t be allowed to access Webinar websites, or download software to their machine. Hopefully, most people should have been able to access this, even if they have a lot of websites blocked. I’m very lucky to have unrestricted computer access in my company, but I know that a lot of places put so many restrictions on access that even some work-related activities are impossible.

I’ll take this lesson away as one that UKeiG, or Oxford Innovation, could use in future. You don’t need to use fancy technology or anything like that – just a video connected to the website (which I’m sure is more complicated than it sounds!).

At last – content!

Well, what did they say? Because of the nature of the event, I think there was a lot said for the time it took! Rather than being speakers sermonising at you, they had a really interactive session, with lots of questions and answers. For me, the main points that I thought were of interest were (and I apologise for not being able to say who said what – it all happened so fast!):

• Twitter comes from a mobile DNA, and as technology and Twitter develop, it will probably revert to its roots again
• We don’t know where twitter might be going, or what competition might develop, but if you spend too long looking in the rearview mirror, you’ll drive off the road.
• The value of Twitter is that it is personal, it comes from people. It can (and does) have value in a business context, but that comes from the people you interact with on it.
• There are many ways the internet reflects more general human nature, with the same ebbs and flows from open groups, gradually becoming more closed and going open again. It’s like the way we used to roam the land freely, then gradually enclosed sections, created villages that became towns that became cities. the people decide they want to be more free again. Our interaction on the internet mirrors that
• They discussed the validity of just listening to sycophants over and ignoring our enemies. I think that listening to your detractors can have more power than your sycophants – it will teach you how you can improve and grow
• Twitter learnt from the images showing campuses, where the pavements weren’t where people actually walked; they left an ‘open campus’ and are paving where people are walking (of course, whether they pave in the right places is still debatable, given the uproar over the beta ReTweet update!)
• Stephen Fry doesn’t tend to read blog comments, because they’re people who want to be heard to be nasty, people who are vitriolic. I’m not sure this argument is completely valid, as the comments can be where you get fascinating discussion, but the people who leave comments will tend to be people with strong opinions, and this can spill over into rudeness that is unnecessary
  
• 25% of Tweets have an outside link, so Twitter is being used to discuss already-created news a lot. I think this could be more an indication that a lot of people are using twitter as another way to publicise their own blog, which is quite different! But not a bad thing
• Politicians have an opportunity to be honest and open on twitter and allow us to trust them again by hearing from them without the spin from their press office, or from the newspaper’s spin.
• Someone asked whether Twitter is reducing literacy levels – Stephen Fry pointed out that Byron used text-esque abbreviations, since paper was so expensive as to be prohibitive! He reasoned (this may be slightly my interpretation of what he said) that there are some people who delight in making the modern world seem inferior to the idols of the past simply by not being the same. He also believes the stereotypes of modern ‘youth’ are rubbish anyway!

Summary

So, what did I learn from this? Not a lot in practical terms, but I feel that it was well worthwhile listening in. The speakers were interesting and had a lot to say in an intelligent way, the audience asked interesting questions, and there were some insightful thoughts on what social media can bring and where it might be going. I’ll be looking out for events from them in the future, and events that are run like this, as it worked so well!

The only thing I think could be improved was the focus on Twitter – the event was branded as being about social media, but that seemed to translate as Twitter. I assume because Twitter’s founder was there, as the recent brouhaha about Stephen Fry’s Twittering (or lack of it). The event only last an hour and a half, so they couldn’t talk about everything, but it did feel sometimes like a discussion on the merits of Twitter!

NESTA have put the video on the website (http://www.nesta.org.uk/assets/events/social_media__a_force_for_good), so if you missed it, you haven’t missed your opportunity!

I designed this light object with the idea to further integrate web2 based fabrication with my craft practice. The shade, base and fixture for the light emitter (LED) are all laser cut by Ponoko. I look forward to try a variety of materials for the base including acrylic using ‘iMacy’ colours, bamboo and metals. The shade is white felt or polypropylene.

The shade simply snaps into the base and forms a dome covering the warm-white 1 watt LED. A metal fixture holds the LED the switch and functions as cooling surface.

Base - black acrylic, shade ploypropylene

Shade close up with switch

Environmental aspects of this object: The LEDs used are highly energy efficient and have an expected life span of about 5 years of continuous operation till reaching 70% of their original brightness. All parts can be dissembled for recycling.

WordPress allows blog owners, like myself, to get some idea of how people find the blog: are they following links, or are they using search terms?  I discovered that as of yesterday there’s a link to my previous blog entry, from an experimental BBC site called http://www.shownar.com/ .  This should be hardly surprising, given how much I’ve linked to resources on the BBC website, but perhaps significant is that it’s picked up, not on my link to Andrew Keen’s online musings about the weaknesses of the Internet, but on my passing reference to a children’s science programme.  The point being that Shownar sets out to track online activity that’s promoted by television content

1. Introducción

La web 2.0. permite utilizar todo tipo de herramientas digitales de manera más intuitiva y participativa. Herramientas y entornos como la red social ayudan a la comunicación personal, el intercambio de informaciones y la generación de conocimiento (Jubany, 2009).

Coincidimos con Ruiz (2009), que en estos últimos años el usuario ha pasado a ocupar un lugar más activo. Anteriormente el usuario era un mero lector y su capacidad de interactuar con los contenidos ofrecidos por la Red era prácticamente nula. En estos momentos se ha convertido en un lector-escritor de contenidos, por lo que su papel ha ganado en influencia en las nuevas creaciones que se vierten a la Red.

Además, los entornos sociales interactivos que ofrecen las aplicaciones de la WEB 2.0 constituyen un instrumento idóneo para favorecer metodologías socio-constructivistas centradas en los estudiantes y en el aprendizaje autónomo y colaborativo (Marquès, 2007).

En resumen y haciendo nuestras las palabras de Area (2009), hemos evolucionado de sitios web estáticos y/o multimedia elaborados con la finalidad de ser consultados y vistos por las personas a espacios virtuales destinados a la creación de redes sociales o espacios virtuales para la colaboración entre personas (la Web 2.0).

2. Blogs y Universidad en el marco europeo

En el marco del Espacio Europeo de Educación Superior (EEES) se manifiesta la necesidad de promover la convergencia entre los diferentes sistemas de educación superior para facilitar a los titulados la integración en un mercado laboral sin fronteras y ofrecer un marco más atractivo para los estudiantes del resto del mundo. El objetivo que se proponen es conseguir, antes del 2010, el desarrollo progresivo del EEES teniendo como eje, el aprendizaje y el respeto a la diversidad de culturas, lenguas y sistemas educativos y la autonomía universitaria (Montserrat, Gisbert y Sofía, 2007). Con ello se plantea un nuevo contexto universitario en la que:

- Se tiende a una creciente movilidad de los estudiantes y de las políticas de participación. El intercambio, la transparencia y la comunicación se convierten en elementos claves para la calidad en las universidades.
 
- Aumenta la heterogeneidad de los alumnos. Tradicionalmente, la universidad se dirigía a una audiencia muy específica. En la actualidad nos encontramos con perfiles de alumnado muy heterogéneo, con características personales, intereses, expectativas y necesidades diferentes.

- Se manifiesta la necesidad de que las universidades, las demás instituciones superiores y sobre todo los estudiantes participen para crear de manera constructiva el Espacio Europeo de Enseñanza Superior.

- El perfil académico profesional es definido a través de competencias. Con ello se desprende que la universidad debe dar respuesta a los nuevos requerimientos profesionales (saber, saber hacer, saber estar y ser).
 
- Se propone un cambio en el paradigma educativo, donde el alumno se sitúa en el centro del proceso del aprendizaje y se manifiesta la necesidad de una formación continua y metodologías orientadas al aprendizaje activo.

- Se requiere sistemas de orientación, seguimiento y evaluación como elementos fundamentales para garantizar la calidad.

Los blogs han ganado una creciente popularidad en los últimos años, extendiéndose a todas las esferas del ámbito social, incluidas las iniciativas en el campo de la formación (Baggetun, 2006).

En el contexto educativo, se suelen denominar edublogs que son las bitácoras que tienen como objetivo ser una herramienta de uso en el campo de la Educación. Por lo tanto, los Education+blogs o edublogs son los blogs orientados al aprendizaje y la educación que implementan recursos para las comunidades de estudiantes, alumnos y profesores por medio de un sistema de publicación en red interactivo (Lara, 2005). Con esta interactividad, el blog pasa de ser un monólogo a un diálogo, en una invitación constante a la conversación (Wrede, 2004).

Con los edublogs, el estudiante puede recibir el feedback de otros participantes en el debate y tomar mayor conciencia de su propio aprendizaje. Además, puede observar las conversaciones que tienen lugar en su propio blog a través de los comentarios que recibe, o ver las referencias a su blog con los trackbacks. Asimismo, el carácter modular de los sistemas de publicación de los blogs permite al estudiante utilizar los servicios de sindicación de contenidos para mantenerse actualizado en los blogs de su interés. Por su parte, el profesor también puede utilizar este sistema para organizar las lecturas de los blogs de sus alumnos (Richardson, 2005).

Efimova y Filder (2004) señalan diversas características educativas dentro de las comunidades de weblogs:

- Aumentan el interés de los estudiantes en el aprendizaje, les abre cauces efectivos de participación.

- Es un medio de expresión de la construcción del conocimiento que están realizando.

- Ayudan a los alumnos a convertirse en expertos.

- Soporte para el desarrollo de habilidades meta-cognitivas.

- Les acerca y ofrece nuevas perspectivas dentro y fuera del aula.

- Un recurso para el aprendizaje comunitario.

Dickey (2004) y Wise (2005) señalan que tanto profesores como alumnos se benefician del uso de weblogs en los procesos teleformativos. Por una parte, los profesores-tutores cuentan con el formato para organizar los materiales, motivar comunidades de aprendizaje y crear vínculos con los alumnos. Y a los estudiantes, la elaboración de su blog personal les ayuda a construir su propio aprendizaje y establecer redes de interrelación social que sirvan para paliar los sentimientos de aislamiento que generalmente se asocian con los sistemas de Teleformación.

Quisiéramos cerrar resaltando que la incorporación de la universidad española al Espacio Europeo de Educación Superior (EEES) está conllevando una serie de adaptaciones legislativas y diversas modificaciones en el papel del profesorado universitario y en el papel del alumnado. Algunas de estas modificaciones están relacionadas con el concepto de competencias (transversales y específicas) establecidas en los títulos de grado. Este concepto supone realizar cambios importantes en el sistema universitario que equilibren las competencias pretendidas, las capacidades a desarrollar, las metodologías aplicadas y el tipo de evaluación que se lleve a cabo (Pérez, Tabernero y otros, 2008).

Referencias bibliográfica y Webgrafía

Biblioblog de consulta: http://recursos-webgrafia.blogspot.com/

• Area, M. (2009): Introducción a la Tecnología Educativa.. Universidad de La Laguna.           [consulta: 14/03/09] <http://issuu.com/manarea/docs/tecnologiaeducativa?mode=embed&documentId=090108181124-0dadb94940824b57bd33e4e59da02a6e&layout=grey>
• Baggetun, R. (2006): Prácticas emergentes en la Web y nuevas oportunidades educativas. Revista Telos. Cuadernos de Comunicación, Tecnología y Sociedad, 67.  [consulta: 17/03/09] <http://www.campusred.net/telos/>
• Dickey, M. D. (2004): The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning, 19, 3.
• Efimova, L., y Fiedler, S. (2004): Learning webs: learning in weblog networks. [consulta: 5/03/09] <https://doc.telin.nl/dscgi/ds.py/Get/File-35344/LearningWebs.pdf>
• Farmer, J. (2006): “Blogging to basics: How blogs are bringing online education back from the brink”. En: BRUNS, A;  JACOBS, J. (eds.): Uses of blogs New York: Peter Lang, 91-103. 
• Jubany, J. (2009). Guía práctica para participar activamente en una red social  y educativa digital.  Revista Didáctica, Innovación y Multimedia, 5, 13.  [consulta: 12/03/09] <http://www.pangea.org/dim/revistaDIM13/Articulos/jordijubany.doc>
• Lara, T. (2005): Blogs para educar.Usos de los blogs en una pedagogía constructivista. Revista Telos. Cuadernos de Comunicación, Tecnología y Sociedad, 65. [consulta: 19/03/09] <http://www.campusred.net/telos/>
• Marquès, P. (2007): “La web 2.0 y sus aplicaciones didácticas” [artículo en línea] [consulta: 14/03/09] < http://www.peremarques.net/web20.htm>
• Montserrat, S, Gisbert, M y Sofía, I. (2007): E-Tutoría: uso de las tecnologías de la información y comunicación para la tutoría académica universitaria. Revista electrónica de Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 8, 2. [consulta: 14/03/09] <http://www.usal.es/~teoriaeducacion/rev_numero_08_02/n8_02_sogues_gisbert_isus.pdf>
• O’Donnell, M. (2006): “Blogging as pedagogic practice: Artefact and ecology”. Asia Pacific Media Educator. 17, 5-19. [consulta: 14/03/09]  <http://incsub.org/blogtalk/images/Odonnell.doc >
• Pérez, A, Tabernero, B y Otros. (2008): Evaluación formativa y compartida en la docencia universitaria y el espacio europeo de educación superior: cuestiones clave para su puesta en práctica. Revista de Educación, 347, 435-451.
• Pérez, A;  Tabernero, B y Otros. (2008). Evaluación formativa y compartida en la docencia universitaria y el espacio europeo de educación superior: cuestiones clave para su puesta en práctica. Revista de Educación, 347, 435-451
• Rircharson, W. (2005): The ABCs of RSS. [consulta: 14/03/09] <http://www.techlearning.com/story/showARticle.jhtml?articleID=163100414>
• Suárez, C. (2009): Estructura didáctica virtual para Moodle Revista Didáctica, Innovación y Multimedia, 5, 13.  [consulta: 16/03/09]  <http://www.pangea.org/dim/revistaDIM13/Articulos/cristobalsuarez.doc >
• Tekinarslan, E. (2008): “Blogs: A qualitative investigation into an instructor and undergraduate students’ experiences”. Australasian Journal of Educational Technology.  24, 4, 402-412. [consulta: 6/03/09]  <http://www.ascilite.org.au/ajet/ajet24/tekinarslan.html>
• Williams, J. B. y Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology. 20, 2, 232-247. [consulta: 14/03/09] <http://www.ascilite.org.au/ajet/ajet20/williams.html>
• Wise, L. (2005): Blogs versus discussion forums in postgraduate on line continuing medical education. BlogTalk conference paper. Sydney. [consulta: 11/03/09] <http://incsub.org/blogtalk/?page_id=106>
• Wrede, O. (2004): Weblogs and Discourse. Weblogs as a transformational technology for higher education and academic research. En BURG, T.N: BlogTalks. Viena: Zentrum für Wissenschaftliche Forschung und Dienstleistung. 217-237.

Eloy López Meneses
Doctor en Ciencias de la Educación.
Profesor de la Universidad de Extremadura.
Miembro del grupo de investigación: Nodo-Educativo

Este extracto de la nota, publicada originalmente en el Nº14 de la Revista DIM: Didáctica, Innovación y Multimedia, fue reproducida con permiso del autor. La nota completa puede encontrarse en http://dialnet.unirioja.es/

I finally relented and bought an iPhone. As I spend so much time on the internet I was reluctant to have the www permanently switched on in my pocket. The last recess of offline sanity was to be no more. I can Twitter and Facebook from anywhere. I am never out of the loop on any global breaking news story. I know where I am all the time due to the built in GPS system. There’s even now a built in compass so I know my East from my West. Other people can know where I am using Buddy Beacon. Not sure I want to keep that one installed.

I’d obviously played with friends iPhones and was very impressed. Having my own I am even more impressed. The applications are mind boggling and limitless. I can check surf reports on all the local beaches. Skype other Sype users for free. Play games. I’ve even downloaded an app that turns my phone into a synthesizer. Gary Numan watch your back. Videos. Music. I Google mapped my parents house and zoomed in far enough using the ‘terrain’ view that I could see individual trees in the garden. I streamed dubstep from Rinse FM, a London pirate radio station. All on my a ‘phone’! 

The only thing I couldn’t do was to keep my old phone number. Despite upgrading from a Pay As You Go with AT&T to a contract with AT&T. You’d think that would be quite a simple procedure. So despite all the rocket science achievable with the phone – I couldn’t retain my old number. Quite ironic really.

Sathnam Sanghera has some astute observations at http://www.timesonline.co.uk/tol/comment/columnists/sathnam_sanghera/article6908718.ece about why Twitter works better for individuals than for businesses.  I’m also interested to see somebody at Ford (their head of social media in the USA)among the examples cited of businesses using Twitter effectively – since I’ve sometimes cited the example of the motor industry, which tends to put glossy animated brochures on the web, as an example of a sector being unadventurous in its use of web technology.

I’ve just been browsing http://www.pecha-kucha.org/ ; although I haven’t witnessed it, I know that this presentation format has been used with some success by MBAs at Cass.  The site cleverly includes a Google map and tries to work out where I am, and tells me where I might find Pecha Kucha events near me – a location-based mashup, in fact.  It’s a pity that, while I’m in London, it concludes that I’m ’somewhere near Horsham’

My daughter is participating in a programme where everybody in her class gets to learn a musical instrument: in her case, they are all doing wind instruments and she’s learning the clarinet.  A clarinet divides into a number of pieces for storage and transport.  This has the advantage (especially for schoolchildren) that it’s very compact to transport and can fit into a hard, robust, case, but has the disadvantage that, if you have difficulties assembling the clarinet, you can get dispirited before you’ve played a note.  Incidentally, this is probably obvious to woodwind players, but you quickly learn that the cloth in the clarinet case isn’t there just because somebody else left their handkerchief there.

Anyway, we’ve had occasional problems assembling the clarinet, and unfortunately the only wind instrument that I’ve played was the recorder, when I was at primary school, and, as the excellent pay the piper website notes, that isn’t very effective at preparing you to play any other instrument.  The problem, incidentally, is that the ligature holding the reed in place tends to pop out when you try and tighten it, and I can’t figure out whether there’s actually something wrong with it, or whether we are just missing some important piece of technique.

It turns out that WikiHow has a potentially useful page about how to assemble the clarinet.  The bad news is that (1) it doesn’t quite answer the question of whether the ligature is really working as it should, and (2) the YouTube video that somebody helpfully embedded in the page has been removed.  It’s still an interesting application of Web 2.  And if you’re reading this and think you can improve the WikiHow page, don’t just tell me.  Edit the page: that’s the point of a wiki.

The Times Higher reports at http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=408942&c=1 that, in contrast to what might be expected, people born after 1982 who are undertaking research in universities (we’re talking PhD students and active researchers) tend not to use Web 2 in their research.  My reading of this would be that the norms and conventions of academic research are long established, and perhaps impose rather traditional approaches to imformation navigation.  I would also speculate that some early career researchers are, if anything, more anxious than their older colleagues to go along with the established approaches to information searching.

Le formidable développement d’internet est certainement le changement le plus profonds qui est eu lieu depuis que nous sommes entrés dans le 21ème siècle.
Le web est entré dans le quotidien de 35 millions personnes en France et de 2 milliard de personne sur terre.
Toutefois, en dépits des formidables opportunités qu’elle représente pour tous les internautes et de la vitrine mondiale qu’elle offre aux entreprises, la toile et plus particulièrement le web 2 n’est pas sans danger.
Facebook, MySpace, Twitter tous les autres sites de réseau sociaux, de blog, de communauté et de forum participatif alimentent une actualité, un buzz permanent permettent à tous d’exister, d’avoir une visibilité sur le net mais dont il faut se méfier.
Au État Unis, déjà 45% des recruteurs reconnaissent utiliser internet pour s’informer sur les candidats, les buzz négatif rejoins également par une multitude d’autres personnes pas toujours bien intentionné à l’affut de renseignement comme les cambrioleurs, les pédophiles et les cybercriminels.
L’indexation de la toile par Google historisant les interventions de chacun et de nombreux outil permettent assez aisément de mener de véritable enquête, l’utilisation de speudo ne permet pas toujours de rester anonyme sur internet.
Les commentaires négatifs sont un produit ou un commerçant sont bien plus fatal sur internet qu’un site moyen, mais le déclenchement d’un buzz pour une nouveauté peut attirer des millions d’internautes, faire et défaire les modes très rapidement.
C’est pourquoi l’e-réputation est devenue un enjeu dont chaque internaute et chaque e-entrepreneur devrait avoir conscience.

Fabien Delaunay

http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=408771&c=2 raises the interesting question of what university lecturers should wear in second life.  Since I’m employed on  a strangely archaic basis where I’m only expected to teach in the first life, perhaps I should be relieved that this isn’t more relevant to me

A simple, open, server-to-server web-hook-based pubsub (publish/subscribe) protocol as an extension to Atom and RSS.

Parties (servers) speaking the PubSubHubbub protocol can get near-instant notifications (via webhook callbacks) when a topic (feed URL) they’re interested in is updated.

The protocol in a nutshell is as follows:

• An feed URL (a "topic") declares its Hub server(s) in its Atom or RSS XML file, via <link rel="hub" …>. The hub(s) can be run by the publisher of the feed, or can be a community hub that anybody can use. (Atom and RssFeeds are supported)

• A subscriber (a server that’s interested in a topic), initially fetches the Atom URL as normal. If the Atom file declares its hubs, the subscriber can then avoid lame, repeated polling of the URL and can instead register with the feed’s hub(s) and subscribe to updates.

• The subscriber subscribes to the Topic URL from the Topic URL’s declared Hub(s).

• When the Publisher next updates the Topic URL, the publisher software pings the Hub(s) saying that there’s an update.

• The hub efficiently fetches the published feed and multicasts the new/changed content out to all registered subscribers.

The protocol is decentralized and free. No company is at the center of this controlling it. Anybody can run a hub, or anybody can ping (publish) or subscribe using open hubs.

To bootstrap this, we’ve provided an open source reference implementation of the hub (the hard part of the protocol) that runs on Google App Engine, and is open for anybody to use.

<iframe src="http://docs.google.com/present/embed?id=ajd8t6gk4mh2_34dvbpchfs&size=m" frameborder="0" width="555" height="451"></iframe>

As a working Dad myself, I was interested to read the Guardian piece at http://www.guardian.co.uk/commentisfree/2009/oct/20/working-fathers-report-parents , but also rather struck by the sheer venom directed at parents by some of the commenters-is-free…  It’s a reminder that the sort of discussion that’s made possible by Web 2 can be (to put it politely) rather robust

Mary Meeker: Economy Is Recovering, Mobile Is Exploding, And The iPhone Is Awesome by MG Siegler on October 20, 2009

• Location-based services are the “secret sauce” of what makes the mobile web interesting.
• The iPhone/iPod touch is the fastest growing piece of hardware the world has ever seen.
• And usage share versus market share of the iPhone is incredible, meaning it will only grow.
• Facebook is becoming the multimedia repository, and it will allow you to do so much.
• Companies absolutely need to be on board with the mobile web. They have some time, but they need to act.

Go Read More – techcrunch.com

لم يعد هناك من لم يعرف فيس بوك، أو ماي سبيس، أو نيتلوج، ولكن هناك خدمة قد لا يعرفها الكثير منكم وهي تويتر ..

تدوينة جديدة بخيار جديد … وكتابة عن مسار جديد لم اعتّد الكتابة فيه.. وهو التكنلوجيا والعلوم الحواسيبية ( على قولة أحد الشباب )

Twitter .. تويتر .. هو خدمة تدوين مصغّر مجانيّة تمكنك من الإرسال ورؤية ما يقوله الآخرين.

دعونا نخرج قليلاً عن تويتر ونعرف معنى التدوين المصغّر – Micro-Blogging

التدوين المصغّر : هو نوع من أنواع الوسائط المتعددة كالتدوين ولكنه لا يقبل أكثر من 140 حرف

وهناك العديد من المواقع التي تستخدم هذا النوع من الوسائط ومنها :

1. Ping.fm
2. FriendFeed
3. Plurk
4. Identi.ca
5. وبالتأكيد Twitter.com

والعودة لتويتر.

تويتر، خدمة مجانية تمكنك من التحدث عن حالتك أو جديدك أو يكون كروابط لبعض المواضيع المهمة والشيّقة.

تويتر، ذلك المجتمع المليء بأولئك الإخوة اللذين يتوقون للقائك والتعرف عليك وعلى هواياتك وعملك ومساعدتك.

سأتحدث ببعض الإيجاز عن تاريخ تويتر :

منشأه :-

بدأ تويتر عام 2006 على يد جاك دورسي ومن حينها بدأ العالم بالانتباه لهذه الخدمة المجانية الجميلة، ومن حين صدور API تويتر بدأ إنتشاره أكثر خصوصاً بعد أن رأينا العديد من البرامج والتي تعتمد عليه.

معلومة : كان اسم تويتر حين العمل على هذا المشروع “Status” أي الحالة ولكنه تغيّر لإنهم أرادواْ اسماً أكثر جذباً

وكان اسم الخدمة أول نزولها twttr محاولةً لتقليد فليكر والاسم القصير.

والآن يعّد تويتر من المواقع الخمسين الأولى في موقع أليكسا.

وقد كتب أخي قلم الظل شرحاً جميلاً لكيفية التسجيل فيه ، أكبر شرح عن خدمة موقع تويتر – جزاه الله خيراً -.

هناك ثلاث طرق لتحديث حالتك في تويتر :-

• الموقع الرسمي
• رسائل SMS
  
• المواقع والبرامج المبنية على API تويتر

سوف أتكلم عن الإضافات والبرامج التي تستخدم API تويتر، وأخصّ أفضلها ..

أولاً : تحديث الحالة عن طريق الجوال :-

1 – التحديث عن طريق المواقع المعتمدة على “الواب” :-

هناك العديد والكثير من المواقع المبنية عالواب التي يمكنك فيها تحديث حالتك، سأطرح بعضاً منها :-

1. الموقع الرسمي “واب” – http://m.twitter.com
2. موقع آخر http://dabr.co.uk
3. و http://m.slandr.net

2 – التحديث عن طريق البرامج المتخصصة :-

البرامج كثيرة وتتفرّع في تصميمها وقابلية استخدامها في الجوال نفسه، وسأقسمها حسب نوع الجوال :-

1 – iPhone :

1. Tweete
2. Echofon
3. TweetDeck

وغيرها لكن هذا ما يحضرني.

2 – BlackBerry :

1. UberTwitter
2. TwitterBerry
3. Twibble

3 – Nokia Symbian :

1. Gravity
2. Tweets60

ثانياً : التحديث عن طريق التطبيقات أو المواقع المعتمدة على API تويتر :-

1 – المواقع :

لربما في بعض الأحيان لا تعجبك بساطة موقع تويتر وتريد التوسّع فيه، فهناك مواقع عديدة تعطيك بعض الميزات لإستخدام تويتر، مثلاً :-

1. HootSuite
2. Brizzly

تعطيك هذي المواقع خواص جديدة بحيث يمكنك إضافة مجموعات وتنظيم أصحابك إليها وتلوين تحديثات بعض المضافين لديك بلون آخر وغيرها الكثير.

2 – التطبيقات :

وتكون غالباً إما مبنية على Adobe Air أو إضافات للمتصفحات، مثلاً :

1 – تطبيقات مبنية على Adobe Air :-

1. Spaz
2. twhirl
3. TweetDeck

2 – إضافات للمتصفحات :-

1. Echofon
2. Power Twitter

ولا أنسى التذكير بموقع الأخ صالح الزيد TwtBase فهو يحوي العديد والعديد من خدمات تويتر المفيدة ويمكنكم تقييمها هناك أيضاً

بعد أن تنتهي من اختيار ما تفضل من هؤلاء فستجدنا بانتظارك…

سأضع هنا بعض الأخوان أو الأخوات الذين يستاهلون المتابعة ..وأتمنى ماحد من الأخوان يزعل، كل من أضفته مكانه عزيز..

لن أضعهم بالترتيب بل بشكل عشوائي، بسم الله نبدأ :-

1. swalfy
2. msolf
3. google
4. yazn2322
5. isaud
6. waseem_senjer
7. iAbdullah
8. pen_q
9. falsafat
10. Al_Moaiqel
11. majoditv
12. osamag
13. mo3aser
14. acArabic
15. mohalfares
16. badwi
17. i3bdulghani
18. nawal_saad
19. althari
20. saud264
21. Rasheed18
22. teedoz
23. iTalal
24. t3lm
25. Youssef90
26. salimboy
27. Tech World
28. alzaid

وأعتذر مجدّدّا لأي أخٍ نسيته فقد سقط سهواً، وهذه نهاية التدوينة، وانتظر آرائكم وإضافاتكم.

وأستودعكم الله الذي لا تضيع ودائعه.

Tras una sequía tremenda de post que podemos atribuir a la humedad pero que no es mas que vaquetoneria absoluta, volvemos con un pequeño vídeo que llamo mucho mi atención, el vídeo esta hecho por el google teem para explicar lo que es un WebBrowser , si bien para la mayoría de los asiduos a la red esto no es un gran problema, pero Lamentablemente la mayoría de la gente no se preocupa por saber mas, y su mundo se limita a lo que viene preinstalado, y eso no solo se limita a la web, así que solo nos queda predicar la buena nueva(caray eso suena tan religioso) y divulgar este vídeo así como recomendar navegadores a nuestros conocidos(aún recuerdo cuando hace años Ramiro mi amigo y colega en el blog me recomendó Firefox, hoy uso Opera pero esa es otra historia).

Este vídeo va dirigido a esos usuarios que solo utilizan el internet para revisar su correo, las updates en las redes sociales(claro el porno también XP) y no pasa de ahí. sin mas les dejo el vídeo, que por cierto es muy creativo(no podíamos esperar menos de google).