duepuntozero

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web 2.0, elearning 2.0

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  • Web 2.0 - A future online
    In our Daily Life we are so addicted to computers no matter what we do.People are doped with the use of pc like found of blogging,gaming are well know fever in which some guy’s event forget to sleep.Now most the computer application are shifted toward online.(lang like ajax,php,java are most popular for making web applications)
    The move to put more and more of those familiar programs on to the web has been happening for a while but its latest incarnation has won the name of Web 2.0.
    For more info get here it will helps alot:-
    http://honeytech.wordpress.com/2007/04/22/web-20-a-future-online/
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duepuntozero

  1. 1. duepuntozero?Un’altrarivoluzione
  2. 2. Web 1.0 Web 2.0 DoubleClick --> Google AdSense Ofoto --> Flickr Akamai --> BitTorrent mp3.com --> Napster Britannica Online --> Wikipedia personal websites --> blogging evite --> upcoming.org and EVDB domain name speculation --> search engine optimization page views --> cost per click screen scraping --> web services publishing --> participation content management systems --> wikis directories (taxonomy) --> tagging ("folksonomy") stickiness --> syndication 1. End of the Software Release Cycle 2. Operations must become a core competency. Google's or Yahoo!'s expertise in product development must be matched by an expertise in daily operations. 3. Users must be treated as co-developers
  3. 3. web 2.0 rss blog wiki
  4. 4. A Web 2.0 website may typically feature a number of the following techniques: * Rich Internet application techniques, optionally Ajax-based * CSS * Semantically valid XHTML markup and the use of Microformats * Syndication and aggregation of data in RSS/Atom * Clean and meaningful URLs * Extensive use of folksonomies (in the form of tags or tagclouds, for example) * Use of wiki software either completely or partially (where partial use may grow to become the complete platform for the site) * Weblog publishing * Mashups * REST or XML Webservice APIs
  5. 5. Enter Web 2.0, a vision of the Web in which information is broken up into "microcontent" units that can be distributed over dozens of domains. The Web of documents has morphed into a Web of data. We are no longer just looking to the same old sources for information. Now we're looking to a new set of tools to aggregate and remix microcontent in new and useful ways" Web 2.0 Design: Bootstrapping the Social Web By Richard MacManus & Joshua Porter In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform…. For all this technology, what is important to recognize is that the emergence of the Web 2.0 is not a technological revolution, it is a social revolution.In E-learning 2.0 (http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1) By Stephen Downes, National Research Council of Canada
  6. 6. RSS & API RSS API netvibes
  7. 7. 2.0 Information pathways RSS API a b c d x y z w kkk
  8. 8. 2.0 Company Information pathways RSS API a b c d x y z w kkk RSSAPI Company news User’s blog Project blogs blog wiki Db data backend Projects calendars […] db
  9. 9. Company web engine intranet Application layer internet / intranet internet
  10. 10. Rich Internet Applications  http://www.netvibes.com/  http://www.google.com/ig  http://360.yahoo.com
  11. 11. CSS Separazione tra contenuto e presentazione
  12. 12. BEGIN:VCALENDAR PRODID:-//XYZproduct//EN VERSION:2.0 BEGIN:VEVENT URL:http://www.web2con.com/ DTSTART:20051005 DTEND:20051008 SUMMARY:Web 2.0 Conference LOCATION:Argent Hotel, San Francisco, CA END:VEVENT END:VCALENDAR
  13. 13. Syndication and aggregation  www.syndic8.com  www.newsisfree.com
  14. 14. folksonomies http://del.icio.us  http://www.flickr.com/
  15. 15. mashups!  http://www.programmableweb.com  Interazione tra servizi di ‘siti’ diversi
  16. 16. Elearning 2.0 L’approccio I media La piattaforma I contenuti
  17. 17. Elearning 2.0: media  Blogs (rss)  Podcast (rss+audio/video)  Photo sharing  Video sharing  Bookmark sharing  Tags
  18. 18. L’approccio  L’e-learning cambia: − da mezzo a piattaforma − da sistema di consultazione di contenuti a sistema di creazione di contenuti − Dalla lettura di contenuti alla loro scrittura − La struttura passa da quella del libro a quella della conversazione
  19. 19. L’approccio  What happens when online learning ceases to be like a medium, and becomes more like a platform?  What happens when online learning software ceases to be a type of content- consumption tool, where learning is "delivered," and becomes more like a content- authoring tool, where learning is created?  The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual. − Elearning 2.0, Stephen Downes, National Research Council of Canada, http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1  He showed me a web page. I don’t remember what the page contained except for one button. It said, “Edit This Page”—and, for me, nothing was ever the same again.  Elgg Project Manager, Dave Tosh , http://www.readwriteweb.com/archives/elgg.php
  20. 20. La piattaforma  Assomiglia sempre di più ad un sistema di blogging  E’ centralizzata sull’utente e sulle sue interazioni anziché sul contenuto del corso  Presenta un nodo di contenuto attorno al quale si sviluppa la discussione, con collegamenti con altri nodi  Passa da sistema istituzionale ad ambiente personale  Da singola applicazione ad insieme di applicazioni  Consente la creazione di contenuti e il loro collegamento con risorse esterne  E’ stata spesso tarata sulle esigenze dell’organizzazione che non degli utenti  La piattaforma diventa uno strumento da utilizzare anche per l’elearning, ma soprattutto come strumento di comunicazione generale  da Ambiente di apprendimento virtuale to a ambiente di apprendimento condiviso
  21. 21. La piattaforma  Downes − The e-learning application, therefore, begins to look very much like a blogging tool. − It represents one node in a web of content, connected to other nodes and content creation services used by other students. − It becomes, not an institutional or corporate application, but a personal learning center, where content is reused and remixed according to the student's own needs and interests − . It becomes, indeed, not a single application, but a collection of interoperating applications—an environment rather than a system.  Elearning 2.0, Stephen Downes, National Research Council of Canada, http://www.elearnmag.org/subpage.cfm? section=articles&article=29-1  Elgg − focuses on the learner and interactions whereas VLE's focus on the course and content delivery. It's about providing an informal space that lets learners exercise their own thoughts, reflections, make their own connections and be able to compile a body of evidence that would normally slip through the cracks with the more highly structured approach that a VLE offers. − We're trying to build a truly distributed learning landscape which allows for locally-produced relevant content, with the wider benefit of being able to make relevant connections across sites.  Elgg Project Manager, Dave Tosh , http://www.readwriteweb.com/archives/elgg.php
  22. 22. Piattaforma  More formally, instead of using enterprise learning-management systems, educational institutions expect to use an interlocking set of open-source applications. − http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1  That is an approach that is too often driven by the needs of the institution rather than the individual learner. In contrast, e-learning 2.0 (as coined by Stephen Downes) takes a 'small pieces, loosely joined' approach that combines the use of discrete but complementary tools and web services - such as blogs, wikis, and other social software - to support the creation of ad-hoc learning communities − http://www.readwriteweb.com/archives/e-learning_20.php  What's more rewarding is the manner of use rather than simply the scale of use - students and staff are using it both as an online social community and for shared academic interest. Elgg is now being used formally within course and modules and less formally to bring together people with similar interests - enabling people to share information, reflections and comment across course boundaries and develop something very different to anything we've had before. I firmly believe we're taking the first steps from a Virtual Learning Environment to a Shared Learning Environment." − Dr Stan Stanier, Learning Technologies Director, The University of Brighton , [http://community.brighton.ac.uk]
  23. 23. I contenuti  I contenuti vengono proposti per una lettura critica e commento  Gli studenti [possono] leggerli attraverso gli rss readers  Possono essere riutilizzati, riorganizzati, riproposti.  L’apprendimento non dipende da come sono scritti i contenuti ma da come sono usati
  24. 24. I contenuti  This approach to learning means that learning content is created and distributed in a very different manner. Rather than being composed, organized and packaged, e-learning content is syndicated, much like a blog post or podcast.  It is aggregated by students, using their own personal RSS reader or some similar application. From there, it is remixed and repurposed with the student's own individual application in mind, the finished product being fed forward to become fodder for some other student's reading and use. − www.elearnmag.org/subpage.cfm?section=articles&article=29-1
  25. 25. considerazioni  In the future it will be more widely recognized that the learning comes not from the design of learning content but in how it is used. Most e-learning theorists are already there, and are exploring how learning content-whether professionally authored or created by students— can be used as the basis for learning activities rather than the conduit for learning content. − Dr Stan Stanier, Learning Technologies Director, The University of Brighton , [http://community.brighton.ac.uk]  What's more rewarding is the manner of use rather than simply the scale of use - students and staff are using it both as an online social community and for shared academic interest. Elgg is now being used formally within course and modules and less formally to bring together people with similar interests - enabling people to share information, reflections and comment across course boundaries and develop something very different to anything we've had before. I firmly believe we're taking the first steps from a Virtual Learning Environment to a Shared Learning Environment." − Dr Stan Stanier, Learning Technologies Director, The University of Brighton , [http://community.brighton.ac.uk]
  26. 26. Esempio: caratteristiche ELGG (http://elgg.org/) • Blogging • Social networking • File repositories for individuals and communities • Podcast support • Full access controls • Supports tagging • User profiles • Full RSS support • RSS aggregator • Create communities • Collaborative community • blogs • Create 'friends' networks • Import content • Publish to blog • Multilingual • Branding/customisation

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