Best Embeds for Educational Wikis and Blogs | Making Teachers Nerdy
Très bon article de synthèse : j'utilise pour ma part beaucoup des applications citées !
Source : http://twitter.com/malinkaiva
28 avril 2009
27 avril 2009
Annual Conference of Claroline Users
Claroline . NET - Intro
Les 18 et 19 mai, je serai à Bruxelles pour participer a la conférence annuelle des utilisateurs de la plateforme Claroline...j'y interviendrai notamment le 18 mai sur la thématique : Apprendre à l'ère du numérique !
Au plaisir de nous y retrouver et d'échanger de vives voix ! :-)
Les 18 et 19 mai, je serai à Bruxelles pour participer a la conférence annuelle des utilisateurs de la plateforme Claroline...j'y interviendrai notamment le 18 mai sur la thématique : Apprendre à l'ère du numérique !
Au plaisir de nous y retrouver et d'échanger de vives voix ! :-)
25 avril 2009
Education et design
Deux textes très intéressants sur le sujet
- Ning vs. Learning Management Systems (LMS)
" Students also are using the Ning differently than the LMS. The Ning is perceived as a communication tool--someplace to go when they need answers to their questions about the class. The LMS is perceived as a repository of resources, someplace to go when they need to access resources. Communication on the LMS is perceived as one-on-one whereas students already feel comfortable jumping in on discussions whether the person posing the question is in their class or not. They perceive the Ning as being a community, multi-party/-dimensional communication tool. I think this is helping to establish a feeling of class community much quicker than even a traditional class would create."
- Designing Education 3.0
Society 3.0 refers to an emerging innovation-based society that is not quite here, yet. This is a society that is driven by accelerating change, globalized relationships, and fueled by knowmads. In an era of accelerating change, the amount of information available doubles at an increasing rate, and the half-life of useful knowledge decreases exponentially. This requires innovative thinking and action by all members of society.
- Ning vs. Learning Management Systems (LMS)
" Students also are using the Ning differently than the LMS. The Ning is perceived as a communication tool--someplace to go when they need answers to their questions about the class. The LMS is perceived as a repository of resources, someplace to go when they need to access resources. Communication on the LMS is perceived as one-on-one whereas students already feel comfortable jumping in on discussions whether the person posing the question is in their class or not. They perceive the Ning as being a community, multi-party/-dimensional communication tool. I think this is helping to establish a feeling of class community much quicker than even a traditional class would create."
- Designing Education 3.0
Society 3.0 refers to an emerging innovation-based society that is not quite here, yet. This is a society that is driven by accelerating change, globalized relationships, and fueled by knowmads. In an era of accelerating change, the amount of information available doubles at an increasing rate, and the half-life of useful knowledge decreases exponentially. This requires innovative thinking and action by all members of society.
23 avril 2009
22 avril 2009
LMS: passer à autre chose !
Social software: E-learning beyond learning management systems:
Fantastique texte sur le design pédagogique : tout est à lire et relire !
Je retiens :
"This article will discuss the use of centralized and integrated LMS and argue that they, within a framework of a social constructivist pedagogy, should play only a minor role within organization of e-learning. It is argued that social software tools can support a social constructivist approach to e-learning by providing students with personal tools and engaging them in social networks. Using social software in this way requires that organization of e-learning moves beyond centralized and integrated LMS and towards a variety of separate tools which are used and managed by the students in relation to their self-governed work.
Recently, the emergence of social software has questioned the use of integrated LMS.
However, the discussion will find no answer, unless it is placed within a context of pedagogy. Use and organization of tools within e-learning can be approached in different ways depending on the chosen pedagogy (Dalsgaard, 2005). Different pedagogies will have different things to say about the problem of integration vs. separation. A discussion of the educational value of different tools must use a pedagogy as a starting point. The usefulness of different tools in support of learning depends on which learning activities the tools should support.
Social software
Students' self-governed and problem-solving activities are considered the focal point of a learning process. This conception of a learning process means that it is not possible to structure or pre-determine the students' activities in a learning process – the activities must develop on the basis of the student's own problem-solving. As a consequence, a learning environment needs, in the words of Land & Hannafin (1996), to be open-ended. An open-ended learning environment provides students with multiple possibilities for activities. A similar approach is outlined by Jonassen (1999) who presents a model for designing 'constructivist learning environments'. Students' activities in constructivist learning environments are initiated by a problem or project. Surrounding the student are different tools and resources which support the student's problem-solving process.
The term management system is meant to indicate a limited use of an LMS. Whereas LMS refer to systems which organize and manage e-learning activities within a system, a management system is used only for administrative purposes. LMS are well suited for managing student enrolment, exams, assignments, course descriptions, lesson plans, messages, syllabus, basic course materials, etc. However, self-governed and problem-based activities are not very well supported by LMS. LMS are to a large extent developed for the management and delivery of learning – and not for self-governed activities of students. Learning processes of the kind described in the social constructivist approach outlined in this article cannot be managed. What can be managed, however, is the administrative aspects of a course. Thus, a management system is limited to organizing administrative issues. Anderson (2005b) describes the potential of social software as "overlay networks"
The approach to e-learning presented in this article first of all suggests that focus be moved away from learning management systems. Instead of integrating all functions within a system, the approach suggests making available several separate tools to support different needs of students – in other words, providing students with a tool box of different opportunities.
As stated, learning cannot be managed. Learning can, however, be facilitated. The educational potential of social software is to facilitate self-governed, problem-based and collaborative activities by supplying students with loosely joined personal tools for independent construction, and by engaging them in social networks. This approach to e-learning empowers students by giving them the ability to navigate and participate on the web and to use it actively to solve problems. It is important to stress that the argument for using separate tools instead of an integrated system is a pedagogical argument. The argument is that the learning activities of students cannot be structured or pre-determined. Choice of a variety of tools will better support the required flexibility of open-ended activities than any one integrated system.
The approach to e-learning presented above does not suggest simply letting students loose on the web. However, the approach neither suggests confining the activities of students to a system. Instead, it is important to support students' independent work and actively facilitate relations between collaborating students and also between students and teachers connected to the same course.
A student-centred approach to e-learning is approached by:
1. using a management system for administrative issues,
2. offering students personal tools for construction, presentation, reflection, collaboration, etc.,
3. facilitating networks between students within the same course, and
4. facilitating networks between students and other people working within the field.
Following this approach, an e-learning course is initiated by the formulation of problems for the students' self-governed work. These may include small problems which may be solved within a week, or they may be problems which form the basis of students' work throughout an entire course. The point is that during the run of a course, students work on problems. The learning processes do not take place within the management system, but develop through the self-governed work of students which is manifested in personal tools such as weblogs or wikis. Separate from the system, the student has different personal tools for construction, presentation, collaboration, etc. In relation to self-governed, problem-based and collaborative activities, the most important tools to the learning process are personal tools. They directly support the active process involved in working on problems and continuously constructing a solution. A personal tool is a manifestation of the work of students. In other words it can be seen as a manifestation of the learning process. This means that students' participation in networks is motivated by the process directed at solving a problem. Networks are secondary to personal tools.
the students do not necessarily work on the same problems, they do share a common context and subject area. This means that their problem based work and their personal references are probably relevant to each other.
"Self-organised learning networks provide a base for the establishment of a form of education that goes beyond course and curriculum centric models, and envisions a learner-centred and learner controlled model of lifelong learning."
Source : http://twitter.com/malinkaiva
La conclusion me laisse un peu sur ma faim : il faut aller jusqu'au bout et agir des structures en P2P !
Fantastique texte sur le design pédagogique : tout est à lire et relire !
Je retiens :
"This article will discuss the use of centralized and integrated LMS and argue that they, within a framework of a social constructivist pedagogy, should play only a minor role within organization of e-learning. It is argued that social software tools can support a social constructivist approach to e-learning by providing students with personal tools and engaging them in social networks. Using social software in this way requires that organization of e-learning moves beyond centralized and integrated LMS and towards a variety of separate tools which are used and managed by the students in relation to their self-governed work.
Recently, the emergence of social software has questioned the use of integrated LMS.
However, the discussion will find no answer, unless it is placed within a context of pedagogy. Use and organization of tools within e-learning can be approached in different ways depending on the chosen pedagogy (Dalsgaard, 2005). Different pedagogies will have different things to say about the problem of integration vs. separation. A discussion of the educational value of different tools must use a pedagogy as a starting point. The usefulness of different tools in support of learning depends on which learning activities the tools should support.
Social software
Students' self-governed and problem-solving activities are considered the focal point of a learning process. This conception of a learning process means that it is not possible to structure or pre-determine the students' activities in a learning process – the activities must develop on the basis of the student's own problem-solving. As a consequence, a learning environment needs, in the words of Land & Hannafin (1996), to be open-ended. An open-ended learning environment provides students with multiple possibilities for activities. A similar approach is outlined by Jonassen (1999) who presents a model for designing 'constructivist learning environments'. Students' activities in constructivist learning environments are initiated by a problem or project. Surrounding the student are different tools and resources which support the student's problem-solving process.
The term management system is meant to indicate a limited use of an LMS. Whereas LMS refer to systems which organize and manage e-learning activities within a system, a management system is used only for administrative purposes. LMS are well suited for managing student enrolment, exams, assignments, course descriptions, lesson plans, messages, syllabus, basic course materials, etc. However, self-governed and problem-based activities are not very well supported by LMS. LMS are to a large extent developed for the management and delivery of learning – and not for self-governed activities of students. Learning processes of the kind described in the social constructivist approach outlined in this article cannot be managed. What can be managed, however, is the administrative aspects of a course. Thus, a management system is limited to organizing administrative issues. Anderson (2005b) describes the potential of social software as "overlay networks"
The approach to e-learning presented in this article first of all suggests that focus be moved away from learning management systems. Instead of integrating all functions within a system, the approach suggests making available several separate tools to support different needs of students – in other words, providing students with a tool box of different opportunities.
As stated, learning cannot be managed. Learning can, however, be facilitated. The educational potential of social software is to facilitate self-governed, problem-based and collaborative activities by supplying students with loosely joined personal tools for independent construction, and by engaging them in social networks. This approach to e-learning empowers students by giving them the ability to navigate and participate on the web and to use it actively to solve problems. It is important to stress that the argument for using separate tools instead of an integrated system is a pedagogical argument. The argument is that the learning activities of students cannot be structured or pre-determined. Choice of a variety of tools will better support the required flexibility of open-ended activities than any one integrated system.
The approach to e-learning presented above does not suggest simply letting students loose on the web. However, the approach neither suggests confining the activities of students to a system. Instead, it is important to support students' independent work and actively facilitate relations between collaborating students and also between students and teachers connected to the same course.
A student-centred approach to e-learning is approached by:
1. using a management system for administrative issues,
2. offering students personal tools for construction, presentation, reflection, collaboration, etc.,
3. facilitating networks between students within the same course, and
4. facilitating networks between students and other people working within the field.
Following this approach, an e-learning course is initiated by the formulation of problems for the students' self-governed work. These may include small problems which may be solved within a week, or they may be problems which form the basis of students' work throughout an entire course. The point is that during the run of a course, students work on problems. The learning processes do not take place within the management system, but develop through the self-governed work of students which is manifested in personal tools such as weblogs or wikis. Separate from the system, the student has different personal tools for construction, presentation, collaboration, etc. In relation to self-governed, problem-based and collaborative activities, the most important tools to the learning process are personal tools. They directly support the active process involved in working on problems and continuously constructing a solution. A personal tool is a manifestation of the work of students. In other words it can be seen as a manifestation of the learning process. This means that students' participation in networks is motivated by the process directed at solving a problem. Networks are secondary to personal tools.
the students do not necessarily work on the same problems, they do share a common context and subject area. This means that their problem based work and their personal references are probably relevant to each other.
"Self-organised learning networks provide a base for the establishment of a form of education that goes beyond course and curriculum centric models, and envisions a learner-centred and learner controlled model of lifelong learning."
Source : http://twitter.com/malinkaiva
La conclusion me laisse un peu sur ma faim : il faut aller jusqu'au bout et agir des structures en P2P !
Pingvine.com | RSS Atom XML feed to Twitter.com, Ping.fm or Identi.ca
Pingvine.com | RSS Atom XML feed to Twitter.com, Ping.fm or Identi.ca
Une application qui vous permet d'envoyer un fli RSS en automatique vers twitter, identi-ca ou ping ! à utiliser de façon in-tel-li-gen-te ! (attention aux boucles infinies !)
Une application qui vous permet d'envoyer un fli RSS en automatique vers twitter, identi-ca ou ping ! à utiliser de façon in-tel-li-gen-te ! (attention aux boucles infinies !)
Téléphoner gratuitement d’Internet
Centre de Ressources des Espaces Publics Numériques de Wallonie : Téléphoner gratuitement d’Internet
Je relaie : ça peut toujours servir ! :-)
Je relaie : ça peut toujours servir ! :-)
21 avril 2009
iPetitions
iPetitions: Start a free online petition
Très déçue par ce service !
Dans le cadre du travail préparatoire pour la mise en place de la pétition dédiée au revenu de vie, notre groupe de travail a été amené à tester ce service : pour bénéficier du service complet, l'option payante a été choisie (50 dollars)...mais après test le servive de vérification mail s'avère aléatoire...par ailleurs, aucune réponse n'a été apportée à la réclamation faite...et qui plus est le demande de remboursement est restée lettre morte !
Après cette expérience, je vous conseillerais d'éviter ce service !
Le problème reste entier : quelle solution mettre en place pour diffuser une pétition en ligne dans les meilleures conditions ? Avez-vous essayer worpress et son plugin pétition ? ou d'autres choses ?
Très déçue par ce service !
Dans le cadre du travail préparatoire pour la mise en place de la pétition dédiée au revenu de vie, notre groupe de travail a été amené à tester ce service : pour bénéficier du service complet, l'option payante a été choisie (50 dollars)...mais après test le servive de vérification mail s'avère aléatoire...par ailleurs, aucune réponse n'a été apportée à la réclamation faite...et qui plus est le demande de remboursement est restée lettre morte !
Après cette expérience, je vous conseillerais d'éviter ce service !
Le problème reste entier : quelle solution mettre en place pour diffuser une pétition en ligne dans les meilleures conditions ? Avez-vous essayer worpress et son plugin pétition ? ou d'autres choses ?
Le Web et le futur de l’éducation
Le Web et le futur de l’éducation « Approches Interdisciplinaires du Web:
Quelle résonnance avec Apprendre2.0...ces trois phrases concentrent à elles seules bien des choses ! Continuons ! :-)
"Dans le futur, les ressources pour l’éducation seront disponibles pour tous. L’apprentissage sera centré sur la capacité à créer des liens entre les objets (c’est le connectivisme). Le méta-apprentissage, c’est à dire l’ “apprendre à apprendre” deviendra essentiel. Et l’apprentissage devra se faire tout au long de la vie."
Quelle résonnance avec Apprendre2.0...ces trois phrases concentrent à elles seules bien des choses ! Continuons ! :-)
"Dans le futur, les ressources pour l’éducation seront disponibles pour tous. L’apprentissage sera centré sur la capacité à créer des liens entre les objets (c’est le connectivisme). Le méta-apprentissage, c’est à dire l’ “apprendre à apprendre” deviendra essentiel. Et l’apprentissage devra se faire tout au long de la vie."
Google News Timeline
Google News Blog: Introducing Google News Timeline:
A découvrir cet outil de timeline créé par Google !
Vous pouvez l'illustrer avec :
- des contenus de google news incluant titres et citations
- des photos hébergées sur des supports partenaires
- des vidéos via youtube
- des articles de blogs (via blog search)
- des informations a propos de livres, musique, films, émissions de télé, jeux vidéos, artistes....
Encore un outil qui va rendre de grands services aux pédagogues :-)...et dans le même temps encore accroitre la dépendance à google tellement l'intégration des services devient monopolistique! :-(
A découvrir cet outil de timeline créé par Google !
Vous pouvez l'illustrer avec :
- des contenus de google news incluant titres et citations
- des photos hébergées sur des supports partenaires
- des vidéos via youtube
- des articles de blogs (via blog search)
- des informations a propos de livres, musique, films, émissions de télé, jeux vidéos, artistes....
Encore un outil qui va rendre de grands services aux pédagogues :-)...et dans le même temps encore accroitre la dépendance à google tellement l'intégration des services devient monopolistique! :-(
20 avril 2009
Plateformes d'apprentissages web2.0
cb.pdf (Objet application/pdf)
J'aime bien les caractéristiques retenues dans ce tableau, en particulier le design en P2P
(cliquer sur les images pour les agrandir)
J'en avais l'intuition, mais ça se confirme, on voit ici très nettement les limites du standard SCORM pour l'évolution de l'apprenance
(cliquer sur les images pour les agrandir)
Source : http://twitter.com/malinkaiva
J'aime bien les caractéristiques retenues dans ce tableau, en particulier le design en P2P
(cliquer sur les images pour les agrandir)
J'en avais l'intuition, mais ça se confirme, on voit ici très nettement les limites du standard SCORM pour l'évolution de l'apprenance
(cliquer sur les images pour les agrandir)
Source : http://twitter.com/malinkaiva
Thème 9 : tour d'horizon des outils de création de tutoriaux en vidéo
Thème 9 : tour d'horizon des outils de création de tutoriaux en vidéo
Merci à Thebloom de m'avoir signalé cet autre article !
Merci à Thebloom de m'avoir signalé cet autre article !
18 avril 2009
uTIPu
uTIPu - Record and share your screencast videos
Un outil à télécharger pour enregistrer des screencast et ensuite les partager sur youtube ou vers service utipu.com
Pas de limitation de temps en accès public
Possibilité de ré-enreigistrer le son après enregistrement initial
Zoom possible pendant l'enregistrement !
Un outil à télécharger pour enregistrer des screencast et ensuite les partager sur youtube ou vers service utipu.com
Pas de limitation de temps en accès public
Possibilité de ré-enreigistrer le son après enregistrement initial
Zoom possible pendant l'enregistrement !
busuu.com
busuu.com | the language learning community | Apprends l'anglais, Apprends l'allemand, Apprends l'espagnol
Apprendre une langue en réseaux : c'est ici ! :-)
Mais par expérience je dirais que les livres de grammaire sont...parfois...pas inutiles...mais bon c'est vous qui voyez ! :-)
Apprendre une langue en réseaux : c'est ici ! :-)
Mais par expérience je dirais que les livres de grammaire sont...parfois...pas inutiles...mais bon c'est vous qui voyez ! :-)
Notely : Student Organisation Made Easy
Notely : Student Organisation Made Easy
Un superbe outil qui permet d'écrire, de stocker, d'organiser et de partager des notes d'apprentissages
Fonctionnalités :
# Calendar
# To-Do List
# Homework organiser
# Manage Courses
# Write and Save Notes
# Organise Links, Contacts and Files
Un superbe outil qui permet d'écrire, de stocker, d'organiser et de partager des notes d'apprentissages
Fonctionnalités :
# Calendar
# To-Do List
# Homework organiser
# Manage Courses
# Write and Save Notes
# Organise Links, Contacts and Files
17 avril 2009
De gogle reader à twitter
crazybob.org: Treader: Twitter directly from Google Reader
En passant par treader (Greasemonkey script) ! :-)
En passant par treader (Greasemonkey script) ! :-)
Procaster
Procaster
WOW : Un outil incroyable qui va ouvrir de nombreux possibles !
Après téléchargement et incription, vous pouvez :
- diffuser directement votre émission et elle est immédiatement visible par les internautes - diffusion via mogulus
- utiliser votre caméra ou webcam connectée à votre ordinateur
- Si ça apparait sur votre écran, vous pouvez diffuser une présentation PPT, une page web, une vidéo ou du son
- Possibilité de diffuser des expériences de jeux 3D en ligne
- qualité HD prise en compte
- chat modérable intégré
- promotion de l'émission sur twitter
- adresse URL vers la page ou intégration dans une page ou un blog
Pas besoin de vous dire que c'est un outil qu'il faut absolument tester !
WOW : Un outil incroyable qui va ouvrir de nombreux possibles !
Après téléchargement et incription, vous pouvez :
- diffuser directement votre émission et elle est immédiatement visible par les internautes - diffusion via mogulus
- utiliser votre caméra ou webcam connectée à votre ordinateur
- Si ça apparait sur votre écran, vous pouvez diffuser une présentation PPT, une page web, une vidéo ou du son
- Possibilité de diffuser des expériences de jeux 3D en ligne
- qualité HD prise en compte
- chat modérable intégré
- promotion de l'émission sur twitter
- adresse URL vers la page ou intégration dans une page ou un blog
Pas besoin de vous dire que c'est un outil qu'il faut absolument tester !
15 avril 2009
Entre les tables numériques et le papier, quel est le meilleur support pour l’apprentissage ?
Entre les tables numériques et le papier, quel est le meilleur support pour l’apprentissage ? | InternetActu.net
A lire cet article intéressant !
Les différents points abordés correspondent à l’expérience que j’en ai !
Juste une remarque cependant, l’examen final mesure quoi exactement dans ce cas ? la compétence “apprendre à apprendre” est-elle prise en compte sur le long terme ? c’est bien le problème de la conclusion : le niveau d’apprentissage n’est pas le même il me semble…
A lire cet article intéressant !
Les différents points abordés correspondent à l’expérience que j’en ai !
Juste une remarque cependant, l’examen final mesure quoi exactement dans ce cas ? la compétence “apprendre à apprendre” est-elle prise en compte sur le long terme ? c’est bien le problème de la conclusion : le niveau d’apprentissage n’est pas le même il me semble…
Seth's Blog: The hierarchy of presentations
Seth's Blog: The hierarchy of presentations
Je relaie ce petit billet plein de pertinence
"A presentation isn't an obligation, it's a privilege. "
Source : http://twitter.com/t_de_baillon
Je relaie ce petit billet plein de pertinence
"A presentation isn't an obligation, it's a privilege. "
Source : http://twitter.com/t_de_baillon
14 avril 2009
Clipta Video Search Engine
Clipta Video Search Engine, Find Online Videos, Funny Entertainment Sports Music and Video News
Moteur de recherche dédié aux vidéos
Moteur de recherche dédié aux vidéos
Emoticons Icons
Emoticons Icons | Download Internet Icons PNG icon pack | IconsPedia
Superbe banque d'icônes en accés libre pour vos blogs et sites !
Source : https://twitter.com/malinkaiva
Superbe banque d'icônes en accés libre pour vos blogs et sites !
Source : https://twitter.com/malinkaiva
13 avril 2009
Twitter comme système de feedback vis à vis d'un cours
Wired Campus: Professor Encourages Students to Pass Notes During Class -- via Twitter - Chronicle.com
Un usage intéressant à découvrir !
"Still, when Mr. Camplese told me about his experiment soon after he spoke at The Chronicle’s Tech Forum, I couldn’t help thinking that it sounded like a recipe for chaos, and I told him so. He replied that his hope is that the second layer of conversation will disrupt the old classroom model and allow new kinds of teaching in which students play a greater role and information is pulled in from outside the classroom walls. “I’m not a full-time faculty member,” he said. “I use my classrooms as an applied-research lab to decide what to promote as new solutions for our campus.”
Il me semble que les impacts ne peuvent s'apprécier qu'au long cours...a suivre donc ! :-)
Un usage intéressant à découvrir !
"Still, when Mr. Camplese told me about his experiment soon after he spoke at The Chronicle’s Tech Forum, I couldn’t help thinking that it sounded like a recipe for chaos, and I told him so. He replied that his hope is that the second layer of conversation will disrupt the old classroom model and allow new kinds of teaching in which students play a greater role and information is pulled in from outside the classroom walls. “I’m not a full-time faculty member,” he said. “I use my classrooms as an applied-research lab to decide what to promote as new solutions for our campus.”
Il me semble que les impacts ne peuvent s'apprécier qu'au long cours...a suivre donc ! :-)
Qimo 4 Kids | Software For Kids
Qimo 4 Kids | Software For Kids
Qimo un OS basé sur Ubuntu pour les petits à partir de 3 ans
source: https://twitter.com/chrisdabin
Qimo un OS basé sur Ubuntu pour les petits à partir de 3 ans
source: https://twitter.com/chrisdabin
12 avril 2009
J'enseigne avec le web2.0 - Didactique des langues
Intéressant mais je me dis que ça reste superficiel...besoin d'aller plus loin !
J'enseigne avec le Web 2.0
View more presentations from Isabelle Dremeau.
11 avril 2009
Questionnaire Software | Online Forms Software | Online Survey Software | Internet Survey Software | Marketing Surveys
Questionnaire Software | Online Forms Software | Online Survey Software | Internet Survey Software | Marketing Surveys
Un nouvel outil pour faire des enquêtes en ligne...j'allais dire un de plus !
Un nouvel outil pour faire des enquêtes en ligne...j'allais dire un de plus !
Sendsteps: SMSvote during a PowerPoint Presentation - sendsteps.com
http://www.sendsteps.com/
Turn a boring presentation into a wonderful conversation. Find out what your audience thinks and give people what they want.
Transformez votre présentation ennuyeuse en une merveilleuse conversation...mouais, ben a mon avis si elle est ennuyeuse, c'est que le problème est ailleurs ! lollll
Par contre si elle est intéressante, ça le rendra peut-être encore plus intéressante ? a tester....
Turn a boring presentation into a wonderful conversation. Find out what your audience thinks and give people what they want.
Transformez votre présentation ennuyeuse en une merveilleuse conversation...mouais, ben a mon avis si elle est ennuyeuse, c'est que le problème est ailleurs ! lollll
Par contre si elle est intéressante, ça le rendra peut-être encore plus intéressante ? a tester....
Comprendre le P2P
Une présentation très complète trouvée sur le blog P2P foundation
Understanding P2P
View more presentations from urbanlabs.
neuf tutoriels BuddyPress
Opossum lance neuf tutoriels BuddyPress | Opossum, apprentissage et technologies
A découvrir ! :-)
Je précise que Buddypress est l'équivalent de NING en open source ! :-)
A découvrir ! :-)
Je précise que Buddypress est l'équivalent de NING en open source ! :-)
6 avril 2009
Twine - Organize, Share, Discover Information Around Your Interests | Twine
Twine - Organize, Share, Discover Information Around Your Interests | Twine
A découvrir
J'ai trouvé sur ce site de social bookmarking des ressources d'une grande qualité !
Il semblerait qu'il prenne appui sur le web sémantique pour fonctionner ?
http://www.internetactu.net/2007/11/05/twine-le-web-semantique-va-t-il-devenir-grand-public/
A découvrir
J'ai trouvé sur ce site de social bookmarking des ressources d'une grande qualité !
Il semblerait qu'il prenne appui sur le web sémantique pour fonctionner ?
http://www.internetactu.net/2007/11/05/twine-le-web-semantique-va-t-il-devenir-grand-public/
Toute la philosophie des followfriday et autres pratiques du genre !
mry - choses vues: Wikio, pourri, le peuple aura ta peau !
A Vomir !
Et après, y-en a même qui donnent des cours sur la e-réputation ! Si si...cynisme total !
A Vomir !
Et après, y-en a même qui donnent des cours sur la e-réputation ! Si si...cynisme total !
5 avril 2009
10 outils pour combiner, rmixer, mélanger des flux RSS
10 Tools to Combine, Mix, Blend Multiple RSS Feeds: "* Preview websites in multiple screen sizes / resolutions
* Cache & save any webpage online with Backu"
Pour mémoire et partage !
Source : http://twitter.com/malinkaiva
* Cache & save any webpage online with Backu"
Pour mémoire et partage !
Source : http://twitter.com/malinkaiva
4 avril 2009
3 avril 2009
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