Porn For All!: Australian $84 Million Porn Filter Thwarted By 16-Year-Old
Leigh Blackall
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Leigh Blackall
+64(0)21736539
skype - leigh_blackall
http://learnonline.wordpress.com
Janet Hawtin
Student cracks $84m porn filter
By Nick Higginbottom and Ben Packham, August 25, 2007 12:30am
< http://www.news.com.au/story/0,23599,22304224-421,00.html>
Schoolboy takes 30 minutes to bypass filter
Leaves impression filter still working
Cracks upgraded filter in 40 minutes
alexanderhayes
I could show you a thousand kids that would happily rip your throat
out for bag of ice.
Have they locked this little tike up yet or will they he training our
fosisphicated net alertarians soon ?
On Aug 26, 6:00 pm, "Leigh Blackall" <leighblack...@gmail.com> wrote:
> Porn For All!: Australian $84 Million Porn Filter Thwarted By
> 16-Year-Old<http://feeds.gawker.com/%7Er/gizmodo/full/%7E3/148108100/australian-8...>By
> Haroon Malik on Tom Wood
>
> [image: Post22508PornKingTom.jpg] After investing a cool $84 million in
> devising a porn filter the Federal Government in the land down under are now
> reeling, thanks to a 16-year-old schoolboy. Tom Wood, (who could actually be
> a porn star with that name), managed to hack the security measure within 30
> minutes of it going live, last Tuesday (21/08/07).
>
> Not only did our hormone raging hacker get round the filter, he managed to
> preserve the status bar, indicating a functional security system. Not only
> is it possible for him to look at porn, he is able to deceive his parents
> into thinking he only ever uses the Internet to check New Scientist-the
> sneaky devil!
>
> The Australian government, understandably embarrassed by the situation,
> attempted a remedy. A new filter called Intergrad was uploaded to central
> servers for domestic distribution. A whopping 40 minutes later, Tom rescued
> puberty-infested individuals across Australia once again.
>
> Senator Coonan, a government official did the best she could to salvage the
> sorry situation with, "Unfortunately, no single measure can protect children
> from online harm and ... traditional parenting skills have never been more
> important." Basically what I interpret that to mean is; "Tom is really
> getting on our tits; if you don't want your kids looking at porn don't have
> them in the first place."
>
> The flawed Internet filter is available as a free download
> here<http://netalert.gov.au/>.
> As for Tom, he is no doubt quickly being escalated to national treasure
> status. Add him as a friend to your Facebook account, tell him he rocks and
> ladies, get him laid; if his cyber security cracking skills do not impress
> you, what ever will? [Herald
> Sun<http://www.news.com.au/story/0,23599,22304224-2,00.html?from=public_rss>
> ].
>
> <http://feeds.gawker.com/%7Ea/gizmodo/full?a=czCScY>
Janet Hawtin
Filters 'don't address bigger issues'
Tom stressed the filters were missing the mark by a long way
regardless of how easy they were to break.
"Filters aren't addressing the bigger issues anyway," he said.
"Cyber bullying, educating children on how to protect themselves and
their privacy are the first problems I'd fix.
"They really need to develop a youth-involved forum to discuss some of
these problems and ideas for fixing them."
hugh davies
Porn For All!: Australian $84 Million Porn Filter Thwarted By 16-Year-Old
By Haroon Malik on Tom Wood
After investing a cool $84 million in devising a porn filter the Federal Government in the land down under are now reeling, thanks to a 16-year-old schoolboy. Tom Wood, (who could actually be a porn star with that name), managed to hack the security measure within 30 minutes of it going live, last Tuesday (21/08/07).
Not only did our hormone raging hacker get round the filter, he managed to preserve the status bar, indicating a functional security system. Not only is it possible for him to look at porn, he is able to deceive his parents into thinking he only ever uses the Internet to check New Scientist--the sneaky devil!
The Australian government, understandably embarrassed by the situation, attempted a remedy. A new filter called Intergrad was uploaded to central servers for domestic distribution. A whopping 40 minutes later, Tom rescued puberty-infested individuals across Australia once again.
Senator Coonan, a government official did the best she could to salvage the sorry situation with, "Unfortunately, no single measure can protect children from online harm and ... traditional parenting skills have never been more important." Basically what I interpret that to mean is; "Tom is really getting on our tits; if you don't want your kids looking at porn don't have them in the first place."
The flawed Internet filter is available as a free download here. As for Tom, he is no doubt quickly being escalated to national treasure status. Add him as a friend to your Facebook account, tell him he rocks and ladies, get him laid; if his cyber security cracking skills do not impress you, what ever will? [ Herald Sun].
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Barbara Dieu
Leo Wong
Problem-based learning is a goal directed and constructive process for learners. When meeting problems, learners usually force themselves to form work groups in order to find a solution. Currently, blogs are becoming more popular and in fact has formed a community wherein people can share their learning experiences with others. Many pedagogical applications have adopted what are posted in the community for supplementary learning. Integrating blogs in an intelligent tutoring system means that learners can better regulate and enhance their own learning. In this study, a novel learning device, a blog-based dynamic learning map, which employs both information retrieval and automated scheduling techniques, is designed to provide useful blog articles to help learning. The relevant articles in blogs are used to promote learner engagement in their interactions with the learning map and hence achieve their goals more easily. An experimental course has been implemented and the results show that learners make use of the blog-based learning aid in a very positive way and can eventually cross the specified threshold in a test. The proposed approach can encapsulate the dynamic learning principles in cohesive and supportive ways. Thus it can lead learners to gain useful supplementary materials, shorten the learning time and offering expanded alternative viewpoints to use in the solution of assigned problems. Our results show that both the learners and lectures are very positive to the design of our blog-based dynamic learning map.
Keywords: Problem-based learning; Blog; Intelligent tutoring system; Dynamic learning map
Article Outline
1. Introduction
2. Related studies
2.1. Object-based learning content and its mechanism
2.2. Blog community
2.3. Learning map design
2.4. Summary of the related studies
3. Building a blog-based dynamic learning map
3.1. The framework of the blog-based dynamic learning process
3.2. Formalize the blog-based dynamic learning map and its rule
4. Application
4.1. The learning template
4.2. The Blog Knowledgebase
4.3. The content agent for retrieving the relevant blog articles
4.4. The learning interface
5. The learning effect with the blog-based dynamic learning map
5.1. The learning course devised for lecturers
5.2. The usefulness of the blog-based dynamic learning map
6. Conclusions
Acknowledgements
References
1. Introduction
Due to the abundant of multimedia and digital learning contents available on the Internet, the existence of Web-based learning environment has changed the traditional thinking about teaching and learning. Teachers need to be aware of the multimedia of resources available to students on the Internet, and recognize that a new generation of computer literate learners demand increasingly intelligent and sophisticated e-learning resources and support from their instructors. During the past 15 years, technology-supported systems have increasingly served the needs of learners in course customizing (Tseng, Sue, Su, Weng, & Tsai, 2005), curriculum sequencing, interactive problem solving, and intelligent recommendation analyzing. These Web tutoring systems have all supported the idea of creating a more intelligent and interactive learning environment (Brusilovsky, Schwarz, & Weber, 1996). Many researchers have noted that the elements of accessing expert documents, engaging in conversations with peers, and making use of authentic contents have benefits articulating learning communities by enabling learners to obtain deeper knowledge ([DeSanctis et al., 2001], [Jonassen et al., 1999] and [Ricardo and Berthier, 1999]). Given these proven benefits, the development of any innovative learning aids that allow students to access and share expert documents more efficiently and effectively would be of great service to the learning community.
Since all human behavior is goal directed (Schank & Cleary, 1994), how to develop a ?dynamic? learning procedure to equip students to meet their learning goals is an on-going challenge. An innovative tutoring system should be developed that will offer a content-based learning environment to articulate the learning paths in an inherently social and dialogical process. Many educators have claimed that if students are continuously searching for information, they will naturally make sense of what they find. Applications such as Google groups, Wikipedia, Yahoo! Answers and Answers.com, present a multitude of interesting opportunity for knowledge discovery. Similarly, many learning systems, such as Listservs (Medley, 1999), Weblog ([Blood, 2002a] and [Blood, 2002b]) and Knowledge Forum (Scardamalia, 2004), also focus on helping learners gain more knowledge and nurture problem-solving skills. These applications, especially Weblog (usually shortened to blog) have become very popular, and experts and academics have adopted them to publish their articles and to interact with their readers. With RSS (Really Simple Syndication; Harvard, 2003) and a specific reader, blogs are a convenient way to spread knowledge and form a specific learning community. The material presented can be easily cataloged via an automated blogging process, and this cataloged content has made the design of learning activities within the community possible. The inclusion of such activities allows an intelligent tutoring system (ITS) to reinforce positive interaction in the learning process and support a problem-based learning environment. Thus, blogs can be viewed both as an extension of the learning setting and as a new phase of teaching and learning in cyberspace.
A problem in utilizing blogs stems from the information overload caused by the rapid proliferation of articles available ([Berners-Lee et al., 1994] and [Borchers et al., 1998]). When learners search and read blog articles that come from a large-scale learning network, the task of separating the relevant from the irrelevant can be a daunting and even overwhelming challenge. To address this problem, a blog-based dynamic learning map is proposed to form a dynamic learning map with blog articles related to the subject issues of a course. This system not only helps learners simplify their Web search for related blog articles but also help them centralize on the learning map which will guide them towards the most meaningful learning in the least amount of time.
In the following sections, the standards of learning objects, learning map design, and the development of a blog community is introduced in Section 2; the framework of the blog-based learning map and its rules are illustrated in Section 3; a Web application is specified in Section 4. Section 5 shows the evaluations of our proposed learning map and its system. Conclusions are drawn and directions for future work are presented in Section 6.
The acronyms used in this paper are listed in Table 1 for reader?s reference.
Table 1.
System nomenclature Acronyms Full text
Blog Weblog
CM Concept Map
DFPN Dynamic Fuzzy Petri Nets
HTML Hyper Text Markup Language
ICT Information and Communication Technology
IMS Instructional Management Systems
IR Information Retrievals
LM Learning Map
LCMS Learning Content Management System
LMS Learning Management System
LO Learning Object
PN Petri Nets
SA Sharable Asset
SCO Sharable Content Object
SCORM Sharable Course Object Reference Model
2. Related studies
In this section, some fundamental views toward Web learning ecosystem is addressed and the supportive issues in blog community are introduced. A generic learning map designed with a concept map is then illustrated and the education modeling is summarized to signify the methodology used in the study.
2.1. Object-based learning content and its mechanism
The distribution and acquisition of new content is the basic components of teaching and learning in the e-learning context. This exchange is conducted using many different formats across an unimaginable wide spectrum of different curricula. Since, in our modern age the knowledge base of human culture is increasing at an exponential rate, so also the number of resources available in electronic learning repositories is growing rapidly. Such an abundance of learning resources has benefited learners by allowing them to discover all kinds of content materials, using key-word searches to help them shift through the mountains of information available. Currently, the use of content standardization has resolved certain problems encountered in such searches so that the context of the teaching materials is first represented as metadata by an authoring tool, and then the materials and the metadata are packaged as a learning object and are placed into the learning contents management system (LCMS). Hence, when learners required some sort of learning contents, the learning management system (LMS) can parse the structure of the content objects and index appropriate materials to the target users. Standardization mainly addresses the notion of reusability and accessibility in aggregating learning resources for the purpose of delivering a well-designed learning experience.
In this sense, many working groups are engaged in the task of learning content specification for reusability and exchange ([AICC, 2003], [IEEE LTSC, 2006] and [IMS, 2006]). Among the different specifications, SCORM (Sharable Course Object Reference Model; ADL, 2004) is the most widely accepted one. It is also applied to our Web-based tutoring system because it combines with other content specifications in enhancing the reusability and exchange of digital content among the LMS?LCMS integration. The structure of SCORM divides learning contents into three levels: (a) Sharable Assets (SA): the smallest unit of learning objects, such as a piece of text or information, image, or multimedia; (b) Sharable Content Objects (SCO): one SA or several SAs packaged as the building block of a topic, a lesson, or a course; and (c) Content reorganization: depending on the different learning activities, some SCOs are organized into learning sequences (LS) based on the instructional design to allow the learning management system to guide the behaviors of learners to achieve the learning objectives.
Many existing learning mechanisms also propose some learning sequences that involve several sharable content objects in cost effective ways. Not enough intelligence, however, has yet been incorporated into such mechanisms to most effectively support the process of teaching and learning, since these mechanisms still use a ?one-size-fits-all? process to deliver most current e-learning courses. Therefore, such a process cannot be used effectively for different learners (Hooper & Rieber, 1995; Jonassen, Howland, Moore, & Marra, 2003, chap. 3).
2.2. Blog community
In 1990, Lee (see Berners-Lee et al., 1994) created the first World Wide Web. Since then, text reading in an interactive fashion via hypertext has evolved, and the HTML format is now regarded as the standard language for presenting articles online. Consequently, instructors need some technical ability before engaging in e-learning instruction. The emergence of blog tools for supporting knowledge representation in 1998 ([Blood, 2002a] and [Blood, 2002b]) was based on the idea of ?what you write is what you see?. With very few constraints, blogs have made it much easier to post and maintain articles than the traditional Web pages on the Internet. Readers can subscribe to articles about some particular topics of interest, collect them with RSS (Really Simple Syndication) feeds and present them in an aggregated reading interface.
There are now millions of blogs which connect people in social networks hosted by such sites as Blogger. Most blogs tend towards a media-enriched format focusing on photographs (photoblog), videos (vblog), or audio (podcasting). Blogs where peers generate their own content and share knowledge lead to a specific learning community ([Blood, 2002a] and [Blood, 2002b]). As a result of reading blog articles, readers can gain insights regarding a topic and build a dialogue with other bloggers and readers. In this way, blogs guide learners to develop a deep understanding of and to take more responsibility for their own knowledge. In recent years, blogs are used in two applications: intelligent RSS aggregation (Ungar, 2006), which suggests that articles tailored to the specific interests of the users can be gathered by using Bayesian heuristics based on Web browsing habits and the bookmarks of users, and Semblog ([Ohmukai et al., 2004] and [Ohmukai et al., 2004]), which provides an integrated environment for gathering, authoring, publishing, and making human relationships for knowledge representation. As a successful social application, blog network has shown the importance of communication and collaboration in today?s technology-enhanced learning environments.
2.3. Learning map design
A learning map (LM) is a kind of teaching technique that can be used to enhance learning in tutoring settings. When using a learning map, learners usually begin with an overview of the courses? concepts or topics before starting the course. Lecturers can enter teaching contents including prerequisites, learning units, tests, relevant materials and so on, with links into a learning map. Learning map is similar to concept map (CM) in that they both can be serving to illustrate relationships among topics. The obvious difference between them is that LM is used to label a ?sequenced? type of map while CM is used to label various types of relationships, such as a ?have?, a ?kind of?, or a ?see also? and so on. A CM can be used to illustrate the subordinating relationships among topics in more details. LM has basically mirrored the classification of CM and it can be developed by the same basic types of concept-mapping method illustrated as ?spoke,? ?chain? and ?net? structures (Kinchin, Hay, & Adams, 2000) shown in Fig. 1.
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Fig. 1. The three structures of concept map.
As shown in Fig. 1, a spoke structure is a star structure in which all the nodes are linked to a core node, which means that each of the joined nodes is related to a core topic. A chain structure is a linear structure with each of the node sequentially linked with topics. A net structure, on the other hand, shows multilevel relationships among topics designed to describe an entire issue. Although a net structure can be used to reveal conceptual typologies and the emergence of net indicative of deep learning (Hay & Kinchin, 2006), there are costs associated with building such interrelated topics onto the map. Contrastively, a spoke or a chain structure is a very intuitive way in presenting a topical issue. Simple elaboration of existing spoke or chain structures is likely to result in surface learning. However, if some useful information is dynamically added to those structures to let the learners view what is above or below the main ideas of a course, a linear or a spoke map still has its values because the related information can be dynamically integrated into it and hence the map can be used to accommodate many learners, be they novices or experts. Such a dynamic learning map can be used as an important tool in articulating learning activities and motivating co-operation or collaboration among learners. In this sense, a learning map mainly has reorganized the orders of learning objects via teaching instructions.
In addition, a learning map provides thresholds that can be used to assess the learning status and control the state changes. Four modes in the learning activity can be distinguished: the hierarchical mode, the random mode, the multimodal mode, and multivalent mode (Walberg, 1975, see Fig. 2). The models with the activities of pretests or post-tests are to provide some simpler guidance to help learners achieve the learning objectives by one of the applicable instructional processes. The processes also provide some means with which the learning system can provide some support and structure for teachers to employ.
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Fig. 2. The learning processes.
2.4. Summary of the related studies
There have been a number of initiatives to develop the issue of dynamic learning processes in intelligent tutoring systems (ITS) (Brusilovsky et al., 1996). Notably, the existing research has proposed a framework of generic learning which consists of three perspectives: learning content reusability, technology-aware learning procedure, and communication and collaboration facilities. We summarize the studies on the dynamic learning process in Table 2.
Table 2.
The related work of the dynamic learning process applied to ITS Perspectives Research and its focus Pedagogical theory and findings
Learning content reusability E-learning content and learning sequencing specifications ([ADL, 2004], [AICC, 2003], [IEEE LTSC, 2006] and [IMS, 2006]) Supports learning systems to be able to fluently handle these e-materials, and thus locate them in a teaching and learning process
Technology-aware learning procedure Automatic course sequencing (Huang et al., 2008a) Providing a technology-enhanced approach to offer better control of and filter irrelevant activities depending on the learning situation
Fuzzy learning control ([Chen et al., 1990] and [Chen and Huang, 2005])
Communication and collaboration facilities Discussion board contributions (Huang et al., 2008b) Personal publishing as a communicative tool to help the social aspect of learning
Various blogs (Avram et al., 2004)
Wiki-like contributions (Fuchs-Kittowski et al., 2004)
As depicted in Table 2, the researchers and other working members analyzed a wide range of technology-based learning designs to identify its underpinning pedagogies. Nowadays, various investigations have attempted to propose a wider pedagogical model with blog communities and blogging. Turvey (2006) noted the significant relationship between the frequency of participation within the online community and the learner?s effectiveness in problem-solving. Furthermore, knowledge gathered by participating in various directions led by these relevant blog articles may possibly fulfill the requirements of the curriculum in study without the need to specify the bare course content. That is, the relevant blog articles are involved in each stage of learning, and by a series of knowledge gathering and blogging processes, the content of the curriculum can be accumulated gradually. Therefore, learners can be led to reflect on their learning, discover their problems encountered in the authentic condition and obtain the solutions to the problems. This idea projects the basis of the discovery learning theory (Bruner, Oliver, & Greenfield, 1966). Bruner emphasized that learning requires the teacher providing guidance or scaffolding, organizing the curriculum in a spiral manner so that the students are continually building upon what they have already learnt. His approach looked to environmental and experiential factors and encouraged students to engage in intuitive thinking as they examined clues that would lead ultimately to the solution of a particular problem. Thus, the intuitive thinking is a prelude to discover more information worth acquiring.
The discovery learning theory and social aspect of educational principles for this paper were considered as a pedagogical model which consists of a blog network that connects closely to a learning map in order to develop a blog-based dynamic learning map. The map has multiple sources to provide a comprehensive suite with accessibility to the user-generated contents. A well-designed learning map with useful instructions not only leads the learners toward better understanding, but also offers materials that are more consistently transferred in solution of curricular relevant problems.
3. Building a blog-based dynamic learning map
3.1. The framework of the blog-based dynamic learning process
A dynamic learning map provides an automated scheduling approach to learning activities via links to related blog articles. A framework of the dynamic learning process is designed to carry out the idea (see Fig. 3). First, we provide a learning framework for reviewing the basic process of map designs and see how it works in the e-learning ecosystem.
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Fig. 3. The framework of the blog-based dynamic learning process.
The framework employs the LMS?LCMS ecosystem to build this dynamic learning process. In Fig. 3a, the lecturers first provide teaching materials, such as documents, slides, video/audio and so on, and then these materials are packaged into a shareable content object (SCO) representing a learning unit by a SCORM-based authoring tool. These ?bundled? objects can be shown in a learning map. In Fig. 3b, when a learner requires a Web-based course, the learning system can deliver its learning map to them. When the map schedules users? learning activities to lead learners to navigate their studies, it has to depend on the thresholds and the learning rule of DFPN.
With a specific approach called Dynamic Fuzzy Petri Nets (DFPNs), lecturers can plan their instructions as a linear learning map and add two nodes: the assistance node and the learning node to the map afterward. The assistance node in our proposed learning map represents a set of topics related to blog articles. It is associated with the learning node (represented a learning unit or activity, such as reading a chapter, taking a test and linking to Web document) and dynamically supports learning. Such a dynamic learning map should be placed in learning repository to form a learning sequence which can be interpreted by a learning system.
If the learner has not yet passed the post-test of a course after finishing a learning unit, the learning map can associate an assistance node with the learning node. The assistance node may comprise of several related blog articles and dynamically cooperate with the learning node to help students achieve the specified threshold. The frequency with which a learner views these articles is taken as the validation score of the assistance node. The learning map sums up the frequency and the post-test score to assess whether the validation value meets the threshold; if so, the next learning activity is given to the learner.
3.2. Formalize the blog-based dynamic learning map and its rule
The approach we propose in this paper is an attempt to navigate a learning map by Dynamic Fuzzy Petri Nets (DFPNs; see Chen & Huang, 2005). We have briefly illustrated the basic operations of DFPN in the section above. In this section, we extend its rules to help the lecture to devise a dynamic learning map more easily.
A post-test is a generic way to assess the learning achievements of the learners. This notion of assessment can also be used to create a rule for the evaluation of the achievement obtained in the Web curricula to decide if the particular learner can move forwards to the ?next? learning activity. The definition of a learning rule is shown in the following equation:
yi=?i+(1-?i)×s(k) (1)
where yi is an assessing function that consists of two items: ?i is expressed as the ith score of the post-test and it is normalized as a value located in the open interval (0, 1); the sigmoid-form function s(k) is defined in the following equation:
(2)
In the equation, v is an adjustable parameter which controls the growth speed of this sigmoid-form function. The larger v has a faster convergence speed in s(k). The variable k stands for the total number of times the assistance is given. The curve of s(k) depends on the frequency the blog articles are accessed; in other words, the more frequently the articles are accessed, the higher assistance score is. When the frequency goes to about 30 or more, the score goes to 1.
We can conduct Eq. (1) to redefine a threshold rule of DFPN. If PR is defined as a set of dynamic production rules denoted as PR = {pr1, pr2, ?, prn}, and pri, by definition, only stands for a segment of a learning map (see Fig. 4). The dynamic production rule is generated as follows:
And
? ?i: A threshold value, stands for the minimum requirement of the score in ith transition, ?i (0, 1].
? ?i: A token value, stands for the ith protest score for the learner.
? yi: A value, stands for the ith assessing score for the learner.
? a and b: The place stands for learning unit.
? ck: An assistance place, stands for the kth blog article.
? s(k): s() is an assistance function for a token value in a assistance place, and k is the total number of times the assistance.
? APR is the dynamic assisted production rule represented by a dotted line.
? NPR is the static production rule represented by a solid line.
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Fig. 4. Mapping Dynamic Fuzzy Petri Nets (DFPN) as a dynamic learning process. *The figure depicts the structure of the learning map as a directed bipartite graph. A basic Petri Net consists of place nodes, transitions and directed arcs. A place represents an activity which has a learning object and a token. A transition is enabled according to the learning rule shown in Eq. (1). A directed arc runs between a place and a transition. If an activity is enabled it means that it consumes the tokens from its input place, performs some processing task to open a transition, and places a token into the next place. The token can also team up with other tokens, e.g. place c, to cooperatively fire a transition. **The threshold function has two parameters: yi and ?i, where ?i is the minimum value determined and yi is the assessment score based on Eq. (1).
The following example is used for the illustration of the process. If a minimum threshold?i is regulated as 0.8 for a transition to trigger, a learner who obtains a lower post-test score of 0.5 will fail to across the threshold for the transition. This means that place a (see Fig. 4) alone is unable to trigger the transition, and thus another place c (it represents the kth auxiliary article ck) on the dotted line will be triggered to aid place a. According to Eqs. (1) and (2), if the value of ?i = 0.5 (the ith post-test of the learning object) the sigmoid-form function s(vi) needs to reach the score of 0.6 and the frequency of article viewing v has to satisfy 10 to trigger a transition to allow the token to proceed to the next activity. In other words, the system will provide learners with about 10 blog articles to read in order to complete this learning unit.
4. Application
To demonstrate the use of the blog-based dynamic learning map, this section introduces the application of an experimental Web course.
4.1. The learning template
A Web-based curriculum may have the advantage of being able to provide more supportive supplementary materials than a traditional classroom based curriculum, but the demand for higher technical skills may deter some lecturers from producing e-learning courses. However, if a simple, well-produced course template were available, they could be persuaded to undertake such a task. With the technical aspects of an e-learning course dealt with through the use of a template, lecturers would be free to focus on the teaching instructions and integration of the most appropriate learning resources into the course. Fig. 5 shows the template of an experimental course using the diagram of a learning activity tree. Lecturers need to focus on three basic operations to complete a Web curriculum devised by template:
(a) They must first select and insert the tailored learning objects at each stage; this can be compared to a director selecting actors to perform in a production. As explained in Section 2.1, these objects come from the existing e-learning system, assuming they have already been produced and deposited within learning content management system (LCMS). With a DFPN tool lecturers can link these object to form an applicable learning map.
(b) Lecturers need to evaluate the achievement of the learners at each stage or learning unit to determine a validation value for a threshold. This work affect the supplementary action of determining the number and type of blog articles to provide; and
(c) According to each course topic, lecturers need to involve ?virtual? assistance in each stage. This task merely requires lecturers to establish keywords to represent each learning objective, since such virtual assistance can be produced dynamically by using a content agent and course keywords. Fig. 5 represents a dynamic learning map defined by a course sequence, the learning activities and some auxiliary blog articles. The template worked well in practice since it can be modified into an applicable learning map by the DFPN tool (see Fig. 6) and with insertion of different course material or different instructions, can be used to create a whole new learning map. Using the dynamic-editing GUI, the lecturer can arrange both learning units and assistance units into the map of the entire curriculum. The node is joined as a curriculum sequence, and the status of each transition is referred to the score of learners? post-test. The relevant blog articles are provided as learning supplements in the appropriate areas.
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Fig. 6. The DFPN tool producing a dynamic learning map.
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Fig. 5. A template of a Web course that comprises three elements: course sequence, learning activities and learning supplementary.
4.2. The Blog Knowledgebase
The Blog Knowledgebase is a rich resource because it is based upon what each learner has subscribed to and is interested in. This means that what are subscribed may contain useful articles for other learners as well. Therefore, with a blog aggregator, these articles can be distributed throughout the class. After learners log into a course page the system provides a linkage pointed to one of the learning interfaces, Knowledge Aggregator. Learners can submit interesting blogs by clicking a ?New subscript? button. When the RSS feed and its blog name are provided by learners, and the blog articles coming from externally subscribed blog can be collected in the Blog Knowledgebase, from which learners can access articles of interest. It is assumed that the blogs collected in the Knowledgebase are those submitted by readers on the basis of the articles? interest level, usefulness or relevance. Furthermore, we applied the Content Agent to retrieve relevant blog articles from Blog Knowledgebase, which will be discussed in the next section.
4.3. The content agent for retrieving the relevant blog articles
Content Agent is responsible for retrieving the relevant blog articles and placing them in each assistance node. When learners need assistance in learning, the content agent uses information retrieval (IR) techniques (Salton, 1989) to cluster a set of related articles for them. Basically, the IR approach is a statistical model that makes use of the frequency of the indexed terms that appear in the articles. The frequency of each of these terms is regarded as its weighting schema. Based on these weights, the correlations between a query and each of these articles are accumulated and compared to determine their degree of similarity for the selection of the relevant articles. The development and application of this technique have been generally successful, and researchers continue to engage in the reduction of the semantic gap by proposing the idea of expanded queries ([Jing and Croft, 1994] and [Qiu and Frei, 1993]). In this study, such an expanded query approach rather than just the original query is adopted to better find the relevant articles. As we can see here, by using a keyword ?vista?, the content agent adds some expanded terms to the original query and then calculates the relevant weights of these terms in each blog article. The result is shown in Table 3.
Table 3.
A query and its expanded terms are used to retrieve the blog articles related to a course topic Original query term: vista
--------------------------------------------------------------------------------
Expanded terms: Windows, Microsoft, operation, system, UMPC
1 Vista to ship on time in EU after all
2 Vista license to only allow one computer transfer
3 IBM looking to release 5 GHz Power6 server chip
4 Microsoft partners with major players on IPTV Edition-powered SoC STBs
5 DigitalSpectrum?s MF8104Premium: a WiFi digital photo frame for Vista
6 Windows Mobile ?crossbow? in the wild?
7 NVIDIA ?G80? specs revealed
8 ASUS joins the 22-in. madness with the MW221U
9 Microsoft will cripple PCs running pirated copies of Vista
10 Logitech launches diNovo Edge
11 NVIDIA busting out liquid-cooled GeForce 8800 in November?
12 Ageia building PCI Express version of PhysX card
13 Sling planning Slingplayer client for Palm OS? Update: yes!
14 Core 2 Duo iMacs unofficially rock 802.11n capabilities
15 Meet the second generation of UMPCs, should been 1st
16 Microsoft warns Europe of possible Vista delays
17 Engaged around the world
Table 3 shows the relevant blog articles responded to a query of the course. The articles selected here will be highly related to a same topic, ?Microsoft Vista?, and offer experience of the real-world activities for learners to study. Oller (2005) claimed that when developing a theme-based instruction, exposure to real-world applications of a topic can be regarded as a form of dynamic guidance between prescribed learning outcomes and the resources provided by the instructor. As such, relevant blog articles enable learners to maximize their efforts by offering them a clear view of the topic in current practice and application, giving context and focus to their studies. Consequently, the blog list is not limited to articles on a single topic, but also includes related articles which can help to expand the study via a cut-in point to access other interesting topics, such as an expanded topic called UMPC (Ultra-mobile PC, see the 15th item in Table 3). Therefore, tracking this intent topic may broaden the learners? information about their search topic or give them alternative point of views for helping develop the skills for problem-solving.
4.4. The learning interface
In the experimental course, the learning interface is built and the learning activities are monitored to see if the proposed learning map can help achieves the dynamic learning of the learners. Fig. 7 presents the layout of a learning course, and it includes four modules: Stage, Learning Activities, Forum and Blog Aggregator. After logging into the learning system, the learner can read the entire course by each Stage. The Stage is the primary displays and teaching area where the lecturer?s materials, as activities and procedures, such as outlines of learning content, demonstrations, questionnaires, the posting learner opinions, or reading expert discussions can be found. A list of the learning activities will appear at the bottom of the interface with links to the assessment items (such as a test sheet) when learners achieve a learning unit in each Stage. Besides, the Forum provides the opportunities for learners to post their opinions, and the Blog Aggregator offers references to the group?s shared knowledge. The design of the interface is illustrated in Fig. 7:
Display Full Size version of this image (78K)
Fig. 7. The layout of a dynamic learning map. *a. Stage: the primarily content display area. b. Learning Activities: a list provided all of the learning activities about in this unit. c. Forum: a list shows the course?s blog linkage. d. Blog Aggregator: linking a learning interface to show those subscribed blog and its articles.
The four modules included in the interface are shown below:
(a) The stages: On the stage, the main interface of the course, lecturers can present a HTML-compatible learning content, such as course slides, video or flash files.
(b) Learning activities: The learning activities are presented as a list of items, including a test sheet or quiz, which serves as a tool to determine whether a learner passes the threshold or not. If the learner does not pass the current strand, the auxiliary articles will be provided automatically by Blog Aggregator of learning interface. If the learner is successful, the ?Next? linkage can be enabled.
(c) The blog aggregator: The Blog Aggregator?s main function is to provide a convenient interface for the presentation of blog articles of interest to the users. Using the keywords in each learning unit, it retrieves the relevant available blog articles, and presents them, in list form for learners to access (see Fig. 8). This aggregator interacts automatically with the learners and provides them with any necessary support in an on-going way.
Display Full Size version of this image (64K)
Fig. 8. The blog aggregator.
(d) The forum: the forum is an exclusive blog space for the course. It encourages learners to participate in the course?s discussion via various networks and is accessible to learners at any time. Learners can also post a report or an essay to the Forum to provide additional information or alternative points of view. In essence, posting an opinion is equivalent to writing a blog article in our experimental course. In the Forum, organizing the posts can be more natural and flexible than in traditional discussion board for learners.
The experimental course demonstrates the entire dynamic learning map. In the interactive learning process, a learner either moves steadily forwards from stage to stage, or if necessary, pauses at one stage and call on the related blog articles for learning assistance. The advantages of this design are as follows:
(a) A dynamic learning map is produced when the lecturer organizes a course. It is provided as a form of learner support, offering abundant information which can be used by students to develop more expertise around a topic and enhance their understanding of course material.
(b) The assessment of a learner?s performance with a threshold value allows the learning map to be navigated automatically. The threshold function can be used by lecturers as a tangible assessment tool, providing them with reliable feedback on the effectiveness of the on-line course teaching.
(c) Thanks to the Blog Aggregator, the retrieved blog articles offer supplementary support to help learners achieve the learning goal. These practical articles can provide learners with direct access to rich, authentic and refreshingly practical information. Moreover, the blog aggregator is a bridge connected to a learning space; aiming to establish a communal corpus of shared learning through articles across various topical divisions in the blog network.
(d) The forum is a place regarding the acquisition of concepts and knowledge. It is designed to allow learners to revise and critique the arguments, to refer to others? opinions to find their own solutions to problems presented in the course of study. The forum is a specific learning community designed for the construction of meaningful links among concepts, knowledge and learners.
5. The learning effect with the blog-based dynamic learning map
5.1. The learning course devised for lecturers
The proposed learning map is designed to enable lecturers to provide students with more focused view of course requirements. The course requirements and workload for our experimental course are listed in Table 4. The detailed information can be used to help other lecturers write explicit instructions on how to prepare a Web course.
Table 4.
The learning design of the experimental course Modules Types Using the tool Numbers Workload
Stage Flash files Microsoft office and Macromedia 8 32 h
Learning activities Test sheet, referenced Web document and some existing slides Authoring tool and a testing application 8 × 3 10 h
Assisted learning content Blog articles Content agent Automatic search No
Editing the learning map XML file DFPN tool 1 Less than 1 h
The proposed course requires a total of eight stages to be produced, each stage consisting of a learning unit which is presented by a flash file. These learning units in the Stages were the most expensive to produce in terms of our time and effort. On-line test sheets can be created by using an existing testing application which operates automatically; lecturers simply need to bundle selected items into the on-line test. Supplementary course materials are drawn from an existing pool of resources and organized into dependent learning units by the authoring tool. Afterwards, with the DFPN tool, lecturers can create an entire curriculum by linking these learning units. Blog articles for assisted learning are presented to the students by the Content Agent in each Stage.
In Table 4, the learning content itself seems to require a lot of time and energy to produce, perhaps even more so than in a traditional model. However, lecturers by using the DFPN tool and imitating a template, lecturers can quickly reorganize learning content as an e-learning curriculum and also update some linkages of learning units in a new course as required. This efficient method enables lecturers to prepare and attach learning activities when introducing a topic to the student. This degree of flexibility allows for continual improvement in course design, resulting in designs that are more useful and useable, and therefore more attractive to potential students.
5.2. The usefulness of the blog-based dynamic learning map
The best way to analyze the usefulness of the blog-based dynamic learning map is to examine the learning effect of the users. The data were collected from 68 learners during the three-month period after the course described in Section 4.4 was uploaded onto a learning platform. The relationships between the post-test grades and the number of times learners used the dynamic learning map for assistance are shown in Table 5.
Table 5.
The number of times the assistance was called upon by learners of various grade groups Grade Numbers The average times the assistance was called upon
0?40 7 13
41?50 24 10
51?60 16 9
61?80 12 5
81?100 9 0
The validation threshold of the sample course was set at 80, so the students who passed that threshold did not need to call on the assistance. According to the table, four groups of the learners with the grades below 80 needed the learning assistance. The results showed that learners in the lower grade groups tended to require more assistance to pass the threshold for the next learning object than did the higher grade groups. For example, learners of the 61?80 group required assistance an average of five times while the 0?40 group needed assistance 13 times. Overall, the actual teaching and learning strategies applied in the experimental course clearly matched the underlying philosophy of our proposed dynamic learning map.
A questionnaire survey was also administered to further evaluate learners? attitudes towards the assistance device. Forty-three instructors and 59 learners were involved in the survey. A five-point scale was given for the evaluation of the degree of satisfaction with the proposed learning map. The results are illustrated in Fig. 9.
Display Full Size version of this image (45K)
Fig. 9. The usefulness statistics.
The results of our survey of 43 instructors and 59 learners clearly support our arguments. 89% of the users agreed our system was efficient and over 60% considered the device useful or very useful. Therefore, we can confidently assert that a solid majority of the teachers and learners surveyed agree with the idea that a dynamic learning map can be of significant value in Web-based learning, and the device described in our study does help students develop basic skills and improve their test performances.
For effective teaching and learning, such a blog-based learning map should engage learners in two aspects, namely relevancy and interaction. First of all, blog articles can be used as a catalyst for learners to express their thoughts, and those responses, in turn, serve as a starting point for discussions with other learners. Such articles may provide an explanation, an example, some alternative perspectives, or other authentic pieces of information. By employing the information retrieval approach, the meaningful information can be clustered as topic-related blog articles so that the possible solutions to problems encountered can be built gradually for learners.
Secondly, with regards to interaction, blog articles are not simply posted as in a traditional on-line discussion broad, but instead the postings are used by students as a forum to reflect on the course material and any problems they may have encountered with it. While teachers have always encouraged students to participate in forums with each other; all too often learners normally do not have much to say because they lack adequately interesting material to talk about. Carefully selected blog articles can provide a cut-in point for learners to explore together and to facilitate their interactions. Learners follow different roadmaps, in their quest for new competencies, based upon their interests, aptitudes, abilities, motivation and experience. In spite of such diversity, or perhaps because of it, we believe that underlying principles of teaching and learning embedded in our research can be used to capture and hold the attention of a generation of learners who have already made the cultural shift from traditional, hierarchical, top-down models of teaching to the more democratic, socially interactive models of learning which characterize the post-model era, increasingly the likelihood of students? engagement with course material. We firmly believe that the more extensive and intensive that level of engagement is, the deeper the levels of understanding and the higher the levels of achievement will be.
6. Conclusions
In this study, we have shown that lecturers, supported by the blog-based dynamic learning map, can readily engage learners in a problem-solving setting. A review of the related studies shows these methods can be used at all levels of learning, from constructing a kite, to the post-graduate level where the use of a dynamic learning map (which includes in its design a community building component) is a powerful tool for eliciting, representing, and communicating personally constructed understandings of a knowledge domain. In our design, several advantages of the dynamic learning map become evident. First, using a problem solving approach, we can refine an already innovative learning process and make it more effective, using technology to enhances intentional searches, which can be fully integrated into the ongoing tutoring process. Learners using blog articles in dynamic learning map have access to a gold mine of current, real-world information about their topic of study. Using such high quality resources to find solutions to any problems encountered with the regular course material, learners are able to construct their own meaningful and durable knowledge base. It then becomes possible for learners to move their learning from the acquisition phase to the metacognitive phase, where they can begin to identify and reflect upon their own progress and take more responsibility for guiding their own learning.
Good teachers frequently encourage students to participate in a variety of forums and discussion groups, and to draw information from sources other than the text book or the lecture hall, to both sharpen and polish student thinking. Important as such activities can be, however, many learners cannot as of yet fully engage in them, due not so much to a lack of information to ? for the internet is full of information and discussion groups ? and rather the lack of tools needed to identify which digitally stored resources are relevant. Quick access to relevant blog-based articles would provide these students with the materials needed for them to participate in activities that enhance their learning in many ways. Interestingly, because the topics in blog community are open, blogs provide an entry point to the ?bigger picture? referred to earlier in the study, stimulating students to look for ways in which the material they are studying fits into a broader, more global perspective.
In this paper, we had paid attractions to auxiliary articles published as Weblogs, which encourage learners to engage in meaningful inquiry and reflection, while building a repertoire of effective strategies for learning in diverse social contexts. With the automatic-scheduled learning map, instructors can handle instructional content easily; and with the described method of information retrieval, learners can engage interactively with cutting edge information in relevant blog-based articles. The authors believe that this work provides both instructors and learners with a convenient, easy to use application that will enrich their teaching and learning.
Acknowledgements
The authors thank the National Science Council of the Republic of China for financially supporting this research under Contract No. NSC 94-2524-S-006-001.
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? ? ? ? ? ? ??? ? ? ? ? ? ? ? ? ? ??? ? ? ? ? ? >>
Leigh Blackall
Robert Frost - Mending Wall:
- Something there is that doesn't love a wall,
- That sends the frozen-ground-swell under it,
- And spills the upper boulders in the sun;
- And makes gaps even two can pass abreast.
- ...
- 'Why do they make good neighbors? Isn't it
- Where there are cows? But here there are no cows.
- Before I built a wall I'd ask to know
- What I was walling in or walling out,
- And to whom I was like to give offense.
- Something there is that doesn't love a wall,
- That wants it down.'
Leigh Blackall
Ungar, 2006 Ungar, L. IRA: Intelligent RSS aggregation. Retrieved February 2, 2006 from http://scholar.google.com/url?sa=U & q= http://www.seas.upenn.edu/~cse400/CSE400_2004_2005/12writeup.pdf.
Walberg, 1975 M.J. Walberg, Psychological theory of educational individualization. In: M. Talmage ceda, Editor, System of individualization education, Mcluthun, Berkeley, CA (1975), pp. 15?18.
? ? ? ? ? ? ??? ? ? ? ? ? ? ? ? ? ??? ? ? ? ? ? >>
Leigh Blackall
http://www.news.com.au/dailytelegraph/story/0,22049,22304224-5005941,00.html
Not only is it not getting picked up elsewhere but do the names in the story seem like a hoax to anyone else?
Story by By Nick Higginbottom and Ben Packham about a kid called Tom Wood. All good Porn names. I reckon its a hoax!
Kylie Rowsell
Thanks,
Kylie
Training
Coordinator
Hunter
Councils Learning and Development
ph:
4978 4016
From: teachAndL...@googlegroups.com [mailto:teachAndL...@googlegroups.com] On Behalf Of Leigh Blackall
Sent: Monday, 27 August 2007 1:38 PM
To: teachAndL...@googlegroups.com
Subject: :: TALO :: Re: Porn For All!: Australian $84 Million Porn Filter Thwarted By 16-Year-Old
http://www.news.com.au/dailytelegraph/story/0,22049,22304224-5005941,00.html
Not only is it not getting picked up elsewhere but do the names in the story seem like a hoax to anyone else?
Story by By Nick Higginbottom and Ben Packham about a kid called Tom Wood. All good Porn names. I reckon its a hoax!
General year 11 English is suddenly much more relavent!
Robert Frost - Mending Wall:
- Something there is that doesn't love a wall,
- That sends the frozen-ground-swell under it,
- And spills the upper boulde rs in the sun;
alexanderhayes
lol
On Aug 27, 1:38 pm, "Leigh Blackall" <leighblack...@gmail.com> wrote:
> I smell a rat with that Porn filter story:
>
> http://www.news.com.au/dailytelegraph/story/0,22049,22304224-5005941,...
>
> Not only is it not getting picked up elsewhere but do the names in the story
> seem like a hoax to anyone else?
>
> Story by By Nick Higginbottom and Ben Packham about a kid called Tom Wood.
> All good Porn names. I reckon its a hoax!
>
> On 8/27/07, Leigh Blackall <leighblack...@gmail.com> wrote:
>
>
>
>
>
> > General year 11 English is suddenly much more relavent!
>
> > Robert Frost - Mending Wall:
>
> > Something there is that doesn't love a wall,That sends the
> > frozen-ground-swell under it, And spills the upper boulders in the sun;And
> > makes gaps even two can pass abreast....'Why do they make good neighbors?
> > Isn't itWhere there are cows? But here there are no cows. Before I built a
> > wall I'd ask to knowWhat I was walling in or walling out,And to whom I was
> > like to give offense.Something there is that doesn't love a wall,That
> > wants it down.'
Leo Wong
This is Leo from China , in the coming week , The univerisity Library(http://library.suda.edu.cn/ ) has invited me to give a talk or something like workshop on Using Some web2.0 tools to help with coolege students and teachers as well .
Some of you might have interest to know what is happening over China about On line learning and teaching , but I am really having no idea what this is gonna look like ? but also motivated to try to do it well from my side ( I am also a student in College will get my MA in next 2 years )
So in whatever result it might turn out to be , I will come back to TALO to give a report on this "web2.o talk "
I am going to talk to a group of Master and Undergraudate student and some of teachers I believe , I want to cover something below :
1 RSS which is www.zhuaxia.com I believe this is better than Googlereader , first it is Chinese and Google reader many times here IN China I can not read from it I tried but I gave up Google reader now . I asked Leigh he said it also happens in his place as well ,so but I don't know what is going on with Google ?
2 Gmail Google notebook , Google search tips ,which I am going to share my experience of using Google in my academic life ( so far now for about 2 years ) by the way In china you canot use Google cache ,I alsodon't know how to solve the problem
3 Delicious , which is Cool one of my favourite but not for my school , coz it is blocked in the school intranet , so many times I have to compromise a lot , but I will introduce still ,and http://de.lic.ous/leolaoshi is my account , but is there help can tell me how to use Delicious in other ways except bookmark?
4 RSS which is a must cover area , www.zhuaxia.com is so good and so easy to use ,it can even grasp the QQzone (which doesnot have RSS feed ) so I am going to spend some times on this tool for sure
5 Podcast intunes any ideas for this ?
6 Twitter , I don't use your twitter ,but I use Chinese version which is clled Fanfou ( literally means have you eaten before ?) my fanfou(twitter) is http://fanfou.com/leolaoshi I use Twitter for bookmark and sharing my finding from RSS reader ( they can support each other by using Zhuaxia )
7 RSS+ eMAIL any idea ?
8 RSS application on Language learning for www.chinesepod .com ( my friend work for this all time hottest podcast )
9 How to use RSS to find out specific information with Key words serarch
Ok that is all I can think of , but I have a strange feelling that this is not a good list , so can anyone give me some suggesions or do you think I left out some very good tools ( it surealy can be English) , and I will really appreciated for your idea.
By the way I am planning to talk to the libary about opening a Mini-class ( mabe for about 3 months ) on Online -learning , and I am really needing your advices on How can I do this ? or what things I should pay attention to ??
by the way beacuse My opear blog http://my.opera.com/leolaoshi has been blocked by Chinese government , so I start to write another blog by using Wordpress ,but still not used to WP ,my new blog is http://leolaoshi.yo2.com ( The name is The courage to Teach )
Thank you all in advance
Leo from Suzhou China
? ? ? ? ? ? ? ??? ? ? ? ? ??? ? 2 0 0 7
Leigh Blackall
I think you better double check that link you have sent.
As for the workshop list...
Have you used a wiki before? Perhaps we can all help to build your list if it was in a wiki. I'm note sure if you can access Wikispaces or Wikieducator? Can you?
alexanderhayes
The main issue here for me ( and no doubt a number of others ) is that
quite a number of the links we are following through that you have
provided u over the last 6 months do not add up - they dont complete a
profile picture of a teacher-blogger although we would dearly hope
that they would.
Leigh and I have responded to your request for more information from
us regarding a possible visit to China ( virtual first would of course
be an option ) to engage with your organizations however unless there
is a discernible effort to make contact that in some way engages
official protocol to any extent then we will be watching someone
drinking brandy, flicking blonde hair around and with a fascination
for butt.
A number of TALOians have also engage for long periods of time with
fellow educators in Nigeria with little success in a reciprocation of
engaged ICT context.
How can you help us to help yourself to the help we could otherwise
attempt to help you with ?
On Sep 1, 11:22 am, "Leo Wong" <leolo...@163.com> wrote:
> Dear All ,
>
> This is Leo from China , in the coming week , The univerisity Library(http://library.suda.edu.cn/) has invited me to give a talk or something like workshop on Using Some web2.0 tools to help with coolege students and teachers as well .
>
> Some of you might have interest to know what is happening over China about On line learning and teaching , but I am really having no idea what this is gonna look like ? but also motivated to try to do it well from my side ( I am also a student in College will get my MA in next 2 years )
>
> So in whatever result it might turn out to be , I will come back to TALO to give a report on this "web2.o talk "
>
> I am going to talk to a group of Master and Undergraudate student and some of teachers I believe , I want to cover something below :
>
> 1 RSS which iswww.zhuaxia.comI believe this is better than Googlereader , first it is Chinese and Google reader many times here IN China I can not read from it I tried but I gave up Google reader now . I asked Leigh he said it also happens in his place as well ,so but I don't know what is going on with Google ?
>
> 2 Gmail Google notebook , Google search tips ,which I am going to share my experience of using Google in my academic life ( so far now for about 2 years ) by the way In china you canot use Google cache ,I alsodon't know how to solve the problem
>
> 3 Delicious , which is Cool one of my favourite but not for my school , coz it is blocked in the school intranet , so many times I have to compromise a lot , but I will introduce still ,andhttp://de.lic.ous/leolaoshiis my account , but is there help can tell me how to use Delicious in other ways except bookmark?
>
> 4 RSS which is a must cover area ,www.zhuaxia.comis so good and so easy to use ,it can even grasp the QQzone (which doesnot have RSS feed ) so I am going to spend some times on this tool for sure
>
> 5 Podcast intunes any ideas for this ?
>
> 6 Twitter , I don't use your twitter ,but I use Chinese version which is clled Fanfou ( literally means have you eaten before ?) my fanfou(twitter) ishttp://fanfou.com/leolaoshiI use Twitter for bookmark and sharing my finding from RSS reader ( they can support each other by using Zhuaxia )
>
> 7 RSS+ eMAIL any idea ?
>
> 8 RSS application on Language learning forwww.chinesepod.com ( my friend work for this all time hottest podcast )
>
> 9 How to use RSS to find out specific information with Key words serarch
>
> Ok that is all I can think of , but I have a strange feelling that this is not a good list , so can anyone give me some suggesions or do you think I left out some very good tools ( it surealy can be English) , and I will really appreciated for your idea.
>
> By the way I am planning to talk to the libary about opening a Mini-class ( mabe for about 3 months ) on Online -learning , and I am really needing your advices on How can I do this ? or what things I should pay attention to ??
>
> by the way beacuse My opear bloghttp://my.opera.com/leolaoshihas been blocked by Chinese government , so I start to write another blog by using Wordpress ,but still not used to WP ,my new blog ishttp://leolaoshi.yo2.com( The name is The courage to Teach )
Leo Wong
and Wiki is a great idea I have never used that , is that very difficult how Can I use that for this 2 or 3 hour session ? I think it is a good idea for the class ,can you show me a example .
And if any of you in TALO are interested in Collobrating with Me in this future Mini-class( If we do have this in this Fall semster) , that would be best for my student to learn with your students if any possible technologically ?
It is exciting for me too ,coz everytime I found sometimes the best way to study it is to teach it . I think i will learn a lot from all of you professionals.
PS : By the way I have been reading a book called <to Open minds> written by Howard Gardner http://www.amazon.com/Open-Minds-Howard-E-Gardner/dp/0465086292
Howard Gardner he mailed me this book from Harvard , and I have been reading it like crazy It is about 350 pages and it is written in academic English ,and it is a so good book that is about Learning differences between Chinese people and western people , i would recommend you to get a copy if you are interested to know something about that .
Leo with best regards from China
? ? Yeah.net ? ? ? ? ? ? ? ??? ? ? ? ? ??? ? ? ? >>
alexanderhayes
http://my.opera.com/leolaoshi/blog/?startidx=60
I've added a day late as the only BlogDay entry that I could squeeze
in.
On Sep 1, 12:16 pm, "Leigh Blackall" <leighblack...@gmail.com> wrote:
> Hey Leo, the link to your new blog goes to yo2.com but the is nothing about
> Leo there (unless you are a blond american looking girl who carries a school
> bag on your back?) :)
>
> I think you better double check that link you have sent.
>
> As for the workshop list...
>
> Have you used a wiki before? Perhaps we can all help to build your list if
> it was in a wiki. I'm note sure if you can access Wikispaces or
> Wikieducator? Can you?
>
> On 9/1/07, Leo Wong <leolo...@163.com> wrote:
>
>
>
>
>
> > Dear All ,
>
> > This is Leo from China , in the coming week , The univerisity Library(
> >http://library.suda.edu.cn/) has invited me to give a talk or something
> > like workshop on Using Some web2.0 tools to help with coolege students and
> > teachers as well .
>
> > Some of you might have interest to know what is happening over China about
> > On line learning and teaching , but I am really having no idea what this is
> > gonna look like ? but also motivated to try to do it well from my side ( I
> > am also a student in College will get my MA in next 2 years )
>
> > So in whatever result it might turn out to be , I will come back to TALO
> > to give a report on this "web2.o talk "
>
> > I am going to talk to a group of Master and Undergraudate student and some
> > of teachers I believe , I want to cover something below :
>
> > 1 RSS which iswww.zhuaxia.comI believe this is better than Googlereader
> > , first it is Chinese and Google reader many times here IN China I can not
> > read from it I tried but I gave up Google reader now . I asked Leigh he said
> > it also happens in his place as well ,so but I don't know what is going on
> > with Google ?
>
> > 2 Gmail Google notebook , Google search tips ,which I am going to share my
> > experience of using Google in my academic life ( so far now for about 2
> > years ) by the way In china you canot use Google cache ,I alsodon't know how
> > to solve the problem
>
> > 3 Delicious , which is Cool one of my favourite but not for my school ,
> > coz it is blocked in the school intranet , so many times I have to
> > compromise a lot , but I will introduce still ,and
> >http://de.lic.ous/leolaoshiis my account , but is there help can tell me
> > how to use Delicious in other ways except bookmark?
>
> > 4 RSS which is a must cover area ,www.zhuaxia.comis so good and so easy
> > to use ,it can even grasp the QQzone (which doesnot have RSS feed ) so I am
> > going to spend some times on this tool for sure
>
> > 5 Podcast intunes any ideas for this ?
>
> > 6 Twitter , I don't use your twitter ,but I use Chinese version which is
> > clled Fanfou ( literally means have you eaten before ?) my fanfou(twitter)
> > ishttp://fanfou.com/leolaoshiI use Twitter for bookmark and sharing my
> > finding from RSS reader ( they can support each other by using Zhuaxia )
>
> > 7 RSS+ eMAIL any idea ?
>
> > 8 RSS application on Language learning forwww.chinesepod.com ( my friend
> > work for this all time hottest podcast )
>
> > 9 How to use RSS to find out specific information with Key words serarch
>
> > Ok that is all I can think of , but I have a strange feelling that this is
> > not a good list , so can anyone give me some suggesions or do you think I
> > left out some very good tools ( it surealy can be English) , and I will
> > really appreciated for your idea.
>
> > By the way I am planning to talk to the libary about opening a Mini-class
> > ( mabe for about 3 months ) on Online -learning , and I am really needing
> > your advices on How can I do this ? or what things I should pay attention to
> > ??
>
> > by the way beacuse My opear bloghttp://my.opera.com/leolaoshihas been
> > blocked by Chinese government , so I start to write another blog by using
> > Wordpress ,but still not used to WP ,my new blog is
> >http://leolaoshi.yo2.com( The name is The courage to Teach )
>
> > Thank you all in advance
>
> > Leo from Suzhou China
>
> > ------------------------------
> > ? ? ? ? ? ? ? ??? ? ? ? ? ??? ? 2 0 0 7
> > <http://event.mail.163.com/chanel/click.htm?from=NO_14&domain=163>>
Leo Wong
The past summer was not going smooth of course iti is nothing to with TALO people here , I did not work out thing we need to get a teacher here ,although it was successful for last year ,and had a very successful summer .
and we are surely looking for the summer at 2008 which is Olympic time , to have a few people here to conduct a teacher workshop or student program here , but that also depends on many things here in China , honestly we do have many more restictions than other countiries so far , That is why I think On-line conferences would be a great idea to talk to the schools here , I am going to be the one in the middle , so I will try my best to work out the procedure and let's do things slowly , starting from this Fall , I hope the Mini-class project can go well .
in any case I thank you for you patience and to help me , just to name a few , Leigh , Alex and Miachel and etc etc .....
all of my contact information are in the below :
My opera blog :http://my.opera.com/leolaoshi ( Blocked )
My Chinese twitter : http://fanfou.com/leolaoshi
My new WPblog :http://leolaoshi.yo2.cn ( My teaching blog )
My Email : Leol...@gmail.com ( For work use )
and a brief introducation about myself :
I am 28 years old I was born in the year of Sheep , I am currently a Master student in Soochow Univerisity in my second year now ,and I am very much intersted in Online teaching and learning and have been trying to use Blog for about 3 years ,my occpupation is I am a professional teacher of Chinese ( to Foreigners ) and Mass meida ( i teach Mass media to Undergraduate student) and English teacher ( for about 5 years as well ) I love teaching and I myself am a Chistian .
?2007-09-01?alexanderhayes <alexander...@gmail.com> ???
>Hi Leo.
>
>The main issue here for me ( and no doubt a number of others ) is that
>quite a number of the links we are following through that you have
>provided u over the last 6 months do not add up - they dont complete a
>profile picture of a teacher-blogger although we would dearly hope
>that they would.
>
>Leigh and I have responded to your request for more information from
>us regarding a possible visit to China ( virtual first would of course
>be an option ) to engage with your organizations however unless there
>is a discernible effort to make contact that in some way engages
>official protocol to any extent then we will be watching someone
>drinking brandy, flicking blonde hair around and with a fascination
>for butt.
>
>A number of TALOians have also engage for long periods of time with
>fellow educators in Nigeria with little success in a reciprocation of
>engaged ICT context.
>
>How can you help us to help yourself to the help we could otherwise
>attempt to help you with ?
>
>
>
>> Dear All ,
>>
>> This is Leo from China , in the coming week , The univerisity Library(http://library.suda.edu.cn/) has invited me to give a talk or something like workshop on Using Some web2.0 tools to help with coolege students and teachers as well .
>>
>> Some of you might have interest to know what is happening over China about On line learning and teaching , but I am really having no idea what this is gonna look like ? but also motivated to try to do it well from my side ( I am also a student in College will get my MA in next 2 years )
>>
>> So in whatever result it might turn out to be , I will come back to TALO to give a report on this "web2.o talk "
>>
>> I am going to talk to a group of Master and Undergraudate student and some of teachers I believe , I want to cover something below :
>>
>> 1 RSS which iswww.zhuaxia.comI believe this is better than Googlereader , first it is Chinese and Google reader many times here IN China I can not read from it I tried but I gave up Google reader now . I asked Leigh he said it also happens in his place as well ,so but I don't know what is going on with Google ?
>>
>> 2 Gmail Google notebook , Google search tips ,which I am going to share my experience of using Google in my academic life ( so far now for about 2 years ) by the way In china you canot use Google cache ,I alsodon't know how to solve the problem
>>
>> 3 Delicious , which is Cool one of my favourite but not for my school , coz it is blocked in the school intranet , so many times I have to compromise a lot , but I will introduce still ,andhttp://de.lic.ous/leolaoshiis my account , but is there help can tell me how to use Delicious in other ways except bookmark?
>>
>> 4 RSS which is a must cover area ,www.zhuaxia.comis so good and so easy to use ,it can even grasp the QQzone (which doesnot have RSS feed ) so I am going to spend some times on this tool for sure
>>
>> 5 Podcast intunes any ideas for this ?
>>
>> 6 Twitter , I don't use your twitter ,but I use Chinese version which is clled Fanfou ( literally means have you eaten before ?) my fanfou(twitter) ishttp://fanfou.com/leolaoshiI use Twitter for bookmark and sharing my finding from RSS reader ( they can support each other by using Zhuaxia )
>>
>> 7 RSS+ eMAIL any idea ?
>>
>> 8 RSS application on Language learning forwww.chinesepod.com ( my friend work for this all time hottest podcast )
>>
>> 9 How to use RSS to find out specific information with Key words serarch
>>
>> Ok that is all I can think of , but I have a strange feelling that this is not a good list , so can anyone give me some suggesions or do you think I left out some very good tools ( it surealy can be English) , and I will really appreciated for your idea.
>>
>> By the way I am planning to talk to the libary about opening a Mini-class ( mabe for about 3 months ) on Online -learning , and I am really needing your advices on How can I do this ? or what things I should pay attention to ??
>>
>> by the way beacuse My opear bloghttp://my.opera.com/leolaoshihas been blocked by Chinese government , so I start to write another blog by using Wordpress ,but still not used to WP ,my new blog ishttp://leolaoshi.yo2.com( The name is The courage to Teach )
>>
>> Thank you all in advance
>>
>> Leo from Suzhou China
>
>
>? ? ? ? ? ? ??? ? ? ? ? ? ? ? ? ? ??? ? ? ? ? ? >>
Leigh Blackall
Wikis
- Here is a wikieducator page I started for Networked Learning. You're welcome to change that around anyway you like - or copy the content and translate it for your own uses.
- Here are some good tutorials on how to use the Wikieducator. Takes about 3 hours to go through them all, after which you'll be very good at using a wiki. Wikieducator is the same type of wiki as Wikipedia - but I hear that Wikipedia was blocked in China...
- I think you can access Youtube right? Here is a video that introduces wikis.
- I might leave it to others to point you the many examples on Wikispaces.
What do you know about this blog Leo? It looks like Mandarin Traditional to me, and appears to be a shared RSS feed... is it a robotic translation, or is it someone in Taiwan or Singapore writing all that?
Regards
Leigh
Kiril Ilarionov
I am not both an Ameriacan or a Chinese.
I am Bulgarian. My languages are Bulgarian, Russian, English and some German.
Please explain about Mini-class languages?
Regards,
Kiril
Mark van Harmelen
I have a creative commons licensed set of slides on slideshare -- there may be some ideas or material for you, please see
http://www.slideshare.net/markvanharmelen/web-20-in-higher-education
and perhaps
http://www.slideshare.net/markvanharmelen/learning-teaching-and-web-20/
dont know if they will help but they are there
regards
mark
and for the
Ok that is all I can think of , but I have a strange feelling that this is not a good list , so can anyone give me some suggesions or do you think I left out some very good tools ( it surealy can be English) , and I will really appreciated for your idea.
--
Mark van Harmelen
primary email -- ma...@cs.man.ac.uk
secondary email -- markvan...@gmail.com
skype -- markvanharmelen
Leo Wong
Just a quick thank you note for all of you who have tried to point me the directions , I have uploaded a blog post to my new blog on Wordpress , quoting from Leigh feedback On TALO on suggesions on Wiki , Thank you again !
1 Many of Edu2.0 or web2.0 tools the applications here in China are going around for some time ,honestly saying I have seen very good progress in Taiwan rather than in Mainland
2 To answer your question Edu20 site is a group translation blog who translate blog from Oldaily , which is another expriment I have been oberseving , it is basically translation of blogs and E-learning articles from West . They are doing good job .it is not a robot translation .
Slideshare I canot get access to the site but i will surely look at it or even use some of idea ( i will cite the sources )
ok My roomate are urging me to go to bed Good night alll
Leo from China
?2007-09-01?"Mark van Harmelen" <markvan...@gmail.com> ???
>Hi Lee,I have a creative commons licensed set of slides on slideshare -- there may be some ideas or material for you, please see http://www.slideshare.net/markvanharmelen/web-20-in-higher-education and perhaps http://www.slideshare.net/markvanharmelen/learning-teaching-and-web-20/dont know if they will help but they are there regardsmarkand for the
>On 9/1/07, Leo Wong <leol...@163.com> wrote:
>Ok that is all I can think of , but I have a strange feelling that this is not a good list , so can anyone give me some suggesions or do you think I left out some very good tools ( it surealy can be English) , and I will really appreciated for your idea. -- Mark van Harmelenprimary email -- ma...@cs.man.ac.uksecondary email -- markvan...@gmail.com skype -- markvanharmelen? ? Yeah.net ? ? ? ? ? ? ? ??? ? ? ? ? ??? ? ? ? >>
Leo Wong
Just a quick thank you note for all of you who have tried to point me the directions , I have uploaded a blog post to my new blog on Wordpress , quoting from Leigh feedback On TALO on suggesions on Wiki , Thank you again !
1 Many of Edu2.0 or web2.0 tools the applications here in China are going around for some time ,honestly saying I have seen very good progress in Taiwan rather than in Mainland
2 To answer your question Edu20 site is a group translation blog who translate blog from Oldaily , which is another expriment I have been oberseving , it is basically translation of blogs and E-learning articles from West . They are doing good job .it is not a robot translation .
Slideshare I canot get access to the site but i will surely look at it or even use some of idea ( i will cite the sources )
ok My roomate are urging me to go to bed Good night alll
Leo from China
?2007-09-01?"Mark van Harmelen" <markvan...@gmail.com> ???
>On 9/1/07, Leo Wong <leol...@163.com> wrote:
>Ok that is all I can think of , but I have a strange feelling that this is not a good list , so can anyone give me some suggesions or do you think I left out some very good tools ( it surealy can be English) , and I will really appreciated for your idea. -- Mark van Harmelenprimary email -- ma...@cs.man.ac.uksecondary email -- markvan...@gmail.com skype -- markvanharmelen? ? Yeah.net ? ? ? ? ? ? ? ??? ? ? ? ? ??? ? ? ? >>
alexanderhayes
I've added Leo to my blogroll and continue to read with Google
translate.
All good.Hoping to make contact soon.
Ps. my eldest daughter is traveling through China for a month
beginning December. Funny how life takes turns and twists every which
way.
More : http://alexanderhayes.com/blog/?p=657
On Sep 1, 5:53 pm, "Leo Wong" <leolo...@163.com> wrote:
> Hi there , I am not sure about undering this properly , I was posting here for asking a visit for China , and some of you did respond to me off list , and here is a clarification ,if apologies needed ,also aplogize for this .
> The past summer was not going smooth of course iti is nothing to with TALO people here , I did not work out thing we need to get a teacher here ,although it was successful for last year ,and had a very successful summer .
>
> and we are surely looking for the summer at 2008 which is Olympic time , to have a few people here to conduct a teacher workshop or student program here , but that also depends on many things here in China , honestly we do have many more restictions than other countiries so far , That is why I think On-line conferences would be a great idea to talk to the schools here , I am going to be the one in the middle , so I will try my best to work out the procedure and let's do things slowly , starting from this Fall , I hope the Mini-class project can go well .
>
> in any case I thank you for you patience and to help me , just to name a few , Leigh , Alex and Miachel and etc etc .....
>
> all of my contact information are in the below :
> My opera blog :http://my.opera.com/leolaoshi( Blocked )
> My Chinese twitter :http://fanfou.com/leolaoshi
> My new WPblog :http://leolaoshi.yo2.cn( My teaching blog )
> My Email : Leolao...@gmail.com ( For work use )
> and a brief introducation about myself :
>
> I am 28 years old I was born in the year of Sheep , I am currently a Master student in Soochow Univerisity in my second year now ,and I am very much intersted in Online teaching and learning and have been trying to use Blog for about 3 years ,my occpupation is I am a professional teacher of Chinese ( to Foreigners ) and Mass meida ( i teach Mass media to Undergraduate student) and English teacher ( for about 5 years as well ) I love teaching and I myself am a Chistian .
>
> ?2007-09-01?alexanderhayes <alexanderhayes1...@gmail.com> ???
>
> >Hi Leo.
>
> >The main issue here for me ( and no doubt a number of others ) is that
> >quite a number of the links we are following through that you have
> >provided u over the last 6 months do not add up - they dont complete a
> >profile picture of a teacher-blogger although we would dearly hope
> >that they would.
>
> >Leigh and I have responded to your request for more information from
> >us regarding a possible visit to China ( virtual first would of course
> >be an option ) to engage with your organizations however unless there
> >is a discernible effort to make contact that in some way engages
> >official protocol to any extent then we will be watching someone
> M>drinking brandy, flicking blonde hair around and with a fascination
> >for butt.
>
> >A number of TALOians have also engage for long periods of time with
> >fellow educators in Nigeria with little success in a reciprocation of
> >engaged ICT context.
>
> >How can you help us to help yourself to the help we could otherwise
> >attempt to help you with ?
>
> >On Sep 1, 11:22 am, "Leo Wong" <leolo...@163.com> wrote:
> >> Dear All ,
> >>
> >> This is Leo from China , in the coming week , The univerisity Library(http://library.suda.edu.cn/) has invited me to give a talk or something like workshop on Using Some web2.0 tools to help with coolege students and teachers as well .
> >>
> >> Some of you might have interest to know what is happening over China about On line learning and teaching , but I am really having no idea what this is gonna look like ? but also motivated to try to do it well from my side ( I am also a student in College will get my MA in next 2 years )
> >>
> >> So in whatever result it might turn out to be , I will come back to TALO to give a report on this "web2.o talk "
> >>
> >> I am going to talk to a group of Master and Undergraudate student and some of teachers I believe , I want to cover something below :
> >>
> >> 1 RSS which iswww.zhuaxia.comIbelieve this is better than Googlereader , first it is Chinese and Google reader many times here IN China I can not read from it I tried but I gave up Google reader now . I asked Leigh he said it also happens in his place as well ,so but I don't know what is going on with Google ?
> >>
> >> 2 Gmail Google notebook , Google search tips ,which I am going to share my experience of using Google in my academic life ( so far now for about 2 years ) by the way In china you canot use Google cache ,I alsodon't know how to solve the problem
> >>
> >> 3 Delicious , which is Cool one of my favourite but not for my school , coz it is blocked in the school intranet , so many times I have to compromise a lot , but I will introduce still ,andhttp://de.lic.ous/leolaoshiismy account , but is there help can tell me how to use Delicious in other ways except bookmark?
> >>
> >> 4 RSS which is a must cover area ,www.zhuaxia.comisso good and so easy to use ,it can even grasp the QQzone (which doesnot have RSS feed ) so I am going to spend some times on this tool for sure
> >>
> >> 5 Podcast intunes any ideas for this ?
> >>
> >> 6 Twitter , I don't use your twitter ,but I use Chinese version which is clled Fanfou ( literally means have you eaten before ?) my fanfou(twitter) ishttp://fanfou.com/leolaoshiIuse Twitter for bookmark and sharing my finding from RSS reader ( they can support each other by using Zhuaxia )
> >>
> >> 7 RSS+ eMAIL any idea ?
> >>
> >> 8 RSS application on Language learning forwww.chinesepod.com( my friend work for this all time hottest podcast )
> >>
> >> 9 How to use RSS to find out specific information with Key words serarch
> >>
> >> Ok that is all I can think of , but I have a strange feelling that this is not a good list , so can anyone give me some suggesions or do you think I left out some very good tools ( it surealy can be English) , and I will really appreciated for your idea.
> >>
> >> By the way I am planning to talk to the libary about opening a Mini-class ( mabe for about 3 months ) on Online -learning , and I am really needing your advices on How can I do this ? or what things I should pay attention to ??
> >>
> >> by the way beacuse My opear bloghttp://my.opera.com/leolaoshihasbeen blocked by Chinese government , so I start to write another blog by using Wordpress ,but still not used to WP ,my new blog ishttp://leolaoshi.yo2.com( The name is The courage to Teach )
Barbara Dieu
I have recently given workshops on Web 2.0 and have always used a wiki
to either work collaboratively on a co-presentation.
http://colloquium07.wikispaces.com/
http://merlot.wikispaces.com
or to plan longer workshops
http://openwebpublishing.wikispaces.com
There is a ppt presentation on a 3 hour workshop on Web 2.0 here
http://braztesol.pbwiki.com/schedule
All this material is under a Creative Commons License so feel free to use it.
Warm regards from Brazil,
Bee
Janet Hawtin
http://podcast.cbc.ca/mp3/searchengine_20070906_3236.mp3
It also includes information about bloggers in China and censorship.
Janet