Archive for October, 2005
How it works: For every story published, News.com editors and reporters included relevant links to other News.com stories. In addition, News.com highlights the important companies that appear in a story as well as attach appropriate topics to each story.
Also – it works in same way as Tag Cloud, i.e the size of the story bubbles reflects the popularity of that story with News.com readers over time.
Found Via: elearnspace
VisualComplexity.com : a comprehensive listing of visualization strategies for complex networks.
VC intends to be a unified resource space for anyone interested in the visualization of complex networks.
Complexity is a challenge by itself. Complex Networks are everywhere. It is a structural and organizational principle that reaches almost every field we can think of, from genes to power systems, from food webs to market shares. Paraphrasing Albert Barabasi, one of the leading researchers in this area, “the mistery of life begins with the intricate web of interactions, integrating the millions of molecules within each organism”. Humans, since their birth, experience the effect of networks every day, from large complex systems like transportation routes and communication networks, to less conscious interactions, common in social networks.
1. we need bad theory (comes before good theory)
2. We will not discuss definitions.
3. What do we do with RSS?
4. We talk and talk about how to document ajax interactions… but not about what it means
5. Need to leave the website behind.
6. We will not discuss deliverables.
7. An IA comic book?
8. need to re-integrate with the rest of the world
9. deliverables are decoys while we’re figuring out what we’re doing
10. every 2 hours, there shall be 1/2 hour of non-ia talk
E-learning 2.0 By Stephen Downes at elearn magazine. Big splash in the blogosphere about this one – ‘me too blogging this’ just for PKM purpose.
In the world of e-learning, the closest thing to a social network is a community of practice, articulated and promoted by people such as Etienne Wenger in the 1990s. According to Wenger, a community of practice is characterized by “a shared domain of interest” where “members interact and learn together” and “develop a shared repertoire of resources.”
For the most part, though, what constituted “community” in online learning were artificial and often contrived “discussions” supported by learning management systems . These communities were typically limited to a given group of learners, such as a university class, had a fixed start and end-point, and while substantially better than nothing, rarely approached Wenger’s theory.