Analytics: Sensemaking, Performance, Prediction

junio 29, 2012

vía Analytics: Sensemaking, Performance, Prediction.

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Ple – LTCWiki

junio 13, 2010

What is a Personal Learning Environment?

Definitions for Personal Learning Environments (PLEs) differ. Some have suggested that the principles of PLEs can be presented in a software tool (see Plex, for example), while others suggest it to be more of a concept than a particular tool. The differing viewpoints of PLEs are reflective of infancy of the concept, and the practical applications of the read/write web itself.

It’s the connections that make a PLE. Numerous other factors play a role: content creation tools, content storage, tools for communication, protocols/APIs, and identity management.

A few definitions:

“A Personal Learning Environment (PLE) is a collection of free, distributed, web-based tools, usually centred around a blog, linked together and aggregating content using RSS feeds and simple HTML scripts.” http://seanfitz.wikispaces.com/creatingyourple

“a Personal Learning Environment is a facility for an individual to access, aggregate, configure and manipulate digital artefacts of their ongoing learning experiences.” http://members.optusnet.com.au/rlubensky/2006/12/present-and-future-of-personal-learning.html

“Essentially, they are a collection of tools, brought together under the conceptual notion of openness, interoperability, and learner control.” http://www.elearnspace.org/blog/archives/002884.html

PLEs: http://blog.simslearningconnections.com/?p=50 – “PLE are very personal both in the sense of being independent of the university or employer and in the sense of being hand-crafted — although a bit necessarily too hand-crafted today. Even with a more ideal integrative application, PLE will still be highly customized to the needs and preferences of the learner. Portions of even the software application PLE will be kept behind our personal firewall. Learning is deeply personal, AND social.”

http://ltc.umanitoba.ca/wiki/index.php?title=Ple

vía Ple – LTCWiki.


“90-9-1” Rule for Participation Inequality: Lurkers vs. Contributors in Internet Communities Jakob Nielsen’s Alertbox

enero 9, 2010

Jakob Nielsen’s

Alertbox, October 9, 2006:

Participation Inequality: Encouraging More Users to Contribute Summary: In most online communities, 90% of users are lurkers who never contribute, 9% of users contribute a little, and 1% of users account for almost all the action. All large-scale, multi-user communities and online social networks that rely on users to contribute content or build services share one property: most users don’t participate very much. Often, they simply lurk in the background.In contrast, a tiny minority of users usually accounts for a disproportionately large amount of the content and other system activity. This phenomenon of participation inequality was first studied in depth by Will Hill in the early ’90s, when he worked down the hall from me at Bell Communications Research see references below.the 90-9-1 rule for participation in an online communityWhen you plot the amount of activity for each user, the result is a Zipf curve, which shows as a straight line in a log-log diagram. User participation often more or less follows a 90-9-1 rule:

  • 90% of users are lurkers i.e., read or observe, but don’t contribute.
  • 9% of users contribute from time to time, but other priorities dominate their time.

desde“90-9-1” Rule for Participation Inequality: Lurkers vs. Contributors in Internet Communities Jakob Nielsen’s Alertbox.

  • 1% of users participate a lot and account for most contributions: it can seem as if they don’t have lives because they often post just minutes after whatever event they’re commenting on occurs.

  • Online QDA – Getting started with Qualitative Data Analysis Software

    diciembre 1, 2009

    Getting started with Qualitative Data Analysis SoftwareBelow are links to materials that tell you how to undertake some of the basic activities in qualitative data analysis software such as importing documents and starting projects, coding and its organisation, creating memos, text and code searching, reporting and retrieving information.Many software developers now produce their own teaching materials that cover the basics of the software use. Where this is so the links below are to their materials. In other cases there are links to materials on this site that cover older versions of the software to help those who are still using these versions.

    desdeOnline QDA – Getting started with Qualitative Data Analysis Software.


    Delete – The Virtue of Forgetting in the Digital Age

    noviembre 12, 2009

    Book: Delete – The Virtue of Forgetting in the Digital Age

    Delete looks at the surprising phenomenon of perfect remembering in the digital age, and reveals why we must reintroduce our capacity to forget. Digital technology empowers us as never before, yet it has unforeseen consequences as well. Potentially humiliating content on Facebook is enshrined in cyberspace for future employers to see. Google remembers everything we’ve searched for and when. The digital realm remembers what is sometimes better forgotten, and this has profound implications for us all.

    In Delete, Professor Mayer-Schönberger traces the important role that forgetting has played throughout human history, from the ability to make sound decisions unencumbered by the past to the possibility of second chances. The written word made it possible for humans to remember across generations and time, yet now digital technology and global networks are overriding our natural ability to forget–the past is ever present, ready to be called up at the click of a mouse. Mayer-Schönberger examines the technology that’s facilitating the end of forgetting–digitization, cheap storage and easy retrieval, global access, and increasingly powerful software–and describes the dangers of everlasting digital memory, whether it’s outdated information taken out of context or compromising photos the Web won’t let us forget. He explains why information privacy rights and other fixes can’t help us, and proposes an ingeniously simple solution–expiration dates on information–that may.

    Professor Mayer-Schönberger’s new book, “Delete – The Virtue of Forgetting in the Digital Age”, published by Princeton University Press, is hot off the press and now available at online and offline bookstores, including at Amazon.

    A book trailer can be found here at YouTube, and the first chapter can be downloaded for free here courtesy of Princeton University Press.


    Comparison of reference management software – Wikipedia, the free encyclopedia

    noviembre 9, 2009

    The following tables compare reference management software.

    Contents

    [hide]

    [edit]General

    In the “notes” section, there is a difference between:

    • web-based, referring to applications that may be installed on a web server (usually requiring MySQL or another database and PHPperlPython, or some other language for webapps)
    • centrally-hosted website

     

    Comparison of reference management software – Wikipedia, the free encyclopedia.


    Cairn.info – Presentación

    agosto 25, 2009

    Revista francesa sobre Antropología de conocimiento. Editada por DOMINIQUE VINCK.

    Este oscuro objeto del conocimiento.

    Dominique Vinck Profesor en sociología en la Universidad de Grenoble. Es miembro del centro de investigación PACTE CNRS / Grenoble Universidad donde el dirige el eje transversal “Ciencias-sociedad”. Sus investigaciones se enfocan en la sociología de las ciencias y de la innovación, sobre todo en el campo de las micro y nanotecnologías. Sus publicaciones recientes sont : Ingénieurs au quotidien. Ethnographie de l’activité de conception et d’innovation PUG, Grenoble, 1999 Everyday Engineering. Edición americana, MIT Press, 2003, Pratiques de l’interdisciplinarité PUG, Grenoble, 2000 et Sciences et sociétés. Sociologie du travail scientifique A.Colin, Paris, 2007. PACTE Politique – Organisation UMR CNRS / Grenoble Universités BP 47 38040 Grenoble cedex 9 France Dominique. Vinck@ upmf-grenoble. frDesde la subida de la ola de las ciencias cognoscitivas, muchos investigadores y responsables en política de la ciencia piensan que se produce bajo nuestros ojos un avance muy grande en la historia del conocimiento. Un avance que, ademá s, toca a supuestos fundamentos del conocimiento mismo. Durante mucho tiempo, la epistemología regía lo que convenía decir sobre este tema. Hoy, parecería que se encuentra destronada por fundamentos todavía má s sólidos en lo má s profundos del cerebro y de la neurobiología, o de la lógica y lo que revelan las sorprendentes simulaciones informá ticas. En un caso como en otro, las ciencias sociales no parecen tener nada superior que decir sobre esto. Epistemología como neurociencias manifiestamente no necesitan las ciencias sociales para construir sus afirmaciones e imponerlas como última instancia explicativa.

    Artículo completo http://www.cairn.info/article.php?ID_REVUE=RAC&ID_NUMPUBLIE=RAC_001&ID_ARTICLE=RAC_001_0007

    Link a LIBRO de Dominique Vinck http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11741

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