Welcome to TiddlyWiki created by Jeremy Ruston, Copyright © 2007 UnaMesa Association
Today was an important day in my growing appreciation of tiddlers.
At the same time Australian is creating a new national curriculum so to are the United States creating a [['Draft k-12 Common Core State Standards Available for Comment|http://www.nga.org/portal/site/nga/menuitem.6c9a8a9ebc6ae07eee28aca9501010a0/?vgnextoid=e50b863754047210VgnVCM1000005e00100aRCRD&vgnextchannel=759b8f2005361010VgnVCM1000001a01010aRCRD]]
!WASHINGTON
>The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) today released the first official public draft of the K-12 standards as part of the Common Core State Standards Initiative, a process being led by governors and chief state school officers in 51 states, territories, and the District of Columbia. These draft standards, developed together with teachers, school administrators and experts, seek to provide a clear and consistent framework to prepare our children for college and the workforce.
I will be referring to the core standards (USA) in the intro tiddler - http://www.corestandards.org/
* After a weekend (May 15 - 18, 2010) visit at the home of [[Marc Seifer|http://www.marcseifer.com]] Professor of psychology at [[Roger Williams University|http://www.rwu.edu]], Rhode Island, USA and avid writer (//From Freud to Gurdjieff// and the acclaimed //[[Wizard: The Life & Times of Nicola Tesla|http://www.amazon.com/exec/obidos/ASIN/0806519606/wwwnetsensenet06]]//, (his newer work, 2009) //[[Transcending the speed of Light: Consciousness, Quantum Physics, and the Fifth Dimension|http://www.amazon.com/exec/obidos/ASIN/1594772290/wwwnetsensenet06]]//, His well known //[[The Definitive Book of Handwriting Analysis: The Complete Guide to Interpreting Personalities, Detecting Forgeries, and Revealing Brain Activity Through the Science of Graphology|http://www.amazon.com/exec/obidos/ASIN/1601630255/wwwnetsensenet06]]//, several novels and his current work on a book about my brother, during conversations about metaphysics and [[hyperlink]]s and the ways of the World Wide Web and its effects on consciousness, I have so many thoughts and ways of seeing [[hyperlink]] that I will be doing a new research project on the effects on consciousness and [[hyperlink]]s after this unit of study .
* [[transnational identities]]
* [[multifocal]]
Electronic communication has been important to globalisation and the rise of modern society, not simply for its capacity to “transmit” neutral information globally and in real time, but as a stage for the enactment of modernity itself, with all of its contending views and forces. The evolution of the media has had important consequences for the form that modern societies have acquired and it has been interwoven in crucial ways with the major institutional transformations which have shaped modernity. John B. Thompson argues that:
The development of communication media was interwoven in complex ways with a number of other developmental processes which, taken together, were constitutive of what we have come to call “modernity”. Hence, if we wish to understand the nature of modernity - that is, of the institutional characteristics of modern societies and the life conditions created by them - then we must give a central role to the development of communication media and their impact (Thompson, 1995, p. 3).
[[Neuage]] 2005 [[PhD]]
How is it then that we process such textual cues as we do with our iPhones, iPads, MSing and what it is that will come next? Is this learned from the practices of intertextual linking, established within our reading background and acquired alongside literacy – or is it a part of our dialogic skills developed in talk: a central feature of “natural conversation”, rehearsed in everyday chat, and transferred across into text-based online behaviours? How much more can our text-based “reading” traditions tell us of the texting act?
Australian curriculum portal. All things relating to the new national curriculum.
http://www.australiancurriculum.edu.au
assicons from Neuage PhD on [[emoticons]]
A funny take on smileys and emoticons, assicons involve another body part. Here are some examples:
(_!_) a regular ass
(__!__) a fat ass
(!) a tight ass
(_._) a flat ass
(_*_) a sore ass loser
(_o_) an ass that's been around
(_O_) an ass that's been around even more
(_o^^o_) a wise ass
(_E=mc2_) a smart ass
(_13_) an unlucky ass
(_$_) money coming out of his ass
(_?_) a dumb ass
(_x_) kiss my ass
Activity 2.1
I can only speak from State-side. The changes going on now in the classroom is part economics driven and part the stake holders: community, parents faculty. I was the Directory of Technology for two private single-sex schools, in upstate New York 2004 – 2006 as well as the computer chair and high school computer teacher at these two schools. They were across the street from one another and were the male and female part of the same school. We had computer classes beginning in grade 4. The girls in grade 6 - 12 at the girl's school were all provided with a Mac at the beginning of the school year. This had been going on since the end of the 1990s with the theory that girls were not exposed to computers as much as boys so they should have them all the time. What I saw from the beginning was that the boys lagged behind the girls in computer knowledge by the time they were in high schoool. They could play games but little else. In my classes in 10 -12 I taught 3D animation, webpage development, Flash, and the Microsoft Office Suite. The boys really struggled and were a bit of a bother just because they were embarrassed that they could not do as well as the females. We had co-educational classes in the high school, and students would cross the street to share classes such as computing. The boy's side used PCs – somehow the thinking was that Macs were for girls and PCs for boys. This is true, I was quite surprised at this rational.
In 2005 – 7, I worked at a private school in Manhattan, grades 6 - 10. Again I was the computer teacher though I began more integration with other subjects. We integrated projects with English, Social Studies, Art, and Science. We did a lot of collaborative learning in grades 6 – 8, using Google Documents and Facebook and MIT's Scratch. In 7th and 8th grade we made mashups with poetry, video and music and posted them to youtube. One of our sites, I kept there - http://www.youtube.com/thedwightschool
In 2008 the computer technology across New York City changed. It seems that all at once computer teachers were replaced by techies. I lost my job because I did not want to just work in the server room running the network and assisting teachers with their Smart-boards, fixing computers etc. In one short span there were 18 jobs for technology integrators and no jobs for computer teachers in private schools in NYC. I have not found out why this change came about so rapidly. My initial problem with this is that there needs to be specific computer classes. The idea was that teachers should know enough to integrate technology in their classroom. My last job was in a public school in NYC. As I do not have a teaching certificate, hence why I am doing this course, I am not suppose to teach in a public school. I was hired as the computer integrator. What I discovered was that teachers did not know a lot about computing apart from Office, and some had had a go at Photoshop and that was about it. The upshot was that I spent the year teaching classes because teachers did not know enough to integrate technology. We were using Comic Life in Second and third grade, iMovie and 2d and 3rd grade as well as beginning story writing with several software in kindy and first grade. These were primarily teachers in their early 20s who just threw their hands in the air basically when it came to projects and I was alone teaching computer classes to K – 3 and 6 – 8. I am 62 and have been doing this for decades. My PhD thesis title at UniSA was 'Conversational Analysis of Chatroom “Talk”'. I taught Information Technologies at the Magill Campus there in the back blocks of Adelaide in the 1990s. Bottom line, age has nothing to do with all this. Schools which embrace technology will have no 'powering down' phenomenons because they are always switched on. For example, a Charter School in NYC is based on gaming. “Game-making is especially well-suited to encourage meta-level reflection on the skills and processes that designer-players use in building systesms.' (Katie Salen, Gaming Literacies: A Game Design Study in Action'. Jl. Of Educational Multimedia and Hypermedia (2007) 16 (3), 301-322.).
As the USA is not rushing toward a national curriculum, my view on this side of the fence from all the readings we have been given is that a national curriculum takes away evolution and new thinking, creativity and experimentation in education. It is taking a step back into a communist all get the same learning mindset. I am glad my children did their schooling in South Australia back in the 1990s when there was an openness to new ways that were not controlled and mandated by a central commission.
What I see in various schools that are not public, similar to an Australian National School, controlled from a centralized government who may have their own agendas such as setting up with software companies and computer manufacturers what products will be thrust onto schools are schools willing to try something new and who will lead the next generations of learners. Learning needs to be student driven as well as the stake holder's agenda. For example, why are schools buying Microsoft Office, when Open Office, a superior product, is free? Who is pushing to keep schools 'up-todate' with hardware? Will schools have to waste their resources buying iPads for everyone?
What is interesting about USA non-public schools, including Charter Schools which are public schools but also have private funding, is that they can develop curriculum slightly different than public schools or schools under a national mandate. Within these schools, such as a game based school, or schools that allow social and collaborative usage, or robotics, and [[Second Life|http://secondlife.neuage.us/]] (as does MLC in Sydney does, I visited there a few years ago to bring [[Second Life|http://secondlife.neuage.us/]] to a school I was working at but after a lot of costs and development the head of the school axed the project) there is the future being carved out.
Summarising Karen Dooley's article "How and why did literacy become so prominent?"
“That the message of a text is dependent upon what the reader does with the text.
'That a textual message meaning is formed within a discourse-community to bring about a certain de-coding of the text.
Whose language is the correct one to create a literate society? '
'Whose interpretation are we following and why and will this produce students that will make choices that benefit the dominant group in society, those in power who a national curriculum is really out to serve.'
The spread of literacy in turn changed communication, which changed the educational system and – to some degree at least - the class and authority structure. Literacy became a demand tool: a passport to the regulatory systems of the industrial-bureaucratic state emerging in the modern era.
[[Neuage]] 2005 [[PhD]]
Activity 2.3
"REVIEW OF MYREAD WEBSITE"
"INTRODUCTION"
[[MyRead]] is a project of the Australian Association for the Teaching of English (AATE) and the Australian Literacy Educators Association (ALEA). It has been funded by the Department of Education, Science and Training (DEST). MyRead supports teachers of underperforming students in the middle years (Years 4 – 9). MyRead is based on the beliefs that:
#All students can be successful readers
#All teachers are teachers of reading
#Teachers make a difference
#Monitoring and assessment inform teaching and learning
#Teachers need a repertoire of flexible practices
"SUMMARY"
This site attempts to support teachers with strategies to assist students who are not reading at an expected level.
"CRITIQUE"
This body of work provides strategies of assistance for teachers with readers who are not at the level of their peers. Monitoring and assessment is important to identifying these students. However, it is easy to become lost in so many templates that little gets accomplished. If the amount of time that is spent going through this website was spent on the student who needs support then the reader would come out at a higher level. It is similar to the huge amount of time wasted on learning a software, such as TiddlyWiki, when that time could be put to good use engaging with material for learning. As this site illustrates the amount of time to find any thing useful compared to what could be accomplished
with time well spent, such as engaging one on one with a student, is out of proportion. This site makes a mockery of Freebody and Luke's (2003) Four Roles model. They seem to spell out a single unitary model for reading and writing instead of showing that there are many pathways to assist a student into a better reading mind. In chapter 4 of Literacy as engaging with new forms of life: The 'Four Roles' Model, Freebody and Luke say that they 'found a large proportion of classroom time was devoted to text participation practices, often in conversational formats, exploring what might happen next, what characters might be feeling, what words mean and, in particular, how various elements of the text at
hand might relate to students' everyday knowledge.' In other words it is within the group that performance may evolve.“Underperforming” is a qualitative term with layers of judgmental implications. It would be the same as here in a school I taught at last year in New York City with children who lived in shelters, abusive homes, or had English as a second language saying they were under performing. They may be over performing compared to other children in the shelter, or in their overcrowded tenement apartment or compared to others in their family as they are the only one
that can read in the family.
This year I am doing my prac teaching in a school that charges $30,000 per student and in 4th grade they love reading more than playing computer games or playing outside or watching television. They love to read aloud. However, I could point out a ten year old and say she was an underperformer in the group even though he may be reading at a much higher level than children in a public school.
The Vignettes included on this website could be here in NYC or anywhere else of course. Instead of separating underperformers and overachievers and all the other variations they should be together and from my own observations and experience those who start off the year far behind will catch up. They may need extra assistance after school but they will want to be a part of the group. It then becomes the responsibility of the teacher to raise the standards of the group. This is discussed in the MYREAD section; Connecting Students To Learning Through Explicit Teaching “Implementing focused lessons.Explicit teaching is not just merely giving students clear directions or even stating the learning goals at the beginning of a lesson – it is a way of thinking about and acting out teaching and learning in a principled way throughout the lesson (from assessment through to planning, implementation and
review).”
"CONCLUSION"
Teaching can be very individualized within an institutionalized setting. The MyRead http://www.myread.org website is a tool that provides suggestions. Underperforming, like not being up to snuff, or any number of judgemental notions leads readers – usually teachers, or caregivers – to look for strategies of assistance. By placing a 'winner' logo on their website they extend to the casual reader of their site that they have have achieved a high level of
demostratable expertise on their site.There should be a link on the site to their wiki http://wikidlinks.wikispaces.com/A+thinking+culture+at+OLMC which gives opportunities for interaction and collaboration.
Activity 2.4 Terrell Neuage
1. Barbie PC, a pink, Barbie themed computer for girls comes with Barbie Fashion Designer. The Barbie PC comes loaded with a little more then half of the educational software found on Mattel's counterpart computer for boys, the Hot Wheels PC. Comes with: Body Works, a program that teaches human anatomy and 3 dimensional visualization, Logical Journey of the
Zoombinis, The Clue Finders Math 9 12, Compton's Complete Reference Collection, and Kid Pix Studio. and a thinking game called Logical Journey of the Zoombinis
Note: Customers who ordered $699 PCs festooned with Barbie decals are out of luck this holiday season: Patriot Computer, which manufactured the Barbie PC as well as the Hot Wheels PC, has filed for bankruptcy. December 21, 2000 1:15 PM PST Bankruptcy crashes the Barbie PC By Michael
Kanellos Staff Writer, CNET News viewed April 20th 2010
Firstly, I believe this article is way out of date. The book is from 2001 – ancient history for what we
should be reading now and yes there were more gender issues a decade ago. We would have been better
served reading current research or a book such as Career Decisions in Computer Technology Fields:
Influences, Barriers, and Gender Issues (2008). “This study examines similarities and dissimilarities of students
enrolled in computer technology programs and non computer programs at Career and Technology campuses in America.
Barriers and influences were evaluated to determine if gender played a part in selecting a career.The results are
illuminating and point out the processes and barriers to effective efficient and fulfilling career choices."
Here are some other books from a couple of years ago we could have been directed to:
Barbercheck, Mary et al. (eds.). Women, Science, and Technology, 2nd edition.. New York:
Routledge, 2008. (Description, Contents, and Read Inside the Book).
Kitetu, Catherine Wawasi. Gender, Science and Technology: Perspectives from Africa. Dakar,
Senegal: CODESRIA, 2008. (Brief Description).
Lynch, Julianne (ed.). Gender and IT: Ongoing Challenges for Computing and Information
Technology Education in Australian Secondary Schools. Sydney: Australian Curriculum Studies
Association, 2008. (Information).
Phipps, Alison. Women in Science, Engineering and Technology: three decades of UK initiatives.
Staffordshire, UK: Trentham Books, 2008. (Brief Description).
Schiebinger, Londa (ed.). Gendered Innovations in Science and Engineering. Palo Alto, CA:
Stanford University Press, 2008. (Introduction and Table of Contents) (Interview with Editor).
Senft, Theresa M. Camgirls: Celebrity and Community in the Age of Social Networks. New York:
Peter Lang, 2008. (Brief Description and Table of Contents) (Author's description of dissertation on
which the book is based)
Williams, F. Mary and Carolyn J. Emerson. Becoming Leaders: A Practical Handbook for Women
in Engineering, Science, and Technology. Reston, VA: American Society of Civil Engineers, 2008.
(Brief Description and Read Inside the Book).
And there have been many since.
Secondly – let's get with the way it is now – at least in Western Society “It used to be that dolls held
girls' interest at least through elementary school. But these days, girls are dropping such playthings at
ever younger ages, largely replacing the childhood mainstay with technology driven activities, even as
the toy industry battles to attract the coveted market with new products.” Girls abandon dolls for Web
based toys By Lini S. Kadaba Inquirer Staff Writer
http://www.philly.com/inquirer/image/20100331_Girls_abandon_dolls_for_Web based_toys.html
viewed 12 April 2010
How about Nerd Girls Blog? At http://www.nerdgirls.com/blog/read/connect with computer science/
Social site games? Mafia for example, something I have never played but on Facebook I see a lot of
females playing it.
Some of the stereotypes that the authors are pointing out here are:
Boys are competent with technology and they do not like reading. In general, hegemonic masculinity
in Australian state schools sees boys rewarded for being 'tough', independent, aggressive and practical,
rather than intellectual.
Girls are not interested in technology and they are not competent with technology.
A key finding of the AAUW study Tech Savvy: Educating Girls in the New Computer Age
(AAUW 2000a) was that girls' reservations about participating in computer cultures were well
founded. However, looking at a large variety of websites I believe this is no longer true. Using
my own limited research from going to Internet Cafés in India, Cambodia, Viet Nam, China,
Korea, Singapore, Hong Kong, Mexico and many places in between over the past few years I
have seen as many females as males (and I mean locals, not westerns checking their emails)
playing computer games – and the shooting them up sort too. My colleague (a female professor
in the UK from Singapore) for a project I am doing on how people extend the lives of loved
ones on the Internet using Farmville, web memorials and etc. surely has no reservations about
using computers and the ones I am doing research on this with are all females. As an ex director
of technology and a computer teacher looking for a job in New York City I am a bit dismayed
that the last four or five jobs I went for I came about second to the female who was hired. I am
not quite sure who actually believes that computing is the domain of males.
2. Where do these stereotypes come from? (again note that this is from a decade ago)
Advertisers [advertising for computers, computer peripherals, such as printers and scanners, and
software tends to emphasize overtly in the early 1990s the 'boys and their toys' domain of
digital technologies (Hellman 1996; Sofia 1996; Greene 1998; Chaika 2000)]
Business [that the dominance of a male oriented business culture in software development and
icon or interface naming (e.g. the 'desktop', the egocentric 'my briefcase') has worked to exclude
women from participating in using and producing digital technologies. (Weizenbaum 1984;
Bowers 1988; Marvin 1988; Noble 1991; Kling 1996)]
3. How are the authors suggesting that these stereotypes might be challenged through our teaching
practices?
By undertaking activities designed to interrupt the boys' (and their teachers') unproblematic
endorsement of hegemonic masculinities. This involved three strategies:
providing the boys with opportunities, choices and 'power' not routinely ascribed to boys with a
history of trouble making;
providing the boys with consistent and clearly articulated feedback concerning their abilities to display
those skills in literacy and technology which they are routinely expected not to possess;
demonstrating a way of thinking about and responding to 'boys in schools' that saw them in positive
rather than negative, productive rather than disruptive and transformative rather than stereotypical ways.
4. What kinds of gender issues do you perceive/foresee in your community/teaching setting?
“Cool Teen Sites Sites for Teenagers” available on the girl power site http://www.girl.com.au/ notice
the .au for the domain source origin.
I have not seen gender issues in the last two schools that I have taught in ( At a public K – 8 school I
was the IT person and the technologies integrator. We had 30 Macbooks on a cart that I would wheel in
to the class and we would do our work. In kindergarten or first grade we may be doing drawing or
using http://www.starfall.com/ for reading. In second and third grade we used Comic Life, Office,
iVideo and so forth. We worked individually and in groups. Gender never played a part in the learning
or use of computers or what we did. In a previous private school the students in grades 6 – 12 had their
own computers which they brought to class and we collaborated on projects. When computing was an
elective at my private schools only boys signed up and were in classes of robotics and 3D animation in
10th – 12 grade. Both boys and girls signed up for my courses in design using Adobe InDesign,
Photoshop, Dreamweaver and etc. I had equal numbers of boys and girls. In a school from five years
ago there were two schools, a boys academy and a girls academy. In middle school, starting in fifth
grade, all girls were given a Mac laptop at the start of the year, the boys did not receive laptops. The
thinking was that the girls needed a boost. This program began in the mid 1990s. I had mixed high
school classes and the boys lagged behind the girls in computer class. I do not think this was the proper
way to go though maybe a decade ago it got girls more interested in the sciences, which it did.
I have found this to be true quoting from our article “This gender categorization work seems all the
more ironic when we look at surveys such as that of the National Schools Board Foundation (cited in
Luchetta 2000: 2). This polled 1735 households and found among other things that not only do girls
use the Internet more than do the boys surveyed, but the girls use it more or educational purposes.”
In my current two schools I am doing my prac teaching in, both private schools, there are no issues. In
one school I am teaching sixth grade Excel classes and there are eight girls and four boys – one of the
larger classes at the school. At my public school I had 32 students per class, love the private school life.
The girls are definitely more focused and quicker at learning Excel than the boys who will go over to a
webpage for a ball score when I turn around. I spend more time with the 4 boys than with the 8 girls. In
my other school I am in a fourth grade class and if during a lesson a student needs to look up something
for a project he or she will just go to one of a bank of computers at the back of the class and gather their
information and come back to their seat. I see no difference in gender behaviour. Gender and
computers is becoming one of choices. My wife, a teacher for 25 years, 18 years in South Australia and
seven in New York, bought a small pink computer, and calls it Turtle and has a colourful screensaver (of
a turtle). She is a music teacher and uses the computer for commuication and for her work. I have a 17
inch Entertainment PC with lots of programs and I like to do video editing and create webpages and art.
The future of computing I do not see as an issue with gender but a choice of the individual.
5. How would you write your own algebraic formula to best represent what is at stake here?
boys + reading + computers + supervision = literacy learning
Activity 2.4 extension
Studying memetics engineering according to Knobel and Lankshear's could assist in the classroom by
spreading contagious ideas to infect minds with particular ideas. One way we are doing this at the
school I am doing my 4th grade prac teaching at is by charting energy use in the classrooms. Of course
helping children become aware of recycling and energy use has been in place at most schools for the
past decade. We have daily patrols, two students going unannounced around the school with clipboard
in hand, marking on their chart whether computers are off if not in use, air conditioners are not on
when the window is open, Smartboards are off if not in use, properly recycled bins are in place with the
correct trash in them and so on.
Schools also have an unwritten in some and written in others that there can not be named fashion attire
or gang symbols/colors in the classrooms. At the two private schools I am in now there is not much of a
dress clothes other than common decency. Celebrity's, Wall Street bankers, and an assortment of the
wealthy in New York City have children who dress like hobos. They do not wear brand names, as
trendy now looks like it is from a Goodwill Store. In my last public school students had to wear
uniforms to avoid gang colours and the few who could afford trendy iconic clothes from getting beaten
up.
Activity 2.5
To improve educational outcomes for Indigenous students and their communities is firstly to respect other group's worldviews. 'Good teachers have an understanding of how children learn and they know how to tap into their students' natural ability to learn.' (Malin, 2004). Inviting students to have the power to influence their own learning increases their incorporation within the classroom. To do this teachers need to know each student as an individual as a cultural being and as a learner. (Malin, 2004). This should be the case for any class and for the most part it is. Knowing the student's heritage and letting them share it with the class is the same as allowing Aboriginal Stories to be a part of the classroom. As it is with any large city with a multicultural mix it is the blending of different pasts that makes the present interesting and provides an evolutionary step in the classroom/community. These knowledge structures – encapsulated and expressed through Stories whether it be African Americans from the Bronx and Harlem, Indigenous Australians, Indigenous Americans, or any one of the many cultures that
make up today's classroom, shared, will improve educational outcomes.”The essence of Aboriginal worldviews is relatedness, defined as sets of conditions, processes, and practices that occur among and between elements of a particular place, and across contexts that are physical, social, political and intellectual.” (Martin 2006)
Everyone should know who they are and where they come from and this knowingness should be a collaborative community of learners who share their relatedness in the classroom. Part of Learning by observation: the four knowledge processes of experiencing, conceptualizing,
analyzing, and applying knowledge among learners
Learning by personal trial and error – encouragement to take risks and problem solve
Learning in real life activities: an appropriate curriculum that reflects local and wider community interests, issues, and life world practices
Context specific learning: new knowledge for students has a context to which the students can relate
Learning is person orientated rather than information orientated the life world of the learner central to pedagogy
The group is more important than the individual – students and teachers have equal authority over learning
Learning is holistic – the whole rather the bits and pieces
Learning relies on visual and spatial skills
A reduced emphasis on the role of spoken language – allowing silences and absence
REFERENCES
Harris, S. (1984) 'Aboriginal learning styles and formal schooling'. In M. Christie, S. Harris & D.
McLay (Eds.) Teaching Aboriginal Children: Millingimbi and Beyond, Institute of Applied Aboriginal
Studies, Mount Lawley, WA.
Malin, M ‘They Listen and They’ve Got Respect: Culture and Pedagogy’ in Parington, G (ed.) (2004)
Perspectives on Aboriginal and Torres Straight Islander Education, Thomson, Social Sciences Press,
South Melbourne.
Martin, K (2007). 'The intersection of Aboriginal knowledges, Aboriginal literacies and New Learning
Pedagogies for Aboriginal students. 'In Healy, A. (ed.), Multiliteracies and diversity in education. (pp.
58 61). Oxford University Press.
What Works http://www.whatworks.edu.au/ is a federally funded initiative to document practical strategies and successful achievement in Indigenous education. Material is organised into 'case studies' and a series of 'core issues': one of these is literacy.Please take some time to explore the site and to look at some of the case studies. Try to pick a school context that relates to your own, or where you might end up teaching.
Write a brief description of how you might make use of this web site (<150 words) and distribute this amongst some other students. Try to comment on at least one other student's description.
[[Activity2.6 response]]
Literacy at home
Following on from this material on Indigenous perspectives, our cultural knowledge is hampered somewhat by problems with how we understand the literate practices that occur outside of school, particularly within the home. This review article by Trevor Cairney summaries the situation: Bridging Home and School Literacy.
For early childhood educators, especially, try to get clear in your mind what the issues are here. Is Cairney suggesting any ways forward?
Getting our hands dirty
Sooner or later, regardless of our level of schooling, or our subject area, we've got to get down to the nitty gritty of teaching texts and their structures. The next few readings go into some of the detail of how you might do this, and along the way, you'll get some practice at a level that adults and older adolescents can relate to.
The next reading by Geoff Bull and Michèle Anstey has a bunch of interesting investigations in it: What is text?.
Work through those items that you think will be of value and then post a short reflective piece on what you think you learnt from this chapter. To get you started, you may wish to comment on how the structure of the chapter helped you to follow the subject matter (if it did, of course).
[[Activity 2.7 response]]
This reading is as interactive as what it discusses with exercises such as filling in a grid on ones use of text and technology, and synthesis of multi-modal semiotic systems.
The point of the limits of access to multitextual literature is still true in 2010 as it was six years ago when this was written. However, this is changing dramatically. Last summer, even in remote India I saw people texting on their mobile phones and I saw it earlier in very remote towns in Viet Nam and Cambodia. In towns with dirt roads as the main street of a city and people living in homes put together with rubbish people still had their phones and computers were surprisingly available. Internet growth has doubled in the past five years in India though it is still only 7%. Viet Nam has 26% Internet usage, (http://www.internetworldstats.com/stats.htm viewd may 05, 2010), though compared to North America at 76.2, Australia at 80.1, and Iceland at 93.2, new texts (as discussed in 'The Literacy Labyrinth', 2004) are not there to be shared.
As we live in this world of marketability the end results of texts are possible at odds between the sellers of images who are partnered with the producers of goods and those who do not want to be swallowed up by cultural constructs that are not in sync with their beliefs and values.
The next item draws together a number of threads from the earlier readings (and their associated activities) and foreshadows some of the themes to follow.
Please attempt some of the tasks in Pauline Harris's chapter on A sociocultural model of reading.
As you read the chapter, try to find some of the connections with the other unit materials. Try to rationalise your experiences as a reader in light of the unit materials, and write a short paragraph or two for other students to consider.
Then read some others' contributions and try to account for the diversity that students are reporting (hopefully!).
Schooling levels
Most schooling systems make a distinction between the primary and secondary years, although the way this is done is not always the same. More recently the 'middle years' designation has complicated matters a little, and some providers mask the issue by running from pre-school (or earlier) right through to post-compulsory education. But at some point it needs to be recognised that the literacy requirements of students, if they are to continue developing, must undergo an important and systematic shift in a way that gets aligned somehow with the traditional (or emergent) subject areas. The explanation behind this is quite complicated, but it is imperative that you gain an appreciation of why this is the case.
[[My response to activity 2.8]]
The next reading is admittedly fairly difficult, but it is well worth the effort in trying to understand it. It would be fair to say that it is one of those articles that is potentially 'earth shattering' if you grasp the full sense of what is being said.
Here it is: Frances Christie's Learning the literacies of primary and secondary schooling.
Try to summarise Christie's argument. What theories of language and society is she making use of? What additional reading would you suggest someone undertake if they wanted to get to the bottom of this? How might you apply these ideas within your own teaching context?
[[Activity 2.9 response]]
Christie argues that the two 'traditional' ways of learning literacies; learning literacy rules in the first years of schooling and that learning literacy is a 'natural' process are myths. It is in the simplification of learning literacy that Christie sees as harmful. Chomsky's view that learning language is innate and that it is best learned as one learns speech in a 'natural way' is not what we are finding is how literacy becomes useful As well the theory that a child has mastered literacy by the age of eight or nine seems to deskills teachers, and will turn this generation into grammatical refugees on Facebook.
In the section 'Spoken and written language' Christie points out that with 'the advent of literacy' the writer and reader could share information away from where the story takes place. This brings into play the nature of intertextuality, first developed by Julia Kristeva (1980, 1984, 1989), in connection with the numerous implicit references in each text to other texts. No text is written in complete isolation from other texts nor can it stand entirely by itself.
Christie is taking a Functional Linguistics perspective with the emphasis on grammar. PISA (The OECD Programme for International Student Assessment) has defined “literacy as the ongoing acquisition of “an expanding set of knowledge skills and strategies” and reading as the ability to “understand, use and reflect on written text” (OECD, 2003, p. 108). Functional Linguistics begins with social context, and looks at how language both acts upon, and is constrained by the social context. (Neuage, 2005). The social function of communication, as theorized within FL, can range from entertainment, to learning, to communicating news and information. “The value of a theory”, Halliday wrote, “lies in the use that can be made of it, and I have always considered a theory of language to be essentially consumer oriented” (1985a, p. 7). Central to Functional Linguistics is the concept of “stratification”. Linguistic function is divided for the purposes of analysis into its social context, its semantic loading, its deployment of a lexico-grammatical selection, and its phonological-graphological choices.
As Christie points out, to many people grammar refers only to the basis for “proper” communication. Presentation of our language to others signals many things: for example, our command of language, our social position, our educational level and much about ourselves. “Improper” grammar is thus often associated socially with laziness, low self-esteem or being a “foreigner”; except perhaps on Facebook, e-mails, blogs., and all things World Wide Web where I can not tell whether it is laziness, low self-esteem, or what produces such poor and improper grammar. However, the focus in Internet chat is on constructing effective or meaningful messages quickly, is this an excuse? Traditional rules of grammar are replaced with a new set of emerging grammar protocols – and the meaning of “grammar” for analysis of this shift must move to that of formal linguistics, where grammar is examined first as a system of regulation of word order, established consensually within given languages, and again within their social sub-sections, to optimize communication. In other words, to make the sorts of “inclusive or exclusive” social regulatory decisions based on grammatical “correctness” which dominate the popular understanding of the term “grammar”, we must first be able to undertake the purely “descriptive” work of the formal linguist, in identifying which elements in a given language or “dialect” are considered standard or variant. Should we even be teaching grammar to anyone any more or should we move over and let the Internet take over (apologies to Jimi Hendrix “'move over rover let jimi take over'”).
Applying these ideas within my own teaching context has been and is an exciting opportunity. As I have been a computer teacher in grades K – 12 for the past seven years. I make it my business to work with students who are the writer of digital texts. From second graders creating storyboards in 'Comic Life' to currently working with sixth grade students with MIT's Scratch (a great introduction to programming – better than 'Small Basic') and [[Second Life|http://secondlife.neuage.us/]] projects as well as using Facebook as a narrative (see the Abe Lincoln Facebook page – http://www.facebook.com/pages/Abraham-Honest-Abe-Lincoln/12336859853). Grammar is very important in this digital age. One of my pet peeves is the incredible sloppiness of emails (whether from students, friends, professors, family, work and etc) and the even worse grammar in Facebook and the other hundred or so [[social sites]] I belong to (actually I do research on social media so I have joined more than one-hundred in the past decade with at least 60 still going strong). I insist that students check grammar as well as spelling in every digital tool we use: Power Point, 3D animation, movie making (here is an example from my 7th grade class in interactive poetry scripting class – http://www.youtube.com/watch?v=Z3mMwXB-TXg), as well as many other applications. What is essential is that literacy comes first – before anything is sent. We have had 20 years of web based writing and those who have grown up using this are showing that they missed the grammar spaceship and they are waving frantically in outer space with no syntax to hold onto. What schools can do is work with students to become literate online.
As I am doing my prac teaching in the USA and have only taught K-12 in the USA this site will not be of use for teaching in New York. However, I will be doing a ten-week prac teaching in South Australia in July – September 2010. My teaching experience will be at a private school, Torrens Valley Christian School. I believe there are no Indigenous students at this school, though there were two several years ago.
The reason I think this website is particular relevant to this school is because there are no indigenous students enrolled and the students have little contact with indigenous students in their daily lives In the north eastern suburbs of Adelaide so it is therefore critical that I bring increased awareness of issues to these somewhat shelter students. Furthermore it will be a great tool to increase my own awareness as an American of the complexities of this environment.
To quote from CATHERINE LISA DICKINSON in the non-tiddler (our discussion group for this activity)
“I realise that it is still very important to teach aboriginal culture - even more so where students do not have access to it or, if there are aboriginal students, they are more likely to feel isolated and cut off. It's great to have this resource and I expect I will be using it a lot. It seems likely that building partnerships with aboriginal communities and schools with higher aboriginal populations will be the best way to approach this”
>The following is not part of my word count for Assignment 2.
For my masters at Deakin in 1995 "[[Influence of the World Wide Web on literature|http://neuage.org/masters1.html]]" I called it [[litweberature]], though that did not catch on as an academic term but I ploughed forward with a [[PhD]] on this and now I am back to it again. Hopefully this will be an addition to past studies and not a repeat.
It is interesting coming back to this a decade later and seeing the same ideas being used but at more integrated levels. In the 1990s we did not integrate it into the curriculum and I thought that it would just gradually become the overall mashup that we refer to as education. I believe we have had a case of where society left the curriculum in the dust and now there seems to be a scramble to what is already being used in the community to say it is part of the curriculum.
This new literacy has been out of the hands of the schools for years, with children in pre-K (kindergarten) now having an opportunity to become literate in this new literacy manifestation. Do we need an academic to tell us today’s kids grow up online? As a single parent in the 1990s I encouraged this with my children - this was the new literacy when they were in primary school. We were at home with our Commodore 64 and my 10 year old was writing code and we were all experimenting with hyperlink in 1992. It has taken a long time for educators to catch up with this. The World Wide Web is twenty years old - we should be much further in education than we are with meaning making in this environment.
Students are using community sharing and making friends world-wide within virtual worlds. We have used [[Second Life|http://secondlife.neuage.us/]] in high school (see [[101 uses for SL|http://warburton.typepad.com/disruptive/2007/03/101_use_for_sl_.html]] in the classroom in "[[Disruptive technologies in education|http://warburton.typepad.com/disruptive/]]". Distance Ed Victoria has proposed a project to build a house in SL to teach students about fire hazards. [[See skoolaborate|http://www.skoolaborate.com/]]. I met the person who started this four years ago where they started at Methodist Ladies‟ College, Sydney, to start an Island at our school In Manhattan. Get your school involved with this and you will have new ways of learning in virtual classrooms. Of course this is not new, we did this at University of SA in the mid-1990s but this is today's buzz.
![[social sites]] has been shifted.
>>Nevertheless on with [[Assignment 2 Questions]].
|Please read this table and fill in the mid section as you go|c
| ''Checklist'' |>|>|>| ''Your Take'' |>|>|>|bgcolor(#ffA500): ''Our Take'' |h
| Item | Done Well | Done | Struggled | Skipped |bgcolor(#ffA500): Done Well |bgcolor(#ffA500): Done |bgcolor(#ffA500): Struggled |bgcolor(#ffA500): Skipped |h
|The response uses an appropriate method of justification | [X] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|The response sets out (or refers to) some relevant criteria | [X] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|The response reaches a well-supported conclusion | [X] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|Please read this table and fill in the mid section as you go|c
| ''Checklist'' |>|>|>| ''Your Take'' |>|>|>|bgcolor(#ffA500): ''Our Take'' |h
| Item | Done Well | Done | Struggled | Skipped |bgcolor(#ffA500): Done Well |bgcolor(#ffA500): Done |bgcolor(#ffA500): Struggled |bgcolor(#ffA500): Skipped |h
|The response makes explicit the reading strategies being followed | [X] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|The response explains the method of criticism (critique) being used | [X] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|The response considers the context, audience, and purpose of the article being critiqued | [X] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|Please read this table and fill in the mid section as you go|c
| ''Checklist'' |>|>|>| ''Your Take'' |>|>|>|bgcolor(#ffA500): ''Our Take'' |h
| Item | Done Well | Done | Struggled | Skipped |bgcolor(#ffA500): Done Well |bgcolor(#ffA500): Done |bgcolor(#ffA500): Struggled |bgcolor(#ffA500): Skipped |h
|The response clearly identifies some specific literacy requirements at one of the recognised levels of schooling (and optionally, within a nominated subject area) | [X] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|The response acknowledges at least two of the following categories of student: Indigenous, non-Indigenous, English as an Additional Language, and special needs | [X] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|The response makes practical teaching suggestions for addressing the literacy requirements mentioned | [X] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
[[GeneralAssessmentCriteria]]
[[Assessment criteria for Q1]]
[[Assessment criteria for Q2]]
[[Assessment criteria for Q3]]
Assignment 2 Questions
Dr.Terrell-Neuage, 8 May 2010(created 11 February 2010)
!!!This set of Assignment Questions pertains to ETL411 Teaching the Curriculum 1 / Integrating Literacy, Semester 1, 2010.
![[Question 1]]: How well are the current Australian national curriculum efforts integrating literacy, and in particular digital literacies? Reference to the draft K–10 Australian Curriculum, and other ACARA documentation.
![[Question 2]]: Read and critique Chris Waterman's recent article in Teacher Magazine entitled Lead the Revolution.
![[Question 3]]: Describe some of the specific literacy requirements applying to your intended level of schooling (or subject area). How are you going to teach to them?
!DO NOT USE TOWARD WORD COUNT FOR ASSIGNMENT TWO - REFERENCES TO ASYNCHRONOUOS/SYNCHRONOUS ONLY
Asynchronous communication is communication taking place at different times or over a certain period of time. Several currently used examples are e-mail, electronic mailing lists, e-mail based conferencing programs, UseNet newsgroups, Twitter, Facebook and messaging programs. Asynchronous communication requires computer conferencing programs and electronic mailing lists that reside on a server that distributes the messages that users send to it such as using iChat. Any computer user with e-mail and a connection to the Internet can engage in asynchronous communication. Web-based conferencing programs that distribute many messages, or messages containing attachments, require more system power and a current model computer with a sound card and speakers and a fast connection to the Internet (Aokk, 1995; Siemieniuch & Sinclair, 1994).
see [[Synchronous communication]]
As discussed in [[Activity 2.7 response]] Australia has a strong standing for Internet usage.
>Australian Internet Usage
*[img[Australian Internet Usage|http://neuage.info/tiddler/InternetUsageAustralia.PNG]]
As discussed in [[Activity 2.7 response]] Australia has a strong standing for Internet usage.
!World Internet Usage
>Australian Penetrations
*[img[Australian Penetrations|http://neuage.info/tiddler/InternetPenetration.PNG]]
! Please do not count toward word count, this is just mussings on Computer Mediated Communication.
The first issue addressed in contemporary Computer Mediated Communication studies is the insistence that [[CMC]] is not in itself an isolated “driver” of communicative innovation. Most theorists are opposed to technological determinism, and consider rather that [[CMC]]s are in themselves driven by precisely the same processes which structure those communicative acts, which they subsequently enable.
A CheatSheet is available at [[TiddlyPocketBook|http://tiddlypocketbook.com/]]. Or from the [[VIRTuální UNIVerzita|http://www.virtuniv.cz/images/e/ed/Tiddlywiki_cheatsheet.pdf]]. And you could always develop your own and tuck it away in a tiddler somewhere.
/***
|Name|CheckboxPlugin|
|Source|http://www.TiddlyTools.com/#CheckboxPlugin|
|Documentation|http://www.TiddlyTools.com/#CheckboxPluginInfo|
|Version|2.4.0|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|plugin|
|Description|Add checkboxes to your tiddler content|
This plugin extends the TiddlyWiki syntax to allow definition of checkboxes that can be embedded directly in tiddler content. Checkbox states are preserved by:
* by setting/removing tags on specified tiddlers,
* or, by setting custom field values on specified tiddlers,
* or, by saving to a locally-stored cookie ID,
* or, automatically modifying the tiddler content (deprecated)
When an ID is assigned to the checkbox, it enables direct programmatic access to the checkbox DOM element, as well as creating an entry in TiddlyWiki's config.options[ID] internal data. In addition to tracking the checkbox state, you can also specify custom javascript for programmatic initialization and onClick event handling for any checkbox, so you can provide specialized side-effects in response to state changes.
!!!!!Documentation
>see ~CheckboxPluginInfo
!!!!!Revisions
<<<
2008.01.08 [*.*.*] plugin size reduction: documentation moved to ~CheckboxPluginInfo
2008.01.05 [2.4.0] set global "window.place" to current checkbox element when processing checkbox clicks. This allows init/beforeClick/afterClick handlers to reference RELATIVE elements, including using "story.findContainingTiddler(place)". Also, wrap handlers in "function()" so "return" can be used within handler code.
|please see ~CheckboxPluginInfo for additional revision details|
2005.12.07 [0.9.0] initial BETA release
<<<
!!!!!Code
***/
//{{{
version.extensions.CheckboxPlugin = {major: 2, minor: 4, revision:0 , date: new Date(2008,1,5)};
//}}}
//{{{
config.checkbox = { refresh: { tagged:true, tagging:true, container:true } };
config.formatters.push( {
name: "checkbox",
match: "\\[[xX_ ][\\]\\=\\(\\{]",
lookahead: "\\[([xX_ ])(=[^\\s\\(\\]{]+)?(\\([^\\)]*\\))?({[^}]*})?({[^}]*})?({[^}]*})?\\]",
handler: function(w) {
var lookaheadRegExp = new RegExp(this.lookahead,"mg");
lookaheadRegExp.lastIndex = w.matchStart;
var lookaheadMatch = lookaheadRegExp.exec(w.source)
if(lookaheadMatch && lookaheadMatch.index == w.matchStart) {
// get params
var checked=(lookaheadMatch[1].toUpperCase()=="X");
var id=lookaheadMatch[2];
var target=lookaheadMatch[3];
if (target) target=target.substr(1,target.length-2).trim(); // trim off parentheses
var fn_init=lookaheadMatch[4];
var fn_clickBefore=lookaheadMatch[5];
var fn_clickAfter=lookaheadMatch[6];
var tid=story.findContainingTiddler(w.output); if (tid) tid=tid.getAttribute("tiddler");
var srctid=w.tiddler?w.tiddler.title:null;
config.macros.checkbox.create(w.output,tid,srctid,w.matchStart+1,checked,id,target,config.checkbox.refresh,fn_init,fn_clickBefore,fn_clickAfter);
w.nextMatch = lookaheadMatch.index + lookaheadMatch[0].length;
}
}
} );
config.macros.checkbox = {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
if(!(tiddler instanceof Tiddler)) { // if no tiddler passed in try to find one
var here=story.findContainingTiddler(place);
if (here) tiddler=store.getTiddler(here.getAttribute("tiddler"))
}
var srcpos=0; // "inline X" not applicable to macro syntax
var target=params.shift(); if (!target) target="";
var defaultState=params[0]=="checked"; if (defaultState) params.shift();
var id=params.shift(); if (id && !id.length) id=null;
var fn_init=params.shift(); if (fn_init && !fn_init.length) fn_init=null;
var fn_clickBefore=params.shift();
if (fn_clickBefore && !fn_clickBefore.length) fn_clickBefore=null;
var fn_clickAfter=params.shift();
if (fn_clickAfter && !fn_clickAfter.length) fn_clickAfter=null;
var refresh={ tagged:true, tagging:true, container:false };
this.create(place,tiddler.title,tiddler.title,0,defaultState,id,target,refresh,fn_init,fn_clickBefore,fn_clickAfter);
},
create: function(place,tid,srctid,srcpos,defaultState,id,target,refresh,fn_init,fn_clickBefore,fn_clickAfter) {
// create checkbox element
var c = document.createElement("input");
c.setAttribute("type","checkbox");
c.onclick=this.onClickCheckbox;
c.srctid=srctid; // remember source tiddler
c.srcpos=srcpos; // remember location of "X"
c.container=tid; // containing tiddler (may be null if not in a tiddler)
c.tiddler=tid; // default target tiddler
c.refresh = {};
c.refresh.container = refresh.container;
c.refresh.tagged = refresh.tagged;
c.refresh.tagging = refresh.tagging;
place.appendChild(c);
// set default state
c.checked=defaultState;
// track state in config.options.ID
if (id) {
c.id=id.substr(1); // trim off leading "="
if (config.options[c.id]!=undefined)
c.checked=config.options[c.id];
else
config.options[c.id]=c.checked;
}
// track state in (tiddlername|tagname) or (fieldname@tiddlername)
if (target) {
var pos=target.indexOf("@");
if (pos!=-1) {
c.field=pos?target.substr(0,pos):"checked"; // get fieldname (or use default "checked")
c.tiddler=target.substr(pos+1); // get specified tiddler name (if any)
if (!c.tiddler || !c.tiddler.length) c.tiddler=tid; // if tiddler not specified, default == container
if (store.getValue(c.tiddler,c.field)!=undefined)
c.checked=(store.getValue(c.tiddler,c.field)=="true"); // set checkbox from saved state
} else {
var pos=target.indexOf("|"); if (pos==-1) var pos=target.indexOf(":");
c.tag=target;
if (pos==0) c.tag=target.substr(1); // trim leading "|" or ":"
if (pos>0) { c.tiddler=target.substr(0,pos); c.tag=target.substr(pos+1); }
if (!c.tag.length) c.tag="checked";
var t=store.getTiddler(c.tiddler);
if (t && t.tags)
c.checked=t.isTagged(c.tag); // set checkbox from saved state
}
}
// trim off surrounding { and } delimiters from init/click handlers
if (fn_init) c.fn_init="(function(){"+fn_init.trim().substr(1,fn_init.length-2)+"})()";
if (fn_clickBefore) c.fn_clickBefore="(function(){"+fn_clickBefore.trim().substr(1,fn_clickBefore.length-2)+"})()";
if (fn_clickAfter) c.fn_clickAfter="(function(){"+fn_clickAfter.trim().substr(1,fn_clickAfter.length-2)+"})()";
c.init=true; c.onclick(); c.init=false; // compute initial state and save in tiddler/config/cookie
},
onClickCheckbox: function(event) {
window.place=this;
if (this.init && this.fn_init) // custom function hook to set initial state (run only once)
{ try { eval(this.fn_init); } catch(e) { displayMessage("Checkbox init error: "+e.toString()); } }
if (!this.init && this.fn_clickBefore) // custom function hook to override changes in checkbox state
{ try { eval(this.fn_clickBefore) } catch(e) { displayMessage("Checkbox onClickBefore error: "+e.toString()); } }
if (this.id)
// save state in config AND cookie (only when ID starts with 'chk')
{ config.options[this.id]=this.checked; if (this.id.substr(0,3)=="chk") saveOptionCookie(this.id); }
if (this.srctid && this.srcpos>0 && (!this.id || this.id.substr(0,3)!="chk") && !this.tag && !this.field) {
// save state in tiddler content only if not using cookie, tag or field tracking
var t=store.getTiddler(this.srctid); // put X in original source tiddler (if any)
if (t && this.checked!=(t.text.substr(this.srcpos,1).toUpperCase()=="X")) { // if changed
t.set(null,t.text.substr(0,this.srcpos)+(this.checked?"X":"_")+t.text.substr(this.srcpos+1),null,null,t.tags);
if (!story.isDirty(t.title)) story.refreshTiddler(t.title,null,true);
store.setDirty(true);
}
}
if (this.field) {
if (this.checked && !store.tiddlerExists(this.tiddler))
store.saveTiddler(this.tiddler,this.tiddler,"",config.options.txtUserName,new Date());
// set the field value in the target tiddler
store.setValue(this.tiddler,this.field,this.checked?"true":"false");
// DEBUG: displayMessage(this.field+"@"+this.tiddler+" is "+this.checked);
}
if (this.tag) {
if (this.checked && !store.tiddlerExists(this.tiddler))
store.saveTiddler(this.tiddler,this.tiddler,"",config.options.txtUserName,new Date());
var t=store.getTiddler(this.tiddler);
if (t) {
var tagged=(t.tags && t.tags.indexOf(this.tag)!=-1);
if (this.checked && !tagged) { t.tags.push(this.tag); store.setDirty(true); }
if (!this.checked && tagged) { t.tags.splice(t.tags.indexOf(this.tag),1); store.setDirty(true); }
}
// if tag state has been changed, update display of corresponding tiddlers (unless they are in edit mode...)
if (this.checked!=tagged) {
if (this.refresh.tagged) {
if (!story.isDirty(this.tiddler)) // the TAGGED tiddler in view mode
story.refreshTiddler(this.tiddler,null,true);
else // the TAGGED tiddler in edit mode (with tags field)
config.macros.checkbox.refreshEditorTagField(this.tiddler,this.tag,this.checked);
}
if (this.refresh.tagging)
if (!story.isDirty(this.tag)) story.refreshTiddler(this.tag,null,true); // the TAGGING tiddler
}
}
if (!this.init && this.fn_clickAfter) // custom function hook to react to changes in checkbox state
{ try { eval(this.fn_clickAfter) } catch(e) { displayMessage("Checkbox onClickAfter error: "+e.toString()); } }
// refresh containing tiddler (but not during initial rendering, or we get an infinite loop!) (and not when editing container)
if (!this.init && this.refresh.container && this.container!=this.tiddler)
if (!story.isDirty(this.container)) story.refreshTiddler(this.container,null,true); // the tiddler CONTAINING the checkbox
return true;
},
refreshEditorTagField: function(title,tag,set) {
var tagfield=story.getTiddlerField(title,"tags");
if (!tagfield||tagfield.getAttribute("edit")!="tags") return; // if no tags field in editor (i.e., custom template)
var tags=tagfield.value.readBracketedList();
if (tags.contains(tag)==set) return; // if no change needed
if (set) tags.push(tag); // add tag
else tags.splice(tags.indexOf(tag),1); // remove tag
for (var t=0;t<tags.length;t++) tags[t]=String.encodeTiddlyLink(tags[t]);
tagfield.value=tags.join(" "); // reassemble tag string (with brackets as needed)
return;
}
}
//}}}
Background: #cff
Foreground: #234
PrimaryPale: #8cf
PrimaryLight: #600
PrimaryMid: #500
PrimaryDark: #014
SecondaryPale: #66f
SecondaryLight: #f9f
SecondaryMid: #db4
SecondaryDark: #841
TertiaryPale: #ffc
TertiaryLight: #ccc
TertiaryMid: #39c
TertiaryDark: #ffo
Error: #f88
/***
|Name|CommentPlugin|
|Source|http://www.TiddlyTools.com/#CommentPlugin|
|Documentation|http://www.TiddlyTools.com/#CommentPluginInfo|
|Version|2.9.3|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|plugin|
|Description|automatically insert formatted comments into tiddler content|
!!!!!Documentation
>see ~CommentPluginInfo
!!!!!Configuration
>see ~CommentPluginInfo
!!!!!Revisions
<<<
2009.04.10 [2.9.3] invoke autoSaveChanges() after adding a comment
| please see ~CommentPluginInfo for previous revision details |
2006.04.20 [1.0.0] initial release
<<<
!!!!!Code
***/
//{{{
version.extensions.CommentPlugin= {major: 2, minor: 9, revision: 3, date: new Date(2009,4,10)};
config.macros.comment= {
marker: '/%'+'comment'+'%/',
fmt: "__''%subject%''__\n^^posted by %who% on %when%^^\n<<<\n%message%\n<<<\n",
datefmt: 'DDD, MMM DDth, YYYY at hh12:0mm:0ss am',
tags: '',
reverse: false,
handler: function(place,macroName,params,wikifier,paramstring,tiddler) {
var span=createTiddlyElement(place,'span');
var here=story.findContainingTiddler(place);
if (here) var tid=here.getAttribute('tiddler'); // containing tiddler title
span.setAttribute('here',tid);
var target=(params[0]&¶ms[0].length&¶ms[0]!='here')?params[0]:tid; // target title
span.setAttribute('target',target);
var overwrite=(params[1]&¶ms[1].toLowerCase()=='overwrite'); if (overwrite) params.shift();
span.setAttribute('overwrite',overwrite?'true':'false');
var reverse=(params[1]&¶ms[1].toLowerCase()=='reverse'); if (reverse) params.shift();
span.setAttribute('reverse',(reverse||this.reverse)?'true':'false');
var marker=this.marker;
if (params[1]&¶ms[1].substr(0,7)=='marker:') {
var marker='/%'+params[1].substr(7)+'%/';
params.shift();
}
span.setAttribute('marker',marker);
var tags=(params[1]&¶ms[1].length)?params[1]:this.tags; // target tags
span.setAttribute('tags',tags);
var fmt=(params[2]&¶ms[2].length)?params[2]:this.fmt; // output format
span.setAttribute('fmt',fmt.unescapeLineBreaks());
var datefmt=(params[3]&¶ms[3].length)?params[3]:this.datefmt; // date format
span.setAttribute('datefmt',datefmt.unescapeLineBreaks());
var html=this.html;
html=html.replace(/%nosubject%/g,(fmt.indexOf('%subject%')==-1)?'none':'block');
html=html.replace(/%nomessage%/g,(fmt.indexOf('%message%')==-1)?'none':'block');
var subjtxt=''; var msgtxt='';
html=html.replace(/%subjtxt%/g,subjtxt);
html=html.replace(/%msgtxt%/g,msgtxt);
span.innerHTML=html;
},
html: "<form style='display:inline;margin:0;padding:0;'>\
<div style='display:%nosubject%'>\
subject:<br>\
<input type='text' name='subject' title='enter subject text' style='width:100%' value='%subjtxt%'>\
</div>\
<div style='display:%nomessage%'>\
message:<br>\
<textarea name='message' rows='7' title='enter message text' \
style='width:100%'>%msgtxt%</textarea>\
</div>\
<center>\
<i>Please enter your information and then press</i>\
<input type='button' value='post' onclick='\
var s=this.form.subject; var m=this.form.message;\
if (\"%nosubject%\"!=\"none\" && !s.value.length)\
{ alert(\"Please enter a subject\"); s.focus(); return false; }\
if (\"%nomessage%\"!=\"none\" && !m.value.length)\
{ alert(\"Please enter a message\"); m.focus(); return false; }\
var here=this.form.parentNode.getAttribute(\"here\");\
var reverse=this.form.parentNode.getAttribute(\"reverse\")==\"true\";\
var target=this.form.parentNode.getAttribute(\"target\");\
var marker=this.form.parentNode.getAttribute(\"marker\");\
var tags=this.form.parentNode.getAttribute(\"tags\").readBracketedList();\
var fmt=this.form.parentNode.getAttribute(\"fmt\");\
var datefmt=this.form.parentNode.getAttribute(\"datefmt\");\
var overwrite=this.form.parentNode.getAttribute(\"overwrite\")==\"true\";\
config.macros.comment.addComment(here,reverse,target,tags,fmt,datefmt,\
s.value,m.value,overwrite,marker);'>\
</center>\
</form>",
addComment: function(here,reverse,target,newtags,fmt,datefmt,subject,message,overwrite,marker) {
var UTC=new Date().convertToYYYYMMDDHHMMSSMMM();
var rand=Math.random().toString();
var who=config.options.txtUserName;
var when=new Date().formatString(datefmt);
target=target.replace(/%tiddler%/g,here);
target=target.replace(/%UTC%/g,UTC);
target=target.replace(/%random%/g,rand);
target=target.replace(/%who%/g,who);
target=target.replace(/%when%/g,when);
target=target.replace(/%subject%/g,subject);
var t=store.getTiddler(target);
var text=t?t.text:'';
var modifier=t?t.modifier:config.options.txtUserName;
var modified=t?t.modified:new Date();
var tags=t?t.tags:[];
for(var i=0; i<newtags.length; i++) tags.pushUnique(newtags[i]);
var fields=t?t.fields:{};
var out=fmt;
out=out.replace(/%tiddler%/g,here);
out=out.replace(/%UTC%/g,UTC);
out=out.replace(/%when%/g,when);
out=out.replace(/%who%/g,who);
out=out.replace(/%subject%/g,subject);
out=out.replace(/%message%/g,message);
var pos=text.indexOf(marker);
if (pos==-1) pos=text.length; // no marker - insert at end
else if (reverse) pos+=marker.length; // reverse order by inserting AFTER marker
var newtxt=overwrite?out:(text.substr(0,pos)+out+text.substr(pos));
store.saveTiddler(target,target,newtxt,modifier,modified,tags,fields);
autoSaveChanges();
if (document.getElementById(story.idPrefix+target))
story.refreshTiddler(target,DEFAULT_VIEW_TEMPLATE,true);
if (here!=target && document.getElementById(story.idPrefix+here))
story.refreshTiddler(here,DEFAULT_VIEW_TEMPLATE,true);
}
};
//}}}
[[An early mash up of hypertextual musings for assignment two]]
Patrizia Violi, in Electronic dialogue between orality and literacy. A semiotic approach (2000) talks about writing itself as a technology, as well as computers as a technology. In the [[draft K–10 Australian Curriculum]] (page 1) under 'English Aims' there is
>'understand and use Standard Australian English in its spoken and written forms and in combination with other 'non-linguistic forms of communication'.
This from the start indicates the new curriculum will work toward integrating other forms of literacy. These other 'non-linguistic forms of communication bring in the [[multifocal]] and [[multimodal]] dimensions of literacy. Whether we are using a form of text-messaging or any one of the hundred different social medias available, or literay art such as [[picture poems|http://picasaweb.google.com/tneuage/PicturePoems#]], we will use non-linguistic forms to enhance our message or use the non-linguistic form to be the message.
There is an ever growing mass of literature (Rheingold, 1985, 1991, 1993, 1994, 1999, 2000; Stubbs, 1996, 1998; Herring, 1994, 2002; Jones, 1995, 1997; Donath, 1998, 1999; Schiano, 1997) which addresses [[CMC]] techniques and compares them to other modes of communication.
>Intent exists in all speech situations; what is different in a virtual space is that intent is more than usually opaque, and the anticipation of concealed or subversive intent is heightened by the lack of physical contact and non-linguistic cues. Are participants there to gather information, exchange information, or play performance games? ([[Neuage]], 2005).
Carrington and Robinson (2009), discuss using [[Flickr|http://www.flickr.com/]] as a
>'communication tool especially using digital notes that can be superimposed on other's photos. Which provides a polysemic narrative about literacy and can promote discussion'. p.37.
>>//@@Are you following this in an old fashion we can not believe you would do such a thing fashion? Then go to [[Digital vs. Linear]] otherwise hype off to [[ODAM]]. How so yesterday ~ how so anti-tiddler, how so normal – good on ya because you will be focused and not an uncentred-[[multifocal]] individual.@@//
The [[draft K–10 Australian Curriculum]] includes using forms such as emails, and websites and other forms of digital media along with letters andbooks as part of [[literacy]]. Then new curriculum encourages students to listen to, view, read and create a wide range of literary and non-literary texts. This is very much a curriculum that seeks to integrate [[Digital Literacy]].
However, we need to be mindful of [[Digital Literacy]] so that [[hyperlink]]s and [[hypertext]]s are always a tool and not a result where a student can become lost in a[[multifocal]] environment and meaning becomes so disrupted that learning does not take place.
>>//@@Are you following this in an old fashion we can not believe you would do such a thing fashion? Then go to [[Educational Technology]] otherwise hype off to [[ODAM]]. How so yesterday ~ how so anti-tiddler, how so normal – good on ya because you will be focused and not an uncentred-[[multifocal]] individual.@@//
Terrell Neuage
http://neuage.org
03/10/2010
!Draft K-12 Common Core State Standards Available for Comment
NGA Center, CCSSO Release First Official Public Draft
>WASHINGTON—The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) today released the first official public draft of the K-12 standards as part of the Common Core State Standards Initiative, a process being led by governors and chief state school officers in 51 states, territories, and the District of Columbia. These draft standards, developed together with teachers, school administrators and experts, seek to provide a clear and consistent framework to prepare our children for college and the workforce.
[[online|http://www.nga.org/portal/site/nga/menuitem.6c9a8a9ebc6ae07eee28aca9501010a0/?vgnextoid=e50b863754047210VgnVCM1000005e00100aRCRD&vgnextchannel=759b8f2005361010VgnVCM1000001a01010aRCRD]]
Carrington and Robinson (2009) caution using gaming technology as a learning environment (pp 102 - 105). However, I have found using game construction highly educational. For example, I have had classes in grades 6 - 10 use applications such as [[MIT|http://www.mit.edu/]]'s [[Scratch|http://scratch.mit.edu/]] in English, Science, Math, Social Studies, Art and computer classes for the past four years. The same can be said with [[Second Life|http://secondlife.com/?v=1.1]], [[Google Sketchup|http://sketchup.google.com/#utm_campaign=en&utm_source=en-ha-na-us-google&utm_medium=ha&utm_term=google%20sketchup]], [[Adobe Flash|http://www.adobe.com/products/flash/]], [[Rhino 3D|http://www.rhino3d.com/]] (which I taught in grades 9 - 12 in three school over a five year period and many other applications.
Two years ago a Charter School in New York City started based on gaming with a grant from the [[Gates Foundation|http://www.gatesfoundation.org/Pages/home.aspx]]. (Salen, 2007).
Of course not all educational technology is based on games. There are many other factors to this. It is an ever changing field from the current iPad being introduced in high schools to using Facebook in Middle School or iPhones to create blogs to follow in story telling.
>//'The term educational technology is often associated with, and encompasses, instructional theory and learning theory. While instructional technology covers the processes and systems of learning and instruction, educational technology includes other systems used in the process of developing human capability. Educational Technology includes, but is not limited to, software, hardware, as well as Internet applications and activities. But there is still debate on what these terms mean.'// (Lowenthal, 2010)
>>@@//Are you following this in an old fashion we can not believe you would do such a thing fashion? Then go to [[What is writing? Computer vs. Hands]] otherwise hype off to [[ODAM]]. How so yesterday ~ how so anti-tiddler, how so normal – good on ya because you will be focused and not an uncentred-[[multifocal]] individual.@@//
Type the text for 'New Tiddler'
>>@@//Are you following this in an old fashion we can not believe you would do such a thing fashion? Then go to [[Will it work?]] otherwise hype off to [[ODAM]]. How so yesterday ~ how so anti-tiddler, how so normal – good on ya because you will be focused and not an uncentred-[[multifocal]] individual.@@//
Basic information on how to 'install' and use TiddlyWiki is available at [[TiddlyWiki.com|http://www.tiddlywiki.com/]].
An incomplete [[Wiki]] on how to use TiddlyWiki is available at [[TiddlyWiki.org|http://tiddlywiki.org]].
A helpful [[Wiki]] for absolute beginners is [[Tiddler Toddler|http://tiddlertoddler.tiddlyspot.com/]].
A CheatSheet is available.
Why TiddlyWiki? See the [[Wikipedia|http://en.wikipedia.org]] entries on [[TiddlyWiki|http://en.wikipedia.org/wiki/TiddlyWiki]] and [[Personal wikis|http://en.wikipedia.org/wiki/Personal_wiki]].
Otherwise, check out the [[Fix my tiddler|http://online.cdu.edu.au/webapps/blackboard/content/launchLink.jsp?course_id=_8870_1&content_id=_821176_1&mode=view]] forum on Learnline.
Description - soon
see [[Flash Childrens Stories|http://neuage.org/AA/web/FlashStory/FlashStory.htm]]
>Furthermore, I am not only looking at the question, //"How well are the current Australian national curriculum efforts integrating literacy, and in particular digital literacies?"// but what and how are we integrating [[digital literacy]] twenty years after the invention of the World Wide Web? It is easy to integrate technology, but the tools can quickly muddle the desired result. For example, are we using tiddlers because they are newish (less than four years old) and a seemingly interested tool to make links with or because it really fulfills the purpose of a wiki. Of course we know that a wiki is interactive but tiddlers saved locally are not. Having a link within an essay enhances the text but so do footnotes. Do we lose continuity by using hyperlinks? I wrote a thousand word poem during my Master's degree with every word a hyperlink - 1994, but after awhile the poem itself lost its meaning. Now I am part of a group writing a mass poem with hundreds of contributors in Facebook and the whole thing has a final edit by Freke Räihä, Sweden. It follows quite well, even though parts had to be translated from the many languages people contributed in. It is really good and follows reading in a linear format on Facebook. To have it linking all over the shop would have made it stupid.
>>Are you following this in an old fashion we can not believe you would do such a thing fashion? Then go to [[Towards an Australian National Curriculum]] otherwise hype off to [[ODAM]]. How so yesterday ~ how so anti-tiddler, how so normal – good on ya because you will be focused and not an uncentred-[[multifocal]] individual.
|Please read this table and fill in the mid section as you go|c
| ''Checklist'' |>|>|>| ''Your Take'' |>|>|>|bgcolor(#ffA500): ''Our Take'' |h
| Item | Done Well | Done | Struggled | Skipped |bgcolor(#ffA500): Done Well |bgcolor(#ffA500): Done |bgcolor(#ffA500): Struggled |bgcolor(#ffA500): Skipped |h
|The [[Personal Wiki]] displays the potential of [[The Medium]] | [_] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|The responses are designed with [[Hypertext]] in mind | [_] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|The assignment makes use of the TiddlyWiki journal feature | [_] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|The tiddlers are properly tagged | [_] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|MissingTiddlers are accounted for| [_] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|OrphanTiddlers are accounted for | [_] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|The assignment makes judicious use of the unit materials (textbooks, learning materials, readings) and the findings of private research (relevant curricula, domain-specific knowledge) | [_] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|Technical terms are properly defined or exemplified | [_] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|Information and ideas are correctly referenced | [_] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
|The assignment is professionally presented | [_] | [_] | [_] | [_] | [_] | [_] | [_] | [_] |
High Distinction
----
Distinction
----
Credit
----
Pass
----
Pass Conceded
----
Fail
[[Install the software]]:
<<tiddler [[Install the software]]>>
[[Tweak my browser]]:
<<tiddler [[Tweak my browser]]>>
[[Edit]]:
<<tiddler [[Edit]]>>
[[Save]]:
<<tiddler [[Save]]>>
[[Recover my work after a disaster]]:
<<tiddler [[Recover my work after a disaster]]>>
[[Find out more]]:
<<tiddler [[Find out more]]>>
The following paper by Mark Bernstein, a leading hypertext researcher, may help you to better appreciate some of the possibilities: [[Patterns of Hypertext|http://elvis.slis.indiana.edu/irpub/HT/1998/pdf3.pdf]].
This next page, authored perhaps by Lesley Smith of George Mason University, offers some advice on how to put together a hypertext university assignment: [[Writing Hypertext|http://osf1.gmu.edu/~lsmithg/writehtext.htm]].
For those of you wanting a 'bigger picture' view, you could try this article from the inventor of the terms [[Hypertext]] and [[Hypermedia]], Theodor Nelson (writing here with Robert Smith): [[Back to the Future: Hypertext the Way It Used To Be|http://xanadu.com/XanaduSpace/btf.htm]]. In this document, please take note of the concept of [[Transclusion]] (as opposed to 'inclusion').
You don't. This page is the software. The smarts are all inside the page source. Just save the file to a local folder when you download it from Learnline for the first time. //Exception//: Safari and Opera users will also need to put a Java helper applet in their local folder. See the [[Find out more]] entry below.
>It has been noted that the links between reading and writing, for example, have been emphasized to such an extent that it is now normal to see them referred to as “literacy” (Wray & Medwell, 1991, p. 3).
The Australian Curriculum draft version 1.0.1 for English integrates language, literature and literacy. I will comment briefly throughout this essay as a comparison the //[[Draft K-12 Common Core State Standards Available for Comment]]// being worked on now for the next school year in the USA beginning next September (Spring, USA) to ascertain the linkage in creating new national curriculums. As societies are dependent on web communities from business to governments using [[social media]]; Twitters, Facebook, and any of the other hundred online collaborations, are we as educators, providing our students with the tools to embrace future communities? Children are using any one of dozens of online communities at home but are we enhancing their educational experience with these? And more importantly is [[digital literacy]] being integrated within the Australian curriculum so we have educated people and not a generation that can rarely string together a properly formed sentence or have a focus discussion because they have lost the ability to negotiate in a linear direction any more?
A [[multifocal]] linking environment is a great tool but will we become lost in it, using our [[abbreviations]], [[emoticons]] and [[ASSICONS]]?
This forms a basis of my interrogation of the draft K–10 Australian Curriculum, and other ACARA documentation.
>//Are you following this in an old fashion we can not believe you would do such a thing fashion? Then go to [[Furthermore]] otherwise hype off to [[ODAM]]. How so yesterday ~ how so anti-tiddler, how so normal – good on ya because you will be focused and not an uncentred-[[multifocal]] individual.//
![[Furthermore]]
/***
|Name|ListboxPlugin|
|Source|http://www.TiddlyTools.com/#ListboxPlugin|
|Documentation|http://www.TiddlyTools.com/#ListboxPluginInfo|
|Version|1.4.0|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|plugin|
|Description|set custom field or tiddler tags by selecting from listbox/droplist|
The {{{<<select>>}}} macro allows you to set tiddler field values by selecting pre-configured values from a listbox/droplist control.
!!!!!Documentation
>see [[ListboxPluginInfo]]
!!!!!Revisions
<<<
2009.09.02 [1.4.0] added 'prompt:...' param
|please see [[ListboxPluginInfo]] for additional revision details|
2007.05.12 [0.5.0] started
<<<
!!!!!Code
***/
//{{{
version.extensions.ListboxPlugin= {major: 1, minor: 4, revision: 0, date: new Date(2009,9,2)};
config.macros.select = {
tooltip: "select a value for %0@%1",
blankTooltip: "set %0@%1=[no value]",
valueTooltip: "set %0@%1=%2",
otherLabel: "other",
otherTooltip: "set %0@%1=[enter a value...]",
otherPrompt: "enter a value for '%0'",
editLabel: "edit list...",
editTooltip: "edit '%0' list definition (%1)",
changeMsg: "setting %0@%1=%2",
verbose: false,
hereKeyword: "here",
defaultTarget: "SiteFields",
handler:
function(place,macroName,params,wikifier,paramString,tiddler) {
// default to containing tiddler or "SiteFields" catch-all
var here=story.findContainingTiddler(place);
var targetID=here?here.getAttribute("tiddler"):this.defaultTarget;
// get field name and non-default target (if any)
var field=params.shift();
var pos=field.indexOf("@"); // if non-default target ("field@tiddler" syntax)
if(pos!=-1) { // split field into field and tiddlername.
if (field.substr(pos+1)!=this.hereKeyword) // "here" == use default target
targetID=field.substr(pos+1); // use different target tiddler
field=field.substr(0,pos);
}
if(!field || !field.length) return; // no field name... do nothing
if (field.substr(0,1)=="=") targetID="(system)"; // internal option value
var items=[]; var listsrc='';
var autosave=false; var allowBlank=false; var allowOther=false; var allowEdit=false;
var allowMultiple=false; var wikifyData=false; var rows=0; var width='';
var p=params.shift();
while (p) {
if (p.toLowerCase()=='autosave') // autosave on change
autosave=true;
else if (p.toLowerCase()=='allowblank') // add empty item
var allowBlank=true;
else if (p.toLowerCase()=='allowother') // add "other: ____" item
var allowOther=true;
else if (p.toLowerCase()=='allowedit') // add "edit list..." item
var allowEdit=true;
else if (p.toLowerCase()=='allowmultiple') // multi-select
var allowMultiple=true;
else if (p.startsWith('rows:')) // 0=autosize listbox, 1=droplist, n=listbox
var rows=p.substr(5);
else if (p.startsWith('width:')) // CSS width of list
var width=p.substr(6);
else if (p.startsWith('prompt:')) // prompt text (1st item in list)
var ptext=p.substr(7);
else if (p.substr(0,1)=="+"||p.substr(0,1)=="*") { // read HR-separated tiddler
var listsrc=p.substr(1);
var listtxt=store.getTiddlerText(listsrc,'');
var wikifyData=p.substr(0,1)=="*";
if (listtxt.length && wikifyData) // wikify source to handle macros/scripts
listtxt=this.getWikifiedData(listtxt);
if (listtxt.length)
items=items.concat(listtxt.split(listtxt.indexOf('\n----\n')!=-1?'\n----\n':'\n'));
}
else if (p.substr(0,1)=="=") { // get items from tagged tiddlers
var tids=store.getTaggedTiddlers(p.substr(1));
for (var t=0; t<tids.length; t++) items.push(tids[t].title);
}
else { // param is item value or 'label=value'
var parts=p.split("=");
var label=parts[0]; var v=parts[1]?parts[1]:parts[0];
items.push(label+"="+v);
}
p=params.shift();
}
if (rows==1) allowMultiple=false; // droplist cannot do multi-select
if (tiddler && !story.isDirty(tiddler.title)) autosave=true; // tiddler is in VIEW mode, force autosave
this.render(createTiddlyElement(place,"span"), null,
targetID, field, ptext, items, listsrc, wikifyData,
rows, width, autosave, allowBlank, allowOther, allowEdit, allowMultiple);
store.addNotification(null,this.refresh); // syncs lists when tiddlers are changed
},
getWikifiedData: // wikify tiddler content, then extract text WITH newlines and HRs included
function(txt) {
var e=createTiddlyElement(document.body,"div"); wikify(txt,e);
var breaks=e.getElementsByTagName("br");
for (var b=0; b<breaks.length; b++) breaks[b].parentNode.insertBefore(document.createTextNode("\n"),breaks[b]);
var lines=e.getElementsByTagName("hr");
for (var l=0; l<lines.length; l++) lines[l].parentNode.insertBefore(document.createTextNode("----\n"),lines[l]);
var items=e.getElementsByTagName("li");
for (var i=0; i<items.length; i++) items[i].parentNode.insertBefore(document.createTextNode("\n"),items[i]);
var txt=getPlainText(e); removeNode(e); return txt;
},
refresh:
function (title) { // re-render dependent lists
var lists=document.getElementsByTagName('select');
for (var i=0; i<lists.length; i++) { var list=lists[i];
if (list.getAttribute('listsrc')!=title) continue; // no sync needed
var listtxt=store.getTiddlerText(list.getAttribute('listsrc')||'','');
if (listtxt.length && list.getAttribute("wikifyData")=="true")
listtxt=this.getWikifiedData(listtxt);
if (listtxt.length)
var items=listtxt.split(listtxt.indexOf('\n----\n')!=-1?'\n----\n':'\n');
config.macros.select.render(list.parentNode, list,
list.getAttribute('tiddler'),
list.getAttribute('edit'),
list.getAttribute('ptext'),
items||[],
list.getAttribute('listsrc'),
list.getAttribute("wikifyData")=="true",
list.getAttribute("rows"),
list.getAttribute("width"),
list.getAttribute("autosave")=="true",
list.getAttribute("allowBlank")=="true",
list.getAttribute("allowOther")=="true",
list.getAttribute("allowEdit")=="true",
list.getAttribute("allowMultiple")=="true");
}
},
render:
function (place, here, targetID, field, ptext, items, listsrc, wikifyData,
rows, width, autosave, allowBlank, allowOther, allowEdit, allowMultiple) {
var values=[]; var opts=[];
// use current selection(s) (if any) (except for "edit list..." item)
if (here) for (var i=0; i<here.options.length; i++) {
var opt=here.options[i];
if (opt.selected && opt.text!=config.macros.select.editLabel) values.push(opt.value);
}
// no listbox or no selections... get value(s) from field (if any)
if (!values.length) {
var v=(field.substr(0,1)=='=')?config.options[field.substr(1)]:store.getValue(targetID,field);
if (v) values=(field=='tags'||allowMultiple)?v.readBracketedList():[v];
}
// add prompt item
if (ptext&&ptext.length)
opts.push('<option value="_ptext" title="">'+ptext+'</option>');
// add 'no value' item
if ((!allowMultiple && !values.length) || allowBlank)
opts.push('<option value="" title="'+this.blankTooltip.format([field,targetID])+'"></option>');
// add enumerated items
var isOther=values.length; // assume no matching value
for (var opt=0; opt<items.length; opt++) {
var lines=items[opt].split("\n"); var parts=lines[0].split("=");
var label=parts[0];
var v=parts[1]?parts[1]:parts[0];
var title=lines[1]?lines[1]:this.valueTooltip.format([field,targetID,v]);
var sel=values.contains(v); if (sel) isOther=false; // found matching value
opts.push('<option value="'+v+'" '+(sel?'selected':'')+' title="'+title+'">'+label+'</option>');
}
// add 'other...'
if (field=='tags') isOther=false;
if (isOther||allowOther) {
var label="other"+(isOther?(": "+values[0]):"...");
var v=isOther?values[0]:'';
var t=this.otherTooltip.format([field,targetID]);
opts.push('<option value="'+v+'" '+(isOther?'selected':'')+' title="'+t+'">'+label+'</option>');
}
// add 'edit list...'
if (listsrc && (!store.getTiddlerText(listsrc) || allowEdit)) {
var title=this.editTooltip.format([field,listsrc]);
opts.push('<option value="'+listsrc+'" title="'+title+'">'+this.editLabel+'</option>');
}
// render listbox
var html='<select '+(values[0]?'value="'+values[0]+'" ':' ')
+' title="'+this.tooltip.format([field,targetID])+'"'
+' rows="'+rows+'"'+' size="'+(rows!=0?rows:opts.length)+'"'+' style="width:'+width+'"'
+' tiddler="'+targetID+'"'+' edit="'+field+'"'+' ptext="'+ptext+'"'
+' listsrc="'+listsrc+'"'+' wikifyData="'+wikifyData+'"'
+' autosave="'+autosave+'"'+' allowBlank="'+allowBlank+'"'+' allowOther="'+allowOther+'"'
+' allowEdit="'+allowEdit+'"'+' allowMultiple="'+allowMultiple+'"'+(allowMultiple?' multiple':'')
+' onclick="return config.macros.select.onClick(this,event)"'
+' onchange="return config.macros.select.onChange(this,event)"'
+' ondblclick="return false">'+opts.join('')+'</select>';
place.innerHTML=html;
},
onClick:
function(here,event) {
var sel=here.selectedIndex;
if (sel!=-1 && here.options[sel].text.startsWith(config.macros.select.otherLabel))
here.onchange.apply(here,arguments);
},
onChange:
function(here,event) {
var cms=config.macros.select; // abbrev
var sel=here.selectedIndex;
if (sel!=-1) {
if (here.options[sel].text==cms.editLabel) {
story.displayTiddler(story.findContainingTiddler(here),here.value,DEFAULT_EDIT_TEMPLATE);
return false;
}
if (here.options[sel].text.startsWith(cms.otherLabel)) {
var newval=prompt(cms.otherPrompt.format([here.getAttribute("edit")]),here.value);
if (!newval) {// user cancelled
var v=store.getValue(here.getAttribute("tiddler"),here.getAttribute("edit"));
{ here.value=v; if (v==undefined) here.selectedIndex=0; return false; }
};
here.options[sel].value=newval;
here.options[sel].text=cms.otherLabel+": "+newval;
here.value=newval;
}
if (here.options[sel].value=='_ptext')
for (var i=0; i<here.options.length; i++)
here.options[i].selected=false;
}
if (here.getAttribute("autosave")=="true") config.macros.select.setFieldValue(here);
return false;
},
setFieldValue: function(here) {
var tid=here.getAttribute("tiddler"); if (!tid || !tid.length) return; // no target, do nothing
var field=here.getAttribute("edit");
if (field.substr(0,1)=='=') { // option cookie instead of tiddler field
config.macros.option.propagateOption(field.substr(1),"value",here.value,"input");
return;
}
// ensure tiddler exists
if (!store.tiddlerExists(tid)) store.saveTiddler(tid,tid,"",config.options.txtUserName,new Date(),[]);
if (field=='tags') {
store.suspendNotifications();
for (var i=0; i<here.options.length; i++) {
var opt=here.options[i];
if (opt.text==config.macros.select.editLabel) continue;
store.setTiddlerTag(tid,opt.selected,opt.value);
}
store.resumeNotifications();
} else {
// get multi-select items
var values=[];
for (var i=0; i<here.options.length; i++) {
var opt=here.options[i];
if (opt.text==config.macros.select.editLabel) continue;
if (opt.selected) values.pushUnique(String.encodeTiddlyLink(opt.value));
}
if (values.length==1) values=[here.value]; // remove unneeded brackets around single value
store.setValue(tid,field,values.length?values.join(' '):null); // if no selections, delete field
}
// 'touch' tiddler and report to user
var t=store.getTiddler(tid);
var who=config.options.chkForceMinorUpdate?t.modifier:config.options.txtUserName;
var when=config.options.chkForceMinorUpdate?t.modified:new Date();
store.saveTiddler(tid,tid,t.body,who,when,t.tags,t.fields);
if (config.macros.select.verbose)
{ clearMessage(); displayMessage(config.macros.select.changeMsg.format([field,tid,here.value])); }
}
}
//}}}
[[Question 1]]
[[Question 2]]
[[Question 3]]
[[MyJournal includes Activity 2.1 - 2.10]]
[[MyGlossary]]
[[References]]
[[Marker'sComments]]
[[Personal Tiddler]]
[[AssessmentCriteria]]
^^TiddlyWiki <<version>>
Marc Seifer Professor of psychology at Roger Williams University, Rhode Island, USA and avid writer ([[From Freud to Gurdjieff|http://www.marcseifer.com/inward.htm]] and the acclaimed //[[Wizard: The Life & Times of Nicola Tesla|http://www.amazon.com/Wizard-Nikola-Biography-Genius-Citadel/dp/0806519606/ref=sr_1_1?ie=UTF8&s=books&qid=1274892561&sr=1-1]]//, (his newer work, 2009) //[[Transcending the speed of Light: Consciousness, Quantum Physics, and the Fifth Dimension|http://www.amazon.com/Transcending-Speed-Light-Consciousness-Dimension/dp/1594772290/ref=sr_1_3?ie=UTF8&s=books&qid=1274892561&sr=1-3]]//, His well known //[[The Definitive Book of Handwriting Analysis: The Complete Guide to Interpreting Personalities, Detecting Forgeries, and Revealing Brain Activity Through the Science of Graphology|http://www.amazon.com/Definitive-Book-Handwriting-Analysis-Personalities/dp/1601630255/ref=sr_1_2?ie=UTF8&s=books&qid=1274892561&sr=1-2]]//, as well as several other novels. Marc is currently working on a book about my brother. I was fortunate to recently spend a weekend discussing literary topics with him at his home in Rhode Island. I include his work in [[What is writing? Computer vs. Hands]].
|Submission|c
| Item | Done? |h
|Submitted through [[Learnline|http://online.cdu.edu.au]] | [X] |
|Submitted on time | [_] |
|Respects the SubmissionGuidelines | [_] |
|Preserves the integrity of the "Assignment 2" TiddlyWiki | [_] |
|AssessmentCriteria|c
| Action | List | Marked? |h
| Click the links<br>to access<br>the full criteria |<<tiddler AssessmentCriteria>>| [_] |
|Grade|c
|bgcolor(#ffA500):Overall grade |<<select grading1 rows:1 "prompt:grade" +Grades>> | Grade recorded? | [_] |
Dear <<tiddler SiteSubtitle>>,
<<tiddler Marker'sCommentsDetail>>
Specific feedback is available in the [[Marker'sChecklist]].
[img[CDU logo|http://www.cdu.edu.au/imageshp/cdu-logo-footer.gif][http://www.cdu.edu.au]]
----
''Marking use only'': markers [[click here|Marker'sWorkshop]].
----
/%Replace EVERYTHING in this box with your real comments%///Simulation only//:
Reading MyResponses, it is evident that ...
Top tiddlers with most links going out from:
<<cloud links action:goto limit:20 -NoiseTiddlers>>
Top tiddlers with most links going in to:
<<cloud references action:goto limit:20 -NoiseTiddlers>>
Frequently used tags:
<<cloud -NoiseTags>>
[[Marker'sSecretWeapon]]: <<tiddler Marker'sSecretWeapon>>
<<search multiliteracies>>
| Task | Done? |h
|Set the 'signing your edits' box: <<option txtUserName>> | [ ] |
|Check the submission using [[Marker'sData]] | [ ] |
|Complete the [[Marker'sChecklist]] | [ ] |
|Add some comments to [[Marker'sCommentsDetail]] | [ ] |
|>| <<saveChanges "One last 'save'" Phew!>> |
/***
|Name|MatchTagsPlugin|
|Source|http://www.TiddlyTools.com/#MatchTagsPlugin|
|Documentation|http://www.TiddlyTools.com/#MatchTagsPluginInfo|
|Version|2.0.1|
|Author|Eric Shulman|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|plugin|
|Description|'tag matching' with full boolean expressions (AND, OR, NOT, and nested parentheses)|
!!!!!Documentation
> see ~MatchTagsPluginInfo
!!!!!Revisions
<<<
2009.08.29 [2.0.1] added support for {{{config.macros.matchTags.defTags}}} to auto-tag ~MatchingTiddlers output
| please see ~MatchTagsPluginInfo for additional revision details |
2008.02.28 [1.0.0] initial release
<<<
!!!!!Code
***/
//{{{
version.extensions.MatchTagsPlugin= {major: 2, minor: 0, revision: 1, date: new Date(2009,8,29)};
// store.getMatchingTiddlers() processes boolean expressions for tag matching
// sortfield (optional) sets sort order for tiddlers - default=title
// tiddlers (optional) use alternative set of tiddlers (instead of current store)
TiddlyWiki.prototype.getMatchingTiddlers = function(tagexpr,sortfield,tiddlers) {
var debug=config.options.chkDebug; // abbreviation
var cmm=config.macros.matchTags; // abbreviation
var r=[]; // results are an array of tiddlers
var tids=tiddlers||store.getTiddlers(sortfield||"title");
if (tiddlers && sortfield) store.sortTiddlers(tids,sortfield);
if (debug) displayMessage(cmm.msg1.format([tids.length]));
// try simple lookup to quickly find single tags or tags that
// contain boolean operators as literals, e.g. "foo and bar"
for (var t=0; t<tids.length; t++)
if (tids[t].isTagged(tagexpr)) r.pushUnique(tids[t]);
if (r.length) {
if (debug) displayMessage(cmm.msg4.format([r.length,tagexpr]));
return r;
}
// convert expression into javascript code with regexp tests,
// so that "tag1 AND ( tag2 OR NOT tag3 )" becomes
// "/\~tag1\~/.test(...) && ( /\~tag2\~/.test(...) || ! /\~tag3\~/.test(...) )"
// normalize whitespace, tokenize operators, delimit with "~"
var c=tagexpr.trim(); // remove leading/trailing spaces
c = c.replace(/\s+/ig," "); // reduce multiple spaces to single spaces
c = c.replace(/\(\s?/ig,"~(~"); // open parens
c = c.replace(/\s?\)/ig,"~)~"); // close parens
c = c.replace(/(\s|~)?&&(\s|~)?/ig,"~&&~"); // &&
c = c.replace(/(\s|~)AND(\s|~)/ig,"~&&~"); // AND
c = c.replace(/(\s|~)?\|\|(\s|~)?/ig,"~||~"); // ||
c = c.replace(/(\s|~)OR(\s|~)/ig,"~||~"); // OR
c = c.replace(/(\s|~)?!(\s|~)?/ig,"~!~"); // !
c = c.replace(/(^|~|\s)NOT(\s|~)/ig,"~!~"); // NOT
c = c.replace(/(^|~|\s)NOT~\(/ig,"~!~("); // NOT(
// change tag terms to regexp tests
var terms=c.split("~"); for (var i=0; i<terms.length; i++) { var t=terms[i];
if (/(&&)|(\|\|)|[!\(\)]/.test(t) || t=="") continue; // skip operators/parens/spaces
if (t==config.macros.matchTags.untaggedKeyword)
terms[i]="tiddlertags=='~~'"; // 'untagged' tiddlers
else
terms[i]="/\\~"+t+"\\~/.test(tiddlertags)";
}
c=terms.join(" ");
if (debug) { displayMessage(cmm.msg2.format([tagexpr])); displayMessage(cmm.msg3.format([c])); }
// scan tiddlers for matches
for (var t=0; t<tids.length; t++) {
// assemble tags from tiddler into string "~tag1~tag2~tag3~"
var tiddlertags = "~"+tids[t].tags.join("~")+"~";
try { if(eval(c)) r.push(tids[t]); } // test tags
catch(e) { // error in test
displayMessage(cmm.msg2.format([tagexpr]));
displayMessage(cmm.msg3.format([c]));
displayMessage(e.toString());
break; // skip remaining tiddlers
}
}
if (debug) displayMessage(cmm.msg4.format([r.length,tagexpr]));
return r;
}
//}}}
//{{{
config.macros.matchTags = {
msg1: "scanning %0 input tiddlers",
msg2: "looking for '%0'",
msg3: "using expression: '%0'",
msg4: "found %0 tiddlers matching '%1'",
noMatch: "no matching tiddlers",
untaggedKeyword: "-",
untaggedLabel: "no tags",
untaggedPrompt: "show tiddlers with no tags",
defTiddler: "MatchingTiddlers",
defTags: "",
defFormat: "%0",
defSeparator: "\n",
reportHeading: "Found %0 tiddlers tagged with: '{{{%1}}}'\n----\n",
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
var mode=params[0]?params[0].toLowerCase():'';
if (mode=="inline")
params.shift();
if (mode=="report" || mode=="panel") {
params.shift();
var target=params.shift()||this.defTiddler;
}
if (mode=="popup") {
params.shift();
if (params[0]&¶ms[0].substr(0,6)=="label:") var label=params.shift().substr(6);
if (params[0]&¶ms[0].substr(0,7)=="prompt:") var prompt=params.shift().substr(7);
} else {
var fmt=(params.shift()||this.defFormat).unescapeLineBreaks();
var sep=(params.shift()||this.defSeparator).unescapeLineBreaks();
}
var sortBy="+title";
if (params[0]&¶ms[0].substr(0,5)=="sort:") sortBy=params.shift().substr(5);
var expr = params.join(" ");
if (mode!="panel" && (!expr||!expr.trim().length)) return;
if (expr==this.untaggedKeyword)
{ var label=this.untaggedLabel; var prompt=this.untaggedPrompt };
switch (mode) {
case "popup": this.createPopup(place,label,expr,prompt,sortBy); break;
case "panel": this.createPanel(place,expr,fmt,sep,sortBy,target); break;
case "report": this.createReport(target,this.defTags,expr,fmt,sep,sortBy); break;
case "inline": default: this.createInline(place,expr,fmt,sep,sortBy); break;
}
},
formatList: function(tids,fmt,sep) {
var out=[];
for (var t=0; t<tids.length; t++) {
var title="[["+tids[t].title+"]]";
var who=tids[t].modifier;
var when=tids[t].modified.toLocaleString();
var text=tids[t].text;
var first=tids[t].text.split("\n")[0];
var desc=store.getTiddlerSlice(tids[t].title,"description");
desc=desc||store.getTiddlerSlice(tids[t].title,"Description");
desc=desc||store.getTiddlerText(tids[t].title+"##description");
desc=desc||store.getTiddlerText(tids[t].title+"##Description");
out.push(fmt.format([title,who,when,text,first,desc]));
}
return out.join(sep);
},
createInline: function(place,expr,fmt,sep,sortBy) {
wikify(this.formatList(store.sortTiddlers(store.getMatchingTiddlers(expr),sortBy),fmt,sep),place);
},
createPopup: function(place,label,expr,prompt,sortBy) {
var btn=createTiddlyButton(place,
(label||expr).format([expr]),
(prompt||config.views.wikified.tag.tooltip).format([expr]),
function(ev){ return config.macros.matchTags.showPopup(this,ev||window.event); });
btn.setAttribute("sortBy",sortBy);
btn.setAttribute("expr",expr);
},
showPopup: function(here,ev) {
var p=Popup.create(here); if (!p) return false;
var tids=store.getMatchingTiddlers(here.getAttribute("expr"));
store.sortTiddlers(tids,here.getAttribute("sortBy"));
var list=[]; for (var t=0; t<tids.length; t++) list.push(tids[t].title);
if (!list.length) createTiddlyText(p,this.noMatch);
else {
var b=createTiddlyButton(createTiddlyElement(p,"li"),
config.views.wikified.tag.openAllText,
config.views.wikified.tag.openAllTooltip,
function() {
var list=this.getAttribute("list").readBracketedList();
story.displayTiddlers(null,tids);
});
b.setAttribute("list","[["+list.join("]] [[")+"]]");
createTiddlyElement(p,"hr");
}
var out=this.formatList(tids," %0 ","\n"); wikify(out,p);
Popup.show();
ev.cancelBubble=true;
if(ev.stopPropagation) ev.stopPropagation();
return false;
},
createReport: function(target,tags,expr,fmt,sep,sortBy) {
var tids=store.sortTiddlers(store.getMatchingTiddlers(expr),sortBy);
if (!tids.length) { displayMessage('no matches for: '+expr); return false; }
var msg=config.messages.overwriteWarning.format([target]);
if (store.tiddlerExists(target) && !confirm(msg)) return false;
var out=this.reportHeading.format([tids.length,expr])
out+=this.formatList(tids,fmt,sep);
store.saveTiddler(target,target,out,config.options.txtUserName,new Date(),tags,{});
story.closeTiddler(target); story.displayTiddler(null,target);
},
createPanel: function(place,expr,fmt,sep,sortBy,tid) {
var s=createTiddlyElement(place,"span"); s.innerHTML=store.getTiddlerText("MatchTagsPlugin##html");
var f=s.getElementsByTagName("form")[0];
f.expr.value=expr; f.fmt.value=fmt; f.sep.value=sep.escapeLineBreaks();
f.tid.value=tid; f.tags.value=this.defTags;
}
};
//}}}
/***
//{{{
!html
<form style='display:inline;white-space:nowrap'>
<input type='text' name='expr' style='width:50%' title='tag expression'><!--
--><input type='text' name='fmt' style='width:10%' title='list item format'><!--
--><input type='text' name='sep' style='width:5%' title='list item separator'><!--
--><input type='text' name='tid' style='width:12%' title='target tiddler title'><!--
--><input type='text' name='tags' style='width:10%' title='target tiddler tags'><!--
--><input type='button' name='go' style='width:8%' value='go' onclick="
var expr=this.form.expr.value;
if (!expr.length) { alert('Enter a boolean tag expression'); return false; }
var fmt=this.form.fmt.value;
if (!fmt.length) { alert('Enter the list item output format'); return false; }
var sep=this.form.sep.value.unescapeLineBreaks();
var tid=this.form.tid.value;
if (!tid.length) { alert('Enter a target tiddler title'); return false; }
var tags=this.form.tags.value;
config.macros.matchTags.createReport(tid,tags,expr,fmt,sep,'title');
return false;">
</form>
!end
//}}}
***/
//{{{
// SHADOW TIDDLER for displaying default panel input form
config.shadowTiddlers.MatchTags="<<matchTags panel>>";
//}}}
//{{{
// TWEAK core filterTiddlers() for enhanced boolean matching in [tag[...]] syntax:
// use getMatchingTiddlers instead getTaggedTiddlers
var fn=TiddlyWiki.prototype.filterTiddlers;
fn=fn.toString().replace(/getTaggedTiddlers/g,"getMatchingTiddlers");
eval("TiddlyWiki.prototype.filterTiddlers="+fn);
//}}}
//{{{
// REDEFINE core handler for enhanced boolean matching in tag:"..." paramifier
// use filterTiddlers() instead of getTaggedTiddlers() to get list of tiddlers.
config.paramifiers.tag = {
onstart: function(v) {
var tagged = store.filterTiddlers("[tag["+v+"]]");
story.displayTiddlers(null,tagged,null,false,null);
}
};
//}}}
A term introduced by the [[New London Group]] ...
I did a critical reading of this article to be able to compare how Waterman's research fits in with the new Australian Curriculum and how I have seen technology in the classroom in my teaching experience over the past decade.
I am using the simple-argument perspective (Metcalfe, 2007), drawing on the 'argument as inquiry' perspective. Waterman starts his argument that it is not enough to hand out lap tops to students from 9th to 12 grade with out adequate support.
Waterman in his article “Lead the revolution” (2009) challenges the notion that it is enough to hand out lap tops to students from 9th to 12 grade and without support, with inadequate planning, to expect there to be a digital revolution!
I taught at Albany Academy for Girls (Albany, New York) from 2002 - 2005. At AAG girls were given Mac laptops starting in grade 5. Across the street at the Boys Academy they were not. It was interesting teaching high school computing to discover that the girls were more advanced than the boys due to being given computers. The reasoning was that the boys would just do it at home and the girls needed the extra help.
Though some people are already offering ‘good digital education’, he says, the remainder of us have tried to enlist the untapped resource, the students themselves. What the students have, that the majority of us do not have, is no fear, though they typically have less knowledge than we do.
He poses the question, how then do we ‘establish digital literacy and make our students into successful digital citizens’? (p8).
This is important to consider with the new Australian Curriculum presenting a curriculum yet leaving it to the teachers to implement it. With AAG laptops were a part of the classroom, there was not a computer class offered until high school. The computers were no different than taking notes in a notebook.
The skills he proposes are transferable across curriculum. The first of these is developing good research skills, which involve managing information and being discriminating of resources; which is much more than ‘googling’. Google however does offer an ‘astonishing resource’, but with training in the language of search, in the use of quotation marks and other tools, can be much better used. He points to useful other websites such as www.wolframalpha.com.
Waterman discusses learning together with the students; such things as recognizing [[spam]] emails, protecting your on-line identity, and how what we post online can affect our lives, teaching the students digital etiquette, and differentiating the different styles of online communication. He also discusses the value of discussions about cyber-bullying with students.
Other aspects of successful use of computers are also covered and Waterman stresses the importance of students taking responsibility for such things as organizing chargers, access to powerpoints, keeping the computer from being stolen and from physical damage, and backing up files. He discusses the time saving value of RSS, which brings information to you as it becomes available.
The presentation of student’s work can reach a new quality as they learn to use such things as VoiceThread, Photo Story and Comic Life. There are also many options for creative students who are encouraged to have free reign. He talks about encouraging students to use their mobile phone technologies as well.
Waterman makes the final point that it’s sometimes worth allowing the students to take the lead in these things. None of us has the time or the capacity that the collective of our classrooms have. He presents a challenge to teachers ‘it’s not about relinquishing control; its harnessing the abilities available to you’ (p.10)
Waterman has taken a good introductory look at computers in the classroom but there is so much further to go such as using [[social sites]], blogs, virtual worlds and youtube as an extension of the classroom
Most of us in here relate our early reading experiences. What would be interesting is how our sociocultural model of reading has changed in the past decade with the advent of hypertext and social sites. I was teaching speech classes at State University of New York in the beginning of 2005 when one of my students gave her speech on a new way to keep in touch with other college students that she learned about from friends at Harvard (a couple of hours East of us) called Facebook. I got my first account then and have been amazed how it has changed the landscape of literacy amongst all ages. At the time, five years ago, it was college students. A few years later I was teaching in high school and those students were using it and then in middle school two years ago we began using it with students, setting up Facebook pages for famous Revolutionary War people in social studies. This is all progressing from the early days of html in 1990 when we made webpages and hyperlinked to one another. I did a PhD on this multimodal literacy, http://neuage.org/thesis.htm at UNISA and a Masters at Deakin on the “Internet and Literature” in 1995.
This sociocultural model is important in the new national curriculum work. The four reading practices discussed, I would think – not being a 'true-blue local' though still an Australian as far as a duel citizen – a Yank and an Aussie – is concerned, that theses reading practices will integrate us with Dreamtime Stories, Immigrant Stories (I am one if one can count an American as an immigrant), Nationalistic stories, and all the meanings we try to share both in our reading and sharing – think Facebook – and how we are finding new ways to read. I am currently doing research with a colleague in the UK at the University of Leicester on how people extend lives of their loved ones online. For example using games such as Farmville to extend deceased relative's lives by having them as neighbours, and having guestbooks and websites for friends and family who have died and the celebrity sites that are set up when one dies. “Readers activate text user practices when they use the text in social situations to achieve social purposes” is true
>My Journal is a combination of [[notes on creating this assignment]] in a tiddler and the assigned activites below: Activity 2.1 - 2.10
# [[26 May 2010]] Transferred across into text-based online behaviours
# [[24 May 2010]] [[Marc Seifer]] ~ [[transnational identities]] ~ [[multifocal]]
# [[25 May 2010]] Electronic communication has been important to globalisation and the rise of modern society
# [[21 May 2010]] United States creating a [['Draft k-12 Common Core State Standards Available for Comment|http://www.nga.org/portal/site/nga/menuitem.6c9a8a9ebc6ae07eee28aca9501010a0/?vgnextoid=e50b863754047210VgnVCM1000005e00100aRCRD&vgnextchannel=759b8f2005361010VgnVCM1000001a01010aRCRD]]
# [[Activity 2.1]]
# [[Activity 2.2]]
# [[Activity 2.3]]
# [[Activity 2.4]]
# [[Activity 2.5]]
# [[Activity 2.6]]
# [[Activity 2.7]]
# [[Activity 2.8]]
# [[Activity 2.9]]
This is the launch pad for your creative efforts. Think [[Hypertext]].
To get started you'll need to [[Edit]] this tiddler.
<<toolbar references>>
!//National School Standards, at Last//
> Published: March 13, 2010 New York Times. Editorial
>>The countries that have left the United States behind in math and science education have one thing in common: They offer the same high education standards — often the same curriculum — from one end of the nation to the other. The United States relies on a generally mediocre patchwork of standards that vary, not just from state to state, but often from district to district. A child’s education depends primarily on ZIP code.
>That could eventually change if the states adopt the new rigorous standards proposed last week by the National Governors Association and a group representing state school superintendents. The proposal lays out clear, ambitious goals for what children should learn year to year and could change curriculums, tests and teacher training.
>>The standards, based on intensive research, reflect what students must know to succeed at college and to find good jobs in the 21st century. They are internationally benchmarked, which means that they emulate the expectations of high-performing school systems abroad.
>This is not a call for a national curriculum. Rather, the proposed standards set out the skills that children should learn from kindergarten through high school. The proposals are writing-intensive and vertically aligned, building in complexity each year. The goal is to develop strong reasoning skills earlier than is now customary.
>.By fifth grade, for example, students would be required to write essays in which they introduce, support and defend opinions, using specific facts and details. And by 12th grade, students would be expected to solve problems or answer questions by conducting focused research projects — and display skills generally associated today with the first year of college.
>>The quest for stronger, more coherent standards dates back to the iconic “Nation at Risk” report of 1983, which warned that “a rising tide of mediocrity” was jeopardizing the country’s future. The problem of weak standards became vividly apparent after Congress passed the No Child Left Behind Act of 2002, which required the states to document student progress with annual tests in exchange for federal aid.
>Most states that reported stronger performance on their own weak tests did far worse on the more the rigorous federal test. This showed that American children were performing far more poorly in reading and math than state education officials wanted the public to know.
>>As recently as the early 1990s, national standards were viewed with suspicion in much of the country. Attitudes began to change as governors saw that poor schooling had crippled a significant part of the work force, turned state colleges into remedial institutions and disadvantaged the states in the global market.
>The proposed standards were developed in a collaboration among 48 states and the District of Columbia, suggesting that national opinion, once bitterly divided on this question, has begun to coalesce.
>>But it will take more than new standards to rebuild the schools. The same states and organizations that cooperated on the standards need to cooperate on a new and innovative curriculum. The notoriously troubled colleges of education need to prepare teachers who can teach the skills students will need. And sophisticated tests must be created so that we can measure results.
>The new standards provide an excellent starting point for the task of remaking public schooling in the United States.
Terrell Neuage
home page http://neuage.org
TiddlyWiki MainMenu DefaultTiddlers """[["""<<matchTags "%0" "]] [[" hidden OR systemConfig OR know-how>>"""]]"""
admin criteria systemConfig hidden marking
TiddlyWiki MainMenu DefaultTiddlers [[CheatSheet]] [[CheckboxPlugin]] [[CommentPlugin]] [[Edit]] [[Find out more]] [[GettingStarted]] [[Grades]] [[How Do I?]] [[Install the software]] [[ListboxPlugin]] [[Marker'sCommentsDetail]] [[Marker'sData]] [[Marker'sSecretWeapon]] [[Marker'sWorkshop]] [[MatchTagsPlugin]] [[NoiseTIddlersGen]] [[NoiseTags]] [[NoiseTiddlers]] [[Recover my work after a disaster]] [[Save]] [[TagCloudPlugin]] [[Troubleshooting]] [[Tweak my browser]] [[WordCountMacro]] [[WordCountMacroInfo]] [[YourSearchPlugin]]
home page http://neuage.org
Online Discourse Analysis Method
<html><a href="http://neuage.org/ODAM.GIF"><img src="http://neuage.org/ODAM.GIF"style="height: 900px;" /></a></html>
<!--{{{-->
<div class='header' macro='gradient vert #C00'>
<div class='headerShadow'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
<div class='headerForeground'>
<span class='siteTitle' refresh='content' tiddler='SiteTitle'></span>
<span class='siteSubtitle' refresh='content' tiddler='SiteSubtitle'></span>
</div>
</div>
<div id='mainMenu' refresh='content' tiddler='MainMenu'></div>
<div id='sidebar'>
<div id='sidebarOptions' refresh='content' tiddler='SideBarOptions'></div>
<div id='sidebarTabs' refresh='content' force='true' tiddler='SideBarTabs'></div>
</div>
<div id='displayArea'>
<div id='messageArea'></div>
<div id='tiddlerDisplay'></div>
</div>
<!--}}}-->
My sandbox to learn how to use Tiddler - this is not connected anyway to CDU but is only the views and pleasures and experiments of Dr. Terrell Neuage - http://neuage.tiddlyspot.com/ living on line in the post-realistic world.
[[PhD thesis|http://neuage.org/thesis.htm]] = 'Conversational analysis of chatroom talk' online at http://neuage.org/thesis.htm
[[Image below|http://neuage.org/ODAM.htm]] (C)Terrell Neuage 2002
<html>
<a href="http://neuage.org/ODAM.GIF"><img src="http://neuage.org/ODAM.GIF"style="height: 900px;" /></a></html>
"Conversational analysis of Chatroom Talk" completed 2005 University of South Australia online at http://neuage.org/thesis.htm
How well are the current Australian national curriculum efforts integrating literacy, and in particular digital literacies?
>Reference to the [[draft K–10 Australian Curriculum|http://www.australiancurriculum.edu.au/Home]], and other [[ACARA documentation|http://www.acara.edu.au/news_media/publications.html]].
To follow a sem-linear format of tiddles go to [[notes on creating this assignment]]
Read and critique Chris Waterman's recent article in //Teacher Magazine// entitled [[Lead the Revolution|http://search.informit.com.au.ezproxy.cdu.edu.au/fullText;res=AEIPT;dn=177697]].
[[My Response]]
Describe some of the specific literacy requirements applying to your intended level of schooling (or subject area). How are you going to teach to them?
In middle school we are
Making a short hypertext poem in [[Kurzweil CyberArt's|http://www.kurzweilcyberart.com/]] program
>…when reading on screen, the contemporary reader returns somewhat to the posture of the reader of Antiquity. The difference is that he reads a scroll which generally runs vertically and which is endowed with the characteristics inherent to the form of the book since the first centuries of the Christian era: pagination, index, tables, etc. The combination of these two systems which governed previous writing media (the volume, then the codex) results in an entirely original relation to texts…. (Harnad, 2001).
But this is to suggest that to “license” the online chat user’s practices into a full developmental role in producing new communicative forms, we will need to examine the highly regulated field of literary theory. Landow indeed shows clear convergence between online practices – at least as directed by technical innovations – and high-cultural literary theories of text production (authorship) and reception (reading). But Landow was, and is, involved in constructing online hypertextual aids to the study of conventional high-culture texts. His work focused on intertextual and contextual studies into nineteenth century literature. While it may seem curious to deal first with text, in a study which aims to show the relative fluidity of online chat as a form of talk, it does seem necessary to consider the degree to which comparatively recent moves to acknowledge the active role of readers as opposed to writers of literary texts have established legitimacy for views of language itself as made meaningful as much in reception as in production. Given the distantiation of online text, as noted in the Introduction above, the “talk” relations of online chat rest more securely on text reception than those of their real-life equivalents. Active interpretation in reception is as central to chat practice as Landow has established it is for contemporary literary theorists.
Iser does not analyse actual readings of texts, but proceeds from an ideal “implied reader” to valorize readings both with and against the predispositions of the text. For Iser, the reader does not mine out an objective meaning hidden within the text. Rather, literature generates effects of meaning for an actual reader, in a shared virtual space created between reader and text (Iser, The Act of Reading, p. 134).
>>@@//Are you following this in an old fashion we can not believe you would do such a thing fashion? Then go to [[Evaluation]] otherwise hype off to [[ODAM]]. How so yesterday ~ how so anti-tiddler, how so normal – good on ya because you will be focused and not an uncentred-[[multifocal]] individual.@@//
You've been saving your work, right? ...
In the folder where you put your file, there'll be a bunch of time-stamped files, one for each time you saved. Open these up to find the one you want. Then copy the right one and rename it to whatever name you were using. Open this one up again in your browser, and you're away.
Barton, D. and Hamilton, M. (1998) //Local Literacies: Reading and Writing in One Community//. London:Routledge.
Bolter, J. (1991). //Writing Space: The Computer, Hypertext, and the History of Writing//. Mahwah, New Jersey, USA: Lawrence Erlbaum Associates, Inc.
Bull, Geoff ; Anstey, Michele. (2005) 'What is text?'. in "//The literacy landscape//". Frenchs Forest, N.S.W. : Pearson Education, 2005.
Cairney, Trevor H. (2002).' 'Bridging Home and School Literacy: In Search of Transformative Approaches to Curriculum'. in //Early Child Development & Care//; Apr2002, Vol. 172 Issue 2, p153-172, 20p
Carey, J. (1985). //Communication as Culture: Essays on Media and Society//. Boston: Unwin Hyman.
Carr, Nicholas. (2008) 'Is Google Making Us Stupid? What the Internet is doing to our brains'. July/August 2008 //ATLANTIC MAGAZINE//
viewed online at http://www.theatlantic.com/magazine/archive/2008/07/is-google-making-us-stupid/6868/ 22 may 2010.
Chandler, D. (1999). The Sapir-Whorf hypothesis. Retrieved May 03, 2010, from the World Wide Web: http://www.aber.ac.uk/~dgc/whorg.html
Christie, F. (1998). 'Learning the literacies of primary and secondary schooling'. In F. Christie & R. Mission, (Eds.), //Literacy and schooling// (pp. 47-73). London: Routledge.Halliday, M. (1985a).
Comte, A. (2002). Use of Feminist Literary Theory in Developing a Critical Language for Hypertext. The Journal of the Australian Association of Writing Programs, 6(1).
Donath, J. (1998, 21 February). //Identity and Deception in the Virtual Community//. Retrieved, 20 April, 2010, from the World Wide Web: http://smg.media.mit.edu/people/Judith/
http://smg.media.mit.edu/people/Judith/Identity/IdentityDeception.html
Donath, J. (1999). Identity and deception in the virtual community. In P. Kollock & M. Smith (Eds.), Communities in Cyberspace (pp. 29-59). London: Routledge.
Draft K–10 Australian Curriculum, version 1.0.1 downloaded from the [[ACARA Australian Curriculum Consultation Portal|http://www.australiancurriculum.edu.au/Home]] 21/04/2010.
Edwards, J. (1985). //Language, society and identity//. Oxford: Blackwell.
Fiumara, G. (1995). //The Other Side of Language: A Philosophy of Listening//. London: Routledge.
Haliday, M.A.K. (1985) //An Introduction to Functional Grammar//. London: Edward Arnold.
Halliday, M. (1985a). 'Systemic background'. In J. Benson & W. Greaves (Eds.), //Systemic Perspectives on Discourse// (Vol. 1, pp. 1 -15). Norwood, NJ: Ablex Publishing Corporation.
Harnad, S. (2001). Back to the Oral Tradition: Comments on Roger Chartier's Paper: “Readers and Readings in the Electronic Age”. Retrieved May, 05, 2010, from the World Wide Web: http://www.text-e.org/
Harris, Pauline. (2006) 'A sociocultural model of reading', in //Reading in the primary school years//. South Melbourne, Vic. Social Science Press, 2006.
Herring, S. (1994). [[Gender Differences in Computer-Mediated Communication: Bringing Familiar Baggage to the New Frontier[[. Retrieved April, 29, 2010, from the World Wide Web: http://www.cpsr.org/cpsr/gender/herring.txt
Herring, S. (2002). Computer-mediated Discourse. In D. Schiffrin & D. Tannen & H. Hamilton (Eds.), [[The Handbook of Discourse Analysis]]. Washington D.C.: Georgetown University.
Iser, W. (1978). //The Act of Reading//. London: Routledge & Kegan Paul.
Johnston, Ken, Hayes, Debra.(2008). 'This is as good as it gets: Classroom lessons and learning in challenging circumstances.' //Australian Journal of Language & Literacy//; Jun2008, Vol. 31 Issue 2, p109-127, 19p, 2 Charts.
Jones, S. (Ed.). (1995). [[CyberSociety: Computer-mediated communication and community]]. London: Sage publications.
Jones, S. (1997). 'The Internet and its Social Landscape'. In S. Jones (Ed.), [[Virtual Culture: Identity and Communication in Cyberspace]]. London: Sage.
Kristeva, Julia. (1980) //in Language: A Semiotic Approach to Literature and Art//, ed. by Leon S. Roudiez, trans. by Thomas Gora, Alice Jardine and Leon S. Roudiez. New York: Columbia University Press.
Kristeva, J. (1984). //Revolution in Poetic Language//. New York: Columbia University Press.
Kristeva, J. (1989). //Language the unknown: an initiation into linguistics// (A. Menke, Trans.). New York: Columbia University Press.
Landow, G. (1997). Hypertext 2.0: //The Convergence of Contemporary Critical Theory and Technology//. Baltimore: Johns Hopkins University Press.
Landow, G. (1994). //Hypertext and Critical Theory//. Baltimore, Maryland: Johns Hopkins University Press.
Lowenthal, P. R., & Wilson, B. G. (2010). 'Labels do matter! A critique of AECT’s redefinition of the field'. //TechTrends//, 54(1), 38-46.
McElhearn, K. (2000). //Writing Conversation: An Analysis of Speech Events in E-mail Mailing Lists//. Aston University Language Studies Unit. Retrieved April, 19, 2010, from the World Wide Web: http://www.mcelhearn.com/cmc.html
National Curriculum (England, Wales and Northern Ireland) see, http://en.wikipedia.org/wiki/National_Curriculum_(England,_Wales_and_Northern_Ireland) Viewed 20 April, 2010.
[[Neuage]], T. (1995). //Graffiti as Text//. Honours Thesis. Deakin University, Geelong, Victoria, Australia.
[[Neuage]], T. (2001) //Emoticons// http://neuage.org/se/phd/storm/abreviations.htm
[[Neuage]], t. (1994) //Masters thesis: Influence of the World Wide Web on literature// online at http://neuage.org/masters1.html
[[Neuage]], T. (2005) //Conversational Analysis of Chatroom talk// University of South Australia, 2005. 452 p. : ill. (some col.); 30 cm. + 1 CD-ROM (4 3/4 in.). National Library of Australia. Online at http://neuage.org/thesis.htm
OECD. (2003). //The PISA 2003 assessment framework-mathematics, reading, science and problem solving knowledge and skills//. Retrieved from www.oecd.org/dataoecd/38/52/33707212.pdf, downloaded May 07, 2010.
Ong, W. (1993). //Orality and Literacy: the Technologizing of the Word//. London: Routledge.
Rheingold, H. (1985). //Tools for Thought//. New York: Simon & Schuster.
Rheingold, H. (1991). //Virtual Reality//. New York: Summit.
Rheingold, H. (1993). //The Virtual Community//. Reading, Mass: Addison-Wesley.
Rheingold, H. (1994). 'A slice of life in my virtual community'. In L. Harasim (Ed.), //Global Networks: Computers and International Communication//. Cambridge, MA: MIT Press.
Rheingold, H. (1999). //Rethinking Virtual Communities//. Retrieved, from the World Wide Web: http://www.rheingold.com/VirtualCommunity.html 21 April, 2010
Rheingold, H. (2000). //Community Development In The Cybersociety of the Future//. Retrieved May 2, 2010, from the World Wide Web: http://instruct1.cit.cornell.edu/courses/govt312/Rheingold.htm
Salen, Katie. 'Gaming Literacies: A game Design Study in Action'. //Journal of Educational Multimedia and Hypermedia// (2007) 16(3), 301-322. You can contact Ms. Salen at //Parsons The New School of Design// or email her at katie.salen@gmail.com
Schiano, D. (1997). 'Convergent Methodologies in Cyber-Psychology: A Case Study'. //Behavior Research Methods, Instruments and Computers//, 29(2), 270-273.
Seifer, Marc. Professor of psychology at Roger Williams University, Rhode Island, USA and avid writer (([[From Freud to Gurdjieff|http://www.marcseifer.com/inward.htm]] and the acclaimed //[[Wizard: The Life & Times of Nicola Tesla|http://www.amazon.com/Wizard-Nikola-Biography-Genius-Citadel/dp/0806519606/ref=sr_1_1?ie=UTF8&s=books&qid=1274892561&sr=1-1]]//, (his newer work, 2009) //[[Transcending the speed of Light: Consciousness, Quantum Physics, and the Fifth Dimension|http://www.amazon.com/Transcending-Speed-Light-Consciousness-Dimension/dp/1594772290/ref=sr_1_3?ie=UTF8&s=books&qid=1274892561&sr=1-3]]//, His well known //[[The Definitive Book of Handwriting Analysis: The Complete Guide to Interpreting Personalities, Detecting Forgeries, and Revealing Brain Activity Through the Science of Graphology|http://www.amazon.com/Definitive-Book-Handwriting-Analysis-Personalities/dp/1601630255/ref=sr_1_2?ie=UTF8&s=books&qid=1274892561&sr=1-2]]//,, several novels and currently working on a book about my brother, during conversations about metaphysics and hyperlinks and the ways of the World Wide Web and its effects on consciousness, at his home in Rhode Island the weekend of May 15 - 18, 2010.
Siemieniuch, C., & Sinclair, M. (1994). Concurrent engineering and CSCW: The human factor. In //Computer support for cooperative work//. Chichester, England: John Wiley & Sons.
//STELLA Standards Framework// http://www.stella.org.au/
Stubbs, M. (1996). [[Text and Corpus Analysis: Computer-assisted Studies of Language and Culture[[. Cambridge, Massachusetts: Blackwell Publishing Ltd.
Stubbs, P. (1998). Conflict and Co-Operation in the Virtual Community: e-mail and the Wars of the Yugoslav Succession. [[Sociological Research Online]], 3(3).
Strassmann, P. (1997).' Information Systems and Literacy'. In G. Hawisher & C. Selfe (Eds.), //Literacy, Technology, and Society// (pp. 134-141). Upper Saddle River, NJ: Prentice-Hill.
Thompson, J. (1995). //The Media and Modernity: A social theory of the media//. Cambridge: Polity.
Trubek, Anne. (2010) Handwriting Is History. Writing words by hand is a technology that’s just too slow for our times, and our minds. //Culture Culture & Society Education// January-February 2010 MAGAZINES Miller-McCune Research Essay online at http://www.miller-mccune.com/culture-society/handwriting-is-history-6540/ Viewed 2 May, 2010
Youngjoo, Yi. 'Adolescent literacy and identity construction among 1.5 generation students: From a transnational perspective.' //Journal of Asian Pacific Communication//, Volume 19, Number 1, 2009 , pp. 100-129(30). John Benjamins Publishing Company.
Click on 'save changes' over on the right-hand side.
Watch for the yellow pop-up on the top right reading 'Main ~TiddlyWiki file saved'.
Do not, I repeat, ''do not'' try to save your page through the browser menu system. ''Beware'': Hot key sequences such as '~Ctrl-S' will do this in a flash.
If you're in a tizz, try clicking this button: <<saveChanges "Emergency Save" "Deep breath!">>
For the paranoid, go to 'options' on the right and check the '~AutoSave' box. If you take this sensible choice, you'll need to keep an eye on your disk space.
Albatross
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Eagle
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Birdie
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Par
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Bogie
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Double Bogie
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Air Shot
//[[Multimodal Texts|http://neuage.tiddlyspot.com/]]// 7th Grade = <html><object width="250" param name="movie" value="http://www.youtube.com/v/iJKSzajubGo&hl=en_US&fs=1&color1=0x402061&color2=0x9461ca&border=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/iJKSzajubGo&hl=en_US&fs=1&color1=0x402061&color2=0x9461ca&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="250" embed></object></html> [[8th Grade|http://neuage.org/AA/computer_writing.htm]] <html> <object width="250" param name="movie" value="http://www.youtube.com/v/Ag0UOPfV2p0&hl=en_US&fs=1&color1=0x234900&color2=0x4e9e00"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/Ag0UOPfV2p0&hl=en_US&fs=1&color1=0x234900&color2=0x4e9e00" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="250" embed></object></html>4th Grade =<html><object width="250" param name="movie" value="http://www.youtube.com/v/V3c5VbHk3KI&hl=en_US&fs=1&color1=0x5d1719&color2=0xcd311b&border=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/V3c5VbHk3KI&hl=en_US&fs=1&color1=0x5d1719&color2=0xcd311b&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="250" embed></object> </html>
Assignment 2 [[Terrell Neuage |http://neuage.org]]
.inlineTags ul li { display:inline; }
* Please submit by the Due Date
* Submit your assignment using Learnline
* Stay near the word length
* Don't copy other people's work or recycle your own work
* If you really do have extenuating circumstances, contact your lecturer
* Extension requests should be received well before the Due Date
* Extensions aren't really possible on this assessment item
* Submit early if you can
* Keep a copy of your work (having a systematic backup regime is even better)
!DO NOT USE TOWARD WORD COUNT FOR ASSIGNMENT TWO - REFERENCES TO ASYNCHRONOUOS/SYNCHRONOUS ONLY
Synchronous communication is communication that is taking place at the same time. Several voices can be going at once or there can be multiple conversations involving multiple subjects happening at the same time. Several currently used examples of synchronous communication are: Chatrooms, MUDs (multiple-user dungeons), MOOs (multiple object orientations), videoconferencing (with tools like White Pine’s CUSeeMe and Microsoft's NetMeeting) and teleWeb delivery systems that combine video programs with Web-based resources, activities and print-based materials.
To use synchronous communication in a text-based environment one can have the chatroom on their server or the chatroom can be imported into their Web site as an applet. An applet is a program written in the Java programming language that can be included in an HTML page, much in the same way an image is included. These programs open in a separate window from the main source window being used. Real-time interactive environments like MUDs and MOOs are Unix-based programs that reside on servers. In both kinds of synchronous communication, users connect with the help of chat-client software and log in to virtual “rooms” where they communicate with each other by typing onscreen. Because MOOs and chatrooms frequently attract many users, it is advisable to access them using a high-end computer and a fast connection to the Internet. MOOs and chatrooms often have their own sound effects to denote communicative gestures (such as laughter and surprise); to use or hear them; the computer must be equipped with a sound card and speakers.
See [[Asynchronous communication]].
/***
|Name|TagCloudPlugin|
|Source|http://www.TiddlyTools.com/#TagCloudPlugin|
|Version|1.7.0|
|Author|Eric Shulman|
|Original Author|Clint Checketts|
|License|http://www.TiddlyTools.com/#LegalStatements|
|~CoreVersion|2.1|
|Type|plugin|
|Description|present a 'cloud' of tags (or links) using proportional font display|
!Usage
<<<
{{{
<<cloud type action:... limit:... tag tag tag ...>>
<<cloud type action:... limit:... +TiddlerName>>
<<cloud type action:... limit:... -TiddlerName>>
<<cloud type action:... limit:... =tagvalue>>
}}}
where:
* //type// is a keyword, one of:
** ''tags'' (default) - displays a cloud of tags, based on frequency of use
** ''links'' - displays a cloud of tiddlers, based on number of links //from// each tiddler
** ''references'' - displays a cloud of tiddlers, based on number of links //to// each tiddler
* ''action:popup'' (default) - clicking a cloud item shows a popup with links to related tiddlers<br>//or//<br> ''action:goto'' - clicking a cloud item immediately opens the tiddler corresponding to that item
* ''limit:N'' (optional) - restricts the cloud display to only show the N most popular tags/links
* ''tag tag tag...'' (or ''title title title'' if ''links''/''references'' is used)<br>shows all tags/links in the document //except// for those listed as macro parameters
* ''+~TiddlerName''<br>show only tags/links read from a space-separated, bracketed list stored in a separate tiddler.
* ''-~TiddlerName''<br>show all tags/links //except// those read from a space-separated, bracketed list stored in a separate tiddler.
* ''=tagvalue'' (//only if type=''tags''//)<br>shows only tags that are themselves tagged with the indicated tag value (i.e., ~TagglyTagging usage)
//note: for backward-compatibility, you can also use the macro {{{<<tagCloud ...>>}}} in place of {{{<<cloud ...>>}}}//
<<<
!Examples
<<<
//all tags excluding<<tag systemConfig>>, <<tag excludeMissing>> and <<tag script>>//
{{{<<cloud systemConfig excludeMissing script>>}}}
{{groupbox{<<cloud systemConfig excludeMissing script>>}}}
//top 10 tags excluding<<tag systemConfig>>, <<tag excludeMissing>> and <<tag script>>//
{{{<<cloud limit:10 systemConfig excludeMissing script>>}}}
{{groupbox{<<cloud limit:10 systemConfig excludeMissing script>>}}}
//tags listed in// [[FavoriteTags]]
{{{<<cloud +FavoriteTags>>}}}
{{groupbox{<<cloud +FavoriteTags>>}}}
//tags NOT listed in// [[FavoriteTags]]
{{{<<cloud -FavoriteTags>>}}}
{{groupbox{<<cloud -FavoriteTags>>}}}
//links to tiddlers tagged with 'package'//
{{{<<cloud action:goto =package>>}}}
{{groupbox{<<cloud action:goto =package>>}}}
//top 20 most referenced tiddlers//
{{{<<cloud references limit:20>>}}}
{{groupbox{<<cloud references limit:20>>}}}
//top 20 tiddlers that contain the most links//
{{{<<cloud links limit:20>>}}}
{{groupbox{<<cloud links limit:20>>}}}
<<<
!Revisions
<<<
2009.07.17 [1.7.0] added {{{-TiddlerName}}} parameter to exclude tags that are listed in the indicated tiddler
2009.02.26 [1.6.0] added {{{action:...}}} parameter to apply popup vs. goto action when clicking cloud items
2009.02.05 [1.5.0] added ability to show links or back-links (references) instead of tags and renamed macro to {{{<<cloud>>}}} to reflect more generalized usage.
2008.12.16 [1.4.2] corrected group calculation to prevent 'group=0' error
2008.12.16 [1.4.1] revised tag filtering so excluded tags don't affect calculations
2008.12.15 [1.4.0] added {{{limit:...}}} parameter to restrict the number of tags displayed to the top N most popular
2008.11.15 [1.3.0] added {{{+TiddlerName}}} parameter to include only tags that are listed in the indicated tiddler
2008.09.05 [1.2.0] added '=tagname' parameter to include only tags that are themselves tagged with the specified value (i.e., ~TagglyTagging usage)
2008.07.03 [1.1.0] added 'segments' property to macro object. Extensive code cleanup
<<<
!Code
***/
//{{{
version.extensions.TagCloudPlugin= {major: 1, minor: 7 , revision: 0, date: new Date(2009,7,17)};
//Originally created by Clint Checketts, contributions by Jonny Leroy and Eric Shulman
//Currently maintained and enhanced by Eric Shulman
//}}}
//{{{
config.macros.cloud = {
tagstip: "%1 tiddlers tagged with '%0'",
refslabel: " (%0 references)",
refstip: "%1 tiddlers have links to '%0'",
linkslabel: " (%0 links)",
linkstip: "'%0' has links to %1 other tiddlers",
groups: 9,
init: function() {
config.macros.tagCloud=config.macros.cloud; // for backward-compatibility
config.shadowTiddlers.TagCloud='<<cloud>>';
config.shadowTiddlers.StyleSheetTagCloud=
'/*{{{*/\n'
+'.tagCloud span {line-height: 3.5em; margin:3px;}\n'
+'.tagCloud1{font-size: 80%;}\n'
+'.tagCloud2{font-size: 100%;}\n'
+'.tagCloud3{font-size: 120%;}\n'
+'.tagCloud4{font-size: 140%;}\n'
+'.tagCloud5{font-size: 160%;}\n'
+'.tagCloud6{font-size: 180%;}\n'
+'.tagCloud7{font-size: 200%;}\n'
+'.tagCloud8{font-size: 220%;}\n'
+'.tagCloud9{font-size: 240%;}\n'
+'/*}}}*/\n';
setStylesheet(store.getTiddlerText('StyleSheetTagCloud'),'tagCloudsStyles');
},
getLinks: function(tiddler) { // get list of links to existing tiddlers and shadows
if (!tiddler.linksUpdated) tiddler.changed();
var list=[]; for (var i=0; i<tiddler.links.length; i++) {
var title=tiddler.links[i];
if (store.isShadowTiddler(title)||store.tiddlerExists(title))
list.push(title);
}
return list;
},
handler: function(place,macroName,params) {
// unpack params
var inc=[]; var ex=[]; var limit=0; var action='popup';
var links=(params[0]&¶ms[0].toLowerCase()=='links'); if (links) params.shift();
var refs=(params[0]&¶ms[0].toLowerCase()=='references'); if (refs) params.shift();
if (params[0]&¶ms[0].substr(0,7).toLowerCase()=='action:')
action=params.shift().substr(7).toLowerCase();
if (params[0]&¶ms[0].substr(0,6).toLowerCase()=='limit:')
limit=parseInt(params.shift().substr(6));
while (params.length) {
if (params[0].substr(0,1)=='+') { // read taglist from tiddler
inc=inc.concat(store.getTiddlerText(params[0].substr(1),'').readBracketedList());
} else if (params[0].substr(0,1)=='-') { // exclude taglist from tiddler
ex=ex.concat(store.getTiddlerText(params[0].substr(1),'').readBracketedList());
} else if (params[0].substr(0,1)=='=') { // get tag list using tagged tags
var tagged=store.getTaggedTiddlers(params[0].substr(1));
for (var t=0; t<tagged.length; t++) inc.push(tagged[t].title);
} else ex.push(params[0]); // exclude params
params.shift();
}
// get all items, include/exclude specific items
var items=[];
var list=(links||refs)?store.getTiddlers('title','excludeLists'):store.getTags();
for (var t=0; t<list.length; t++) {
var title=(links||refs)?list[t].title:list[t][0];
if (links) var count=this.getLinks(list[t]).length;
else if (refs) var count=store.getReferringTiddlers(title).length;
else var count=list[t][1];
if ((!inc.length||inc.contains(title))&&(!ex.length||!ex.contains(title)))
items.push({ title:title, count:count });
}
if(!items.length) return;
// sort by decending count, limit results (optional)
items=items.sort(function(a,b){return(a.count==b.count)?0:(a.count>b.count?-1:1);});
while (limit && items.length>limit) items.pop();
// find min/max and group size
var most=items[0].count;
var least=items[items.length-1].count;
var groupSize=(most-least+1)/this.groups;
// sort by title and draw the cloud of items
items=items.sort(function(a,b){return(a.title==b.title)?0:(a.title>b.title?1:-1);});
var cloudWrapper = createTiddlyElement(place,'div',null,'tagCloud',null);
for (var t=0; t<items.length; t++) {
cloudWrapper.appendChild(document.createTextNode(' '));
var group=Math.ceil((items[t].count-least)/groupSize)||1;
var className='tagCloudtag tagCloud'+group;
var tip=refs?this.refstip:links?this.linkstip:this.tagstip;
tip=tip.format([items[t].title,items[t].count]);
if (action=='goto') { // TAG/LINK/REFERENCES GOTO
var btn=createTiddlyLink(cloudWrapper,items[t].title,true,className);
btn.title=tip;
btn.style.fontWeight='normal';
} else if (!links&&!refs) { // TAG POPUP
var btn=createTiddlyButton(cloudWrapper,items[t].title,tip,onClickTag,className);
btn.setAttribute('tag',items[t].title);
} else { // LINK/REFERENCES POPUP
var btn=createTiddlyButton(cloudWrapper,items[t].title,tip,
function(ev) { var e=ev||window.event; var cmt=config.macros.cloud;
var popup = Popup.create(this);
var title = this.getAttribute('tiddler');
var count = this.getAttribute('count');
var refs = this.getAttribute('refs')=='T';
var links = this.getAttribute('links')=='T';
var label = (refs?cmt.refslabel:cmt.linkslabel).format([count]);
createTiddlyLink(popup,title,true);
createTiddlyText(popup,label);
createTiddlyElement(popup,'hr');
if (refs) {
popup.setAttribute('tiddler',title);
config.commands.references.handlePopup(popup,title);
}
if (links) {
var tiddler = store.fetchTiddler(title);
var links=config.macros.cloud.getLinks(tiddler);
for(var i=0;i<links.length;i++)
createTiddlyLink(createTiddlyElement(popup,'li'),
links[i],true);
}
Popup.show();
e.cancelBubble=true; if(e.stopPropagation) e.stopPropagation();
return false;
}, className);
btn.setAttribute('tiddler',items[t].title);
btn.setAttribute('count',items[t].count);
btn.setAttribute('refs',refs?'T':'F');
btn.setAttribute('links',links?'T':'F');
btn.title=tip;
}
}
}
};
//}}}
Ted Nelson and Xanadu
Ted Nelson originally invented the word "hypertext" for "non-sequential writing". His long-standing interest in all things related to HT became the Xanadu project. The Xanadu Operating Company was owned for a while by Autodesk, but later dropped. (Not clear in 1993 what is going to happen there)
He describes himself, his colleagues, his philosophy and his project in "Literary Machines" which is an attempt to put his hypertext thoughts onto paper. He publishes it himself (I have a copy of LM 90.1 -TBL). This is essential reading as background, enthusiathm and ideas on hypertext. (It includes also the text of Vannevar Bush's "As we may think". This is an article published in 1945 which suggests that an automated "MEMEX" (memory extension) would allow human memory to be augmented by mechanical means.) Xanadu has many interesting concepts: for example, Nelson has tackled the problem of generating unique names for new documents such that they can be found, and the Xanadu project will aim to attribute royalties to the author of a work whenever it is retrieved across the network. Ted also publishes a video of himself explaining his ideas. T.H.Nelson, Mindful Press 3020 Brudgeway Suite 295, Sausolito CA 94965, phone 415/331-442.
see: http://www.w3.org/Xanadu.html#Nelson
Dr. Terrell [[Neuage|http://neuage.org]]
!!CURENT RESEARCH
# GRIN technologies': [Genetics, Robotics, Artificial Intelligence, and Nanotechnology] impact on communicational evolutions; how will we translate meaning from sender to receiver if the ‘decoder’ is inserted in the minds of but a fraction of society? An extension to my [[PhD]] thesis: ‘Conversational Analysis of Chatroom “talk”’
# Philosophical clashes between longevity (the race to extend life cycles without end) ~ reincarnation and traditional Christianity.
# Notes on Secondlife project [Division or Synchronization can the person still exist when there is no physical counterpoint?]
[[Dr. Terrell Neuage|http://neuage.org]]
The Melbourne Declaration online at http://www.adlaustralia.org/aatgc/melbourne-declaration.html
>The Declaration was endorsed by a range of government and industry representatives from countries including Australia, the U.S., Japan, Korea, Taiwan, Singapore, the U.K. and Mexico.
TiddlyWiki is a reusable non-linear personal web notebook. This is version <<version>>. For more details see the links listed in the [[Find out more]] tiddler.
A National Curriculum is already in place in England, Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988. The United States of America has a [[Draft K-12 Common Core State Standards Available for Comment]] at the same time that Australia is working towards a National Curriculum.
>'The countries that have left the United States behind in math and science education have one thing in common: They offer the same high education standards — often the same curriculum — from one end of the nation to the other' ([[National School Standards, at Last]])
After going through the proposal and the [[ACARA]] website it is evident that this is not a dictatorial framework. As discussed in [[Activity 2.3]] teaching can be very individualized within an institutionalized setting. The [[myread]] http://www.myread.org website is a tool that provides suggestions that will assist teachers as they integrate the [[draft K–10 Australian Curriculum]]. As is stated on the website for [[ACARA]]
>'Whilst the Australian Curriculum will outline the scope of what is to be learned, it will be teachers in classrooms who will make decisions about how best to organise learning, the contexts for learning and the depth of learning that will be pursued for each child in their class.'
From the [[ACARA website|http://www.acara.edu.au/curriculum.html]]:
*[[ACARA]] is responsible for the development of the Australian curriculum from Kindergarten to Year 12.
*[[ACARA]]’s work in developing the Australian curriculum is guided by the 2008 Melbourne Declaration on Educational Goals for Young Australians.[[The Melbourne Declaration]] commits "to supporting all young Australians to become successful learners, confident and creative individuals, and active and informed citizens",’ and to promoting equity and excellence in education.
*[[ACARA]] works collaboratively with a wide range of stakeholders including teachers, principals, government, state and territory education authorities, professional education associations, business/industry, community groups and the broader public.
>It is widely accepted that Australia should have one curriculum for school students, rather than the eight different arrangements that exist at the moment. The commitment to develop an Australian Curriculum means that:
1.The individual and combined efforts of states and territories can focus on how students' learning can be improved to achieve the national goals, regardless of individual circumstances or school location.
2.Greater attention can be devoted to equipping young Australians with those skills, knowledge and capabilities necessary to enable them to effectively engage with and prosper in society, compete in a globalised world and thrive in the information-rich workplaces of the future.
3.High-quality resources can be developed more efficiently and made available around the country.
4.There will be greater consistency for the country's increasingly mobile student and teacher population.
>>//@@Are you following this in an old fashion we can not believe you would do such a thing fashion? Then go to [[What is literacy]] otherwise hype off to [[ODAM]]. How so yesterday ~ how so anti-tiddler, how so normal – good on ya because you will be focused and not an uncentred-[[multifocal]] individual.@@//
TiddlyWiki will run in most environments that support HTML, Cascading Style Sheets (CSS), and ~JavaScript. Most browsers do this by default. Some mobile phones are a possibility even (though only 'read only' at present).
Setup and operating instructions are available here: [[How Do I?]]
[[TiddlyWiki.com|http://www.tiddlywiki.com/]] also provides detailed troubleshooting information for specific browsers and operating systems. See the [[Installation|http://www.tiddlywiki.com/#Installation]] and [[Browser|http://www.tiddlywiki.com/#Browsers]] tiddlers.
On Microsoft Windows (e.g. XP, Vista), it helps a lot if you save your file to a USB thumb drive or your local C: drive. (Try C:\Temp if you're just mucking around.) That way the browser can save your changes locally without any hassle.
If it's all getting too much, you could run everything from your USB drive using [[PortableApps|http://portableapps.com/]]. Teachers who move from class to class will find this a real boon.
Mac users should turn on Java in Safari and put the helper applet '~TiddlySaver.jar' (available from [[TiddlyWiki.com|http://www.tiddlywiki.com/]]) in the same folder as the file you're working on.
When you open your file for the first time, the first thing to do is to try and save it again with "save changes". See the menu over on the right-hand side. If that works then you should be right from now on. ... At least until you move your file to another computer.
''Warning'': when you've made some edits, use the "save changes" button to lock these in. Don't //under any circumstances// try to save the file again using the 'File', 'Save as' sequence through your browser's menu system. That will just corrupt the file for you. Remember, "save changes" works best, and you get a time-stamped back-up copy each time into the bargain.
<!--{{{-->
<div class='toolbar' macro='toolbar [[ToolbarCommands::ViewToolbar]]'></div>
<div class='title' macro='view title'></div>
<div class='subtitle'><span macro='view modifier link'></span>, <span macro='view modified date'></span> (<span macro='message views.wikified.createdPrompt'></span> <span macro='view created date'></span>)</div>
<div class='tagging' macro='tagging'></div>
<div class='tagged' macro='tags'></div>
<div class='viewer' macro='view text wikified'></div>
<div class='tagClear'></div>
<!--}}}-->
The spread of [[literacy]] in turn changed communication, which changed the educational system and – to some degree at least - the class and authority structure. Literacy became a demand tool: a passport to the regulatory systems of the industrial-bureaucratic state emerging in the modern era. (Terrell [[Neuage]] [[PhD]] thesis, 2005).
Patrizia Violi, in //Electronic dialogue between orality and literacy. A semiotic approach.// (2000) talks about writing itself as a technology, as well as computers as a technology. In the draft K–10 Australian Curriculum (page 1) under 'English Aims' there is understand and use Standard Australian English in its spoken and written forms and in combination with other 'non-linguistic forms of communication'.
[[Activity 2.2]]
*The message of a text is dependent upon what the reader does with the text.
*That a textual message meaning is formed within a discourse-community to bring about a certain de-coding of the text.
*Whose language is the correct one to create a literate society?
This from the start indicates the new curriculum will work toward integrating other forms of literacy. This other 'non-linguistic forms of communication bring in the multifocal and multimodals dimensions of literacy. Whether we are using a form of text-messaging or any one of the hundred different social medias available, or literay art such as picture poems, we will use non-linguistic forms to enhance our message or use the non-linguistic form to be the message.
>>Intent exists in all speech situations; what is different in a virtual space is that intent is more than usually opaque, and the anticipation of concealed or subversive intent is heightened by the lack of physical contact and non-linguistic cues. Are participants there to gather information, exchange information, or play performance games? (Neuage, 2005).
Carrington and Robinson (2009), discuss using Flickr as a communication tool especially using digital notes that c an be superimposed on another person's photos. Which provides a polysemic narrative about literacy and can promote discussion'. p.37.
>>//@@Are you following this in an old fashion we can not believe you would do such a thing fashion? Then go to [[Digital vs. Linear]] otherwise hype off to [[ODAM]]. How so yesterday ~ how so anti-tiddler, how so normal – good on ya because you will be focused and not an uncentred-[[multifocal]] individual.@@//
In essence, the reader becomes the writer-narrator, following self-chosen links. [[Hypertext]] writing shares some interesting features with folk storytelling traditions, for example, Native American due to its digressive elements (stories within stories); what is called "a story" is really a Web of stories, and like oral telling, in hypertext, no two explorations of a hypertext narrative are exactly the same for readers. In [[hypertext]] the focus is on the reader and the appearance of choice and some determination of how to read, as every part of a [[hypertext]] narrative presents multiple choices for the direction and sequence of reading. ([[Neuag]]e webpage - [[course description]]
If we define writing as a system of marks to record information (and discount petroglyphs, say), handwriting has been around for just 6,000 of humanity’s some 200,000 years. Its effects have been enormous, of course: It alters the brain, changes with civilizations, cultures and factions, and plays a role in religious and political battles. One might consider handwriting as a technology — a way to make letters — and conclude that the way of making them is of little moment. But handwriting is bound up with a host of associations and connotations that propel it beyond simply a fine-motor skill. We connect it to personal identity (handwriting signals something unique about each of us), intelligence (good handwriting reflects good thinking) and virtue (a civilized culture requires handwriting). (Neuage, PhD 2005)
The [[draft K–10 Australian Curriculum]] declares that the student ‘will be taught to hand write fluently and legibly using correct letter formation at each from K – 7.' In lengthy discussions with Scholar [[Marc Seifer]] a leading handwriting specialists (see -) he believes that we need to write, it shows personality and as he works with law enforcement officers to uncover legal signatures handwriting is really the only way to know who the writer is. Marc has signatures and writings of many famous people as he discusses in his books. Handwriting is opposed by some scholars ( http://www.good.is/post/stop-teaching-handwriting). Ann Trubek (2010) writes that 'Writing words by hand is a technology that’s just too slow for our times, and our minds.'
For a summary of current pros and cons of computers and handwriting see Handwriting in the Elementary Classroom https://www.msu.edu/~kroekera/year_one_maet/word_processing_versus_hw.htm
>'Reading, and writing, is a ritual act and moreover a dramatic one. What is arrayed before the reader is not pure information but a portrayal of the contending forces in the world. Moreover, as readers make their way through the paper, they engage in a continual shift of roles or of dramatic focus' (Carey, 1985, p.175).
See also [[Flash Childrens Stories]]
>>@@//Are you following this in an old fashion we can not believe you would do such a thing fashion? Then go to [[Reading: Book vs. iPads]] otherwise hype off to [[ODAM]]. How so yesterday ~ how so anti-tiddler, how so normal – good on ya because you will be focused and not an uncentred-[[multifocal]] individual.@@//
The 'original' [[Wiki]] is still operating: [[WikiWikiWeb|http://c2.com/cgi/wiki?WelcomeVisitors]].
To understand a bit better what makes a [[Wiki]] a [[Wiki]], see this short video: Common Craft's [[Wikis in Plain English| http://www.commoncraft.com/video-wikis-plain-english]].
//Note: this video is offered in online 'evaluation' mode.//
!!Conclusion
How is it then that we process such textual cues? Is this learned from the practices of intertextual linking, established within our reading background and acquired alongside literacy – or is it a part of our dialogic skills developed in talk: a central feature of “natural conversation”, rehearsed in everyday chat, and transferred across into text-based chatroom behaviours? How much more can our text-based “reading” traditions tell us of the chatroom texting act? ([[Neuage]] 2005)
As discussed in [[Activity 2.7 response]] Australia has a strong standing for Internet usage.
>[[World Internet Usage]]
*[img[World Internet Usage|http://neuage.info/tiddler/WorldInternetUsage.PNG]]
>[[Australian Internet Usage]]
*[img[Australian Internet Usage|http://neuage.info/tiddler/InternetUsageAustralia.PNG]]
>[[Australian Penetrations]]
*[img[Australian Penetrations|http://neuage.info/tiddler/InternetPenetration.PNG]]
>>@@//Are you following this in an old fashion we can not believe you would do such a thing fashion? Then go to [[Introduction]] otherwise hype off to [[ODAM]]. How so yesterday ~ how so anti-tiddler, how so normal – good on ya because you will be focused and not an uncentred-[[multifocal]] individual.@@//
merge(config.macros,{
wordCount: {
handler: function(place,macroName,params,wikifier,paramString,tiddler) {
createTiddlyText(place,tiddler&&tiddler.text?tiddler.text.match(/\w+/g).length:"0");
}
}
});
To use put this somewhere in your ViewTemplate:
<div style="font-size:80%">(<span macro="wordCount"></span> words)</div>
!World Internet Usage
*[img[World Internet Usage|http://neuage.info/tiddler/WorldInternetUsage.PNG]]
!!See [[Activity 2.7 response]] for a discussion of this
collection of abbreviations 1995 - 2000 [[Neuage]] PhD from emoticons
AFK = Away From Keyboard
afk away from keyboard
ATK = At the Keyboard
BAK = Back At Keyboard
bbiab be back in a bit
BBL = Be Back Later
bbl be back later
BFN or B4N = Bye For Now
BRB = Be Right Back
brb be right back
BRT = Be Right There
BTW = By The Way
btw by the way
CYA = See ya
FWIW = For What It's Worth
fyi for your information
GMTA = Great Minds Think Alike
IMHO = In My Humble Opinion
imo in my opinion
IRL = In Real Life
iyo in your opinion
L8R = Later
lmao laughing my ass off
LOL = Laughing Out Loud
LOL laughing out loud
LTNS = Long Time No See
OIC = Oh I see
pita pain in the ass
ROFL = Rolling On the Floor Laughing
ROTF = Rolling On The Floor (variation of above)
TTFN = Ta-Ta For Now!
TTYL = Talk To You Later
WB = Welcome Back
WTG = Way To Go!
2B or not 2B
To Be Or Not To Be
4ever
Forever
A/S/L
Age/Sex/Location
AFAIC
As Far As I'm Concerned
AFAIK
As Far As I Know
AFK
Away From Keyboard
AIAMU
And I'm A Monkey's Uncle
AISI
As I See It
AKA
Also Known As
AMBW
All My Best Wishes
ANFAWFOWS
And Now For A Word Word From Our Web Sponsor
AOTS
All Of The Sudden
ASAFP
As Soon As "Friggin" Possible
ASAP
As Soon As Possible
ATST
At The Same Time
AWGTHTGTTA
Are We Going To Have To Go Through This Again
AWGTHTGTTSA
Are We Going To Have To Go Through This Sh** Again
AYSOS
Are You Stupid Or Something
B4
Before
B4N
Bye For Now
BBFBBM
Body By Fisher, Brains by Mattel
BBIAB
Be Back In A Bit
BBIAF
Be Back In A Few
BBL
Be Back Later
BBN
Bye Bye Now
BCNU
Be Seein' You
BFD
Big F***ing Deal
BFN
Bye For Now
BHOF
Bald Headed Old Fart
BIF
Basis In Fact
BITD
Back In The Day
BM
Byte Me
BMOTA
Byte Me On The Ass
BNF
Big Name Fan
BOHICA
Bend Over Here It Comes Again
BR
Bathroom
BRB
Be Right Back
BRT
Be Right There
BS
Big Smile
BT
Byte This
BTDT
Been There Done That
BTSOOM
Beats The Sh** Out Of Me
BTW
By The Way
BTWBO
Be There With Bells On
BWDIK
But What Do I Know?
BWO
Black, White or Other
CIAO
Goodbye (in Italian)
CID
Consider It Done
CIO
Check It Out
CIS
CompuServe Information Service
CMF
Count My Fingers
Cof$
Church of Scientology
CRAFT
Can't Remember a F***ing Thing
CRAWS
Can't Remember Anything Worth A Sh**
CSL
Can't Stop Laughing
CTC
Choaking The Chicken
CUL8R
See You Later
CWYL
Chat With You Later
CYA
Cover Your Ass
CYL
See You Later
DBEYR
Don't Believe Everything You Read
DD
Due Diligence
DDD
Direct Distance Dial
DETI
Don't Even Think It
DGT
Don't Go There
DHYB
Don't Hold Your Breath
DILLIGAD
Do I Look Like I Give A Damn
DILLIGAS
Do I Look Like I Give A Sh**
DKDC
Don't Know Don't Care
DLTM
Don't Lie To Me
DQYDJ
Don't Quit You're Day Job
DRIB
Don't Read If Busy
DYSTSOTT
Did You See The Size Of That Thing
EG
Evil Grin
EOM
End Of Message
ESO
Equipment Smarter than Operator
F2F
Face-to-Face
FBKS
Failure Between Keyboard and Seat
FE
Fatal Error
FF&PN
Fresh Fields and Pastures New
FO
F*** Off
FOAF
Friend Of A Friend
FTASB
Faster Than A Speeding Bullet
FTL
Faster Than Light
FTTB
For The Time Being
FUBAR
F***ed Up Beyond All Recognition
FUBB
F***ed Up Beyond Belief
FUD
(Spreading) Fear, Uncertainty, and Disinformation
FWIW
For What It's Worth
FYA
For Your Amusement
FYI
For Your Information
FYM
For Your Misinformation
GAL
Get A Life
GG
Good Game or Gotta Go
GIGO
Garbage In, Garbage Out
GIWIST
Gee, I Wish I'd Said That
GL
Good Luck
GLYASDI
God Loves You And So Do I
GMTA
Great Minds Think Alike
GNBLFY
Got Nothing But Love For You
GR&D
Grinning Running And Ducking
GR8
Great
GRRRR
"Growling"
GSOAS
Go Sit On A Snake
GTG
Got To Go
GTGB
Got To Go, Bye
GTGP
Got To Go Pee
GTH
Go To Hell
GTSY
Glad To See Ya
GYPO
Get Your Pants Off
HAGO
Have A Good One
HAK
Hugs And Kisses
HB
Hurry Back
HD
Hold
HHO1/2K
Ha Ha, Only Half Kidding
HHOK
Ha Ha, Only Kidding
HIOOC
Help! I'm Out of Coffee
HTH
Hope This (That) Helps
HUA
Heads Up Ace
HUYA
Head Up Your A**
IAC
In Any Case
IAE
In Any Event
IANAC
I Am Not A Crook
IANAL
I Am Not A Lawyer
IBT
In Between Technology
IBTD
I Beg To Differ
IC
In Character
IDGAF
I Don't Give A F***
IDGI
I Don't Get It
IDK
I Don't Know
IDKY
I Don't Know You
IDST
I Didn't Say That
IDTS
I Don't Think So
IFAB
I Found A Bug
IFU
I F***ed Up
IGGP
I Gotta Go Pee
IIIO
Intel Inside, Idiot Outside
IIMAD
If It Makes An(y) Difference
IIRC
If I Remember Correctly
IIWM
If It Were Me
ILICISCOMK
I Laughed, I Cried, I Spat/Spilt Coffee/Crumbs/Coke On My Keyboard
ILY
I Love You
IMHO
In My Humble Opinion
IMNSHO
In My Not So Humble Opinion
IMO
In My Opinion
INMP
It's Not My Problem
INPO
In No Particular Order
IOH
I'm Outta Here
IOW
In Other Words
IRL
In Real Life
ISS
I Said So
ITM
In The Money
IYKWIM
If You Know What I Mean
IYSS
If You Say So
J/C
Just Checking
J/K
Just Kidding!
J/W
Just Wondering
JAFO
Just Another F***ing Onlooker
KFY
Kiss For You
KISS
Keep It Simple Stupid
KIT
Keep In Touch
KMA
Kiss My Ass
KWIM
Know What I Mean
KYPO
Keep Your Pants On
L8R
Later
LD
Long Distance
LDTTWA
Let's Do The Time Warp Again
LLTA
Lots And Lots Of Thunderous Applause
LMAO
Laughing My Ass Off
LMK
Let Me Know
LOL
Laughing Out Loud -or- Lots of Luck (or Love)
LTIC
Laughing 'Til I Cry
LTNS
Long Time No See
LYL
Love Ya Lots
LYLAS
Love You Like A Sister
MHOTY
My Hat's Off To You
MM
Market Maker
MorF
Male or Female?
MOTD
Message Of The Day
MOTSS
Members Of The Same Sex
MTFBWY
May The Force Be With You
MWBRL
More Will Be Revealed Later
MYOB
Mind Your Own Business
NAK
Nursing At Keyboard
NAZ
Name, Address, Zip (also means Nasdaq)
NBD
No Big Deal
NBIF
No Basis In Fact
NFI
No F***ing Idea
NFW
No F***ing Way
NG
New Game
NIFOC
Nude In Front Of The Computer
NM
Never Mind
NMP
Not My Problem
NOYB
None Of Your Business
NP
No Problem
NQOCD
Not Quite Our Class Dear
NRG
Energy
NRN
No Reply Necessary
NYCFS
New York City Finger Saluet
OAUS
On An Unrelated Subject
OBTW
Oh By The Way
OIC
Oh, I see
OMDB
Over My Dead Body
OMG
Oh My Gosh
OMIK
Open Mouth, Insert Keyboard
ONNA
Oh No, Not Again
OOC
Out Of Character
OOTB
Out Of The Box -or- Out Of The Blue
OT
Off Topic
OTOH
On the Other Hand
OWTTE
Or Words To That Effect
OZ
stands for "Australia"
PEBCAK
Problem Exists Between Chair And Keyboard
PIMP
Peeing In My Pants
PITA
Pain In The Ass
PLS
Please
PMFJI
Pardon Me For Jumping In
PO
Piss Off
POV
Point of View
RBTL
Read Between The Lines
RL
Real Life
RLF
Real Life Friend
RMLB
Read My Lips Baby
RMMM
Read My Mail Man!
RN
Right Now!
ROTFL
Rolling On The Floor Laughing
ROTFLMAO
Rolling On The Floor Laughing My Ass Off
ROTM
Right On The Money
RSN
Real Soon Now
RTFM
Read The F***ing Manual
RTK
Return To Keyboard
RTM
Read The Manual
RU
Are You?
SBTA
Sorry, Being Thick Again
SH
Sh** Happens
SITD
Still In The Dark
SNAFU
Situation Normal, All F***ed Up
SOL
Sh** Out of Luck
SorG
Straight or Gay?
SSDD
Same Sh** Different Day
STFU
Shut The F*** Up
STM
Spank The Monkey
STYS
Speak To You Soon
SUYF
Shut Up You Fool
SWAG
Scientific Wild Ass Guess
SWAK
Sent (or Sealed) With A Kiss
SWDYT
So What Do You Think?
TAH
Take A Hike
TANSTAAFL
There Ain't No Such Thing As A Free Lunch
TARFU
Things Are Really F***ed Up
TDTM
Talk Dirty To Me
TEOTWAWKI
The End Of The World As We Know It
TFN
Thanks For Nothin'
THX or TX or THKS
Thanks
TIA
Thanks In Advance
TIAIL
Think I Am In Love
TIC
Tongue In Cheek
TLA
Three Letter Acronym
TLGO
The List Goes On
TM
Trust Me
TMI
Too Much Information
TMTOWTDI
There's More Than One Way To Do It
TPTB
The Powers That Be
TSR
Totally Stuck in RAM
TTFN
Ta Ta For Now
TTT
That's The Ticket -or- To The Top
TTYL
Talk To You Later
TWHAB
This Won't Hurt A Bit
TY
Thank You
TYVM
Thank You Very Much
unPC
unPolitically Correct
URYY4M
You Are Too Wise For Me
VFM
Value For Money
WAG
Wild Ass Guess
WAI
What An Idiot
WB
Welcome Back
WCA
Who Cares Anyway
WDYS
What Did You Say?
WDYT
What Do You Think?
WE
Whatever
WEG
Wicked Evil Grin
WG
Wicked Grin
WGAFF
Who Gives A Flying F***
WIIFM
What's In It For Me?
WIT
Wordsmith In Training
WITFITS
What in the F*** is this Sh**
WOG
Wise Old Guy
WRT
With Regard To
WTF
What The F***
WTG
Way To Go!
WTSDS
Where The Sun Don't Shine
WYP
What's Your Problem?
WYRN
What's Your Real Name?
WYS
Whatever You Say
WYSIWYG
What You See Is What You Get
WYT
Whatever You Think
YA
Yet Another
YA yaya
Yet Another Ya-Ya (as in yo-yo)
YAFIYGI
You Asked For It You Got It
YDKM
You Don't Know Me
YGBK
You Gotta Be Kiddin'
YMMV
Your Mileage May Vary
YNK
You Never Know
YOYO
You're On Your Own
YR
Yeah Right
YSYD
Yeah, Sure You Do
YTTT
You Telling The Truth?
YYSSW
Yeah Yeah Sure Sure Whatever
Collaboration in social media expands new literacy as a social practice (Barton and Hamilton, 1998; Street, 1997). The form a text takes is influenced by the cultural context and its purpose (Halliday, 1985) and within the many possible virtual worlds meaning is shared. What we need to be mindful of is that it is not solely a Western interpretation or one set by the United States of America who is influencing the young with virtual communities.
From [[Computer Writing|http://neuage.org/AA/computer_writing.htm]] at Albany Academy for Girls and Albany Academy for Boys - 2003-2005, Dr. [[Neuage]]
Course Description: This is an introductory course on experimental computer writing using hypertext, digital storytelling, Online WebPoetry as well as student's critiques of hypertextual literature already produced. We use the hypertext writing environment, Storyspace from [[Eastgate|http://www.eastgate.com/storyspace]].
Our course, Computer Writing, looks at electronic narrative. Firstly, we will work with hypertextual writing. Hypertext is non-linear and multi-linear narrative that is linked according to the witness of the story.
In essence, the reader becomes the writer-narrator, following self-chosen links. Hypertext writing shares some interesting features with folk storytelling traditions, for example, Native American due to its digressive elements (stories within stories); what is called "a story" is really a Web of stories, and like oral telling, in hypertext, no two explorations of a hypertext narrative are exactly the same for readers. In hypertext the focus is on the reader and the appearance of choice and some determination of how to read, as every part of a hypertext narrative presents multiple choices for the direction and sequence of reading.
We will be reading and critiquing five stories ([[Samplers|http://www.eastgate.com/catalog/Samplers.html]], Deena Larsen; [[Victory Garden|http://www.eastgate.com/catalog/VictoryGarden.html]], Stuart Moulthrop; [[We Descend|http://www.eastgate.com/catalog/WeDescend.html]], Bill Bly; [[Patchwork Girl|http://www.eastgate.com/catalog/PatchworkGirl.html]], Shelley Jackson; and [[Marble Springs|http://www.eastgate.com/catalog/MarbleSprings.html]], Deena Larsen) from Eastgate publishers (http://www.eastgate.com) then we will create our own hypertextual stories in the program [[‘Storyspace’|http://www.eastgate.com/storyspace/]].
Later in the course we will explore digital storytelling which is the use of images and animations to tell a narrative
[[Neuage]]
!Current research:
#GRIN technologies': [Genetics, Robotics, Artificial Intelligence, and Nanotechnology] impact on communicational evolutions; how will we translate meaning from sender to receiver if the ‘decoder’ is inserted in the minds of but a fraction of society? An extension to my [[PhD]] thesis: ‘Conversational Analysis of Chatroom “talk”’
# Philosophical clashes between longevity (the race to extend life cycles without end) ~ reincarnation and traditional Christianity.
# Notes on [[Secondlife|http://secondlife.neuage.us/]] project [Division or Synchronization can the person still exist when there is no physical counterpoint?]
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Notes, Tiddlers, quotes regarding the draft K–10 Australian Curriculum are from the version 1.0.1 downloaded from the [[ACARA Australian Curriculum Consultation Portal|http://www.australiancurriculum.edu.au/Home]] 21/04/2010.
CHATROOM EMOTICONS/[[ASSICONS]] and acronyms or [[abbreviations]] and/or also Known as Chat Acronyms and E-mail Shorthand, these "[[abbreviations]]" are also used in Newsgroup Postings and IRC. A smiley is a sequence of characters on your computer keyboard. If you don't see it, try tilting your head to the left -- the colon represents the eyes, the dash represents the nose and the right parenthesis represents the mouth. Smileys usually follow after the punctuation (or in place of the punctuation) at the end of a sentence. A smiley [ :) = J : (= L ] tells someone what you really mean when you make an offhand remark. They are also called emoticons because they intend to convey emotion!
[[more on emoticons|http://neuage.org/se/phd/storm/abreviations.htm]] some examples below, collected by Neuage 1998 - 2002, PhD:
@>--;--
A rose
O:-)
Angel
0*-)
Angel winking
d:-)
Baseball
:-)
Basic
:)
Basic Little Kid
:~-(
Bawling
: =
Beaver
:-)^<
Big Boy
(:-)
Big Face
:-)8<
Big Girl
(((H)))
Big Hug
:-X
Big Wet Kiss
=|:o}
Bill Clinton smiley
(:-D
Blabber Mouth
?-(
Black Eye
:-]
Blockhead
:-}X
Bow Tie-Wearing
%-6
Brain Dead
:-(=)
Bucktoothed
:-E
Bucktoothed Vampire
:-F
Bucktoothed Vampire with One Tooth Missing
}|{
Butterfly
})i({
Butterfly - an even prettier one
}:-X
Cat
q:-)
Catcher
C=:-)
Chef
8^
Chicken
;-(
Chin up
:-.)
Cindy Crawford
*<):o)
Clown
:-S
Confused
H-)
Cross-Eyed
:`-(
Crying
:*(
Crying softly
:-@!
Cursing
O-)
Cyclops
>:->
Devilish
:-e
Disappointed
:3-]
Dog
:*)
Drinking every night
:#)
Drunk
.\/
Duck
<:-l
Dunce
:-6
Eating Something Spicy
5:-)
Elvis
:")
Embarrased
>:)
Evil
>-)
Evil Grin
l:-O
FlatTop Loudmouth
:-!
Foot in Mouth
=:-H
Football player
:-W
Forked Tongue
:^{=
Frank Zappa
/:-)
Frenchman with a beret
8)
Frog
%-)
Happy Drunk
l^o
Hepcat
(_8^(|)
Homer Simpson
(_8(|)
Homer Simpson
*^_^*
Huge Dazzling Grin
%*@:-(
Hungover with headache
?:^[]
Jim Carrey
(8 {
John Lennon
@:-}
Just Back From Hairdresser
:-x
Kid smiley
:-*
Kiss
>^,,^<
Kitty Cat
>:-l
Klingon
@(*0*)@
Koala Bear
(-:
Left Hand
Þ-:
Left Handed Tongue Touching Nose
>;->
Lewd Remark
8:-)
Little Girl
|-(
Lost Contact Lenses
X-(
Mad
&-l
Makes Me Cry
:-(*)
Makes Me Sick
:-S
Makes No Sense
@@@@:-)
Marge Simpson
8(:-)
Mickey Mouse
:)
Midget
:-{
Mustache
:-3
Mustache (Handlebar Type)
:-#
My Lips Are Sealed
):-(
Nordic
8-O
Omigod!
:=)
Orangutan
:^)
Personality
3:]
Pet Dog
:8)
=:-)
Punk
=:-(
Punk Not Smiling
:-r
Rasberry
(((((:-{=
Rave Dude
:-C
Real Unhappy
([(
Robocop
[:]
Robot
3:*>
Rudolph the red nose reindeer
:(
Sad Turtle
:-d
Said with a smile
*<|:-)
Santa Claus
:->
Sarcastic
:-@
Screaming
$$
Sees Money
+-(
Shot Between the Eyes
:-V
Shouting
~:-P
Single Hair
:-/
Skeptical
O-)
Smiley After Smoking a Banana
;^)
Smirking
:-i
Smoking a cig
:-?
Smoking a pipe
:-Q
Smoking while talking
:-( <|
Standing Firm
%-)
Staring at a Screen for 15 hours
:-0
Talkative
:-Þ
Tongue Sticking Out
:-&
Tongue Tied
:-a
Tongue Touching Nose
<:>==
Turkey
=):-)
Uncle Sam
:-\
Undecided
|:-)
Unibrow
:-[
Vampire
(:-(
Very Unhappy
:-<
Walrus
[:-)
Wearing a Walkman
8-)
Wearing Contacts
B-)
Wearing Glasses
:-{}
Wearing Lipstick
]-I
Wearing Sunglasses
{:-)
Wears a Toupee
:-"
Whistling
'-)
Winking
,-)
Winking Happy
8<:-)
Wizard
-=#:-) \
Wizard with Wand
,-}
Wry and Winking
l-O
Yawning
:-(0)
Yelling
=8-0
Yikes!
$-)
Yuppie
!PLEASE DO NOT COUNT TOWARD ASSIGNMENT 2 NOTES ONLY
>([[Neuage]] [[PhD]] [[ODAM]] and [[Current Research]] 1994 - 2010
The study of language is one of the oldest branches of systematic inquiry, tracing back to classical India and Greece, (see note 1 below) with a rich and fruitful history of achievement (Chomsky, 2001). The basic building blocks of communication have changed little, but the methods through which we are able to use our linguistic abilities to convey ideas have changed drastically. From the era of pictograph accounts written on clay tablets in Sumeria 5500 years ago, to the first evidence of writing during the Protoliterate period (see note 2 below) (Sumerian civilization, to about 28 B.C.) it can be seen that forms of communication advanced and changed radically. For example, by 2800 B.C. the use of syllabic writing (see note 3 below) had reduced the number of signs from nearly two thousand to six hundred ([see note 4 below]). Currently the English language uses 26 letters. Curiously, in the electronic era, with the use of emoticons in online communication, there are once again hundreds of signs with which to communicate.
# There are many texts on how language evolved. (See “The rise and fall of languages”, by Dixon, 1977). He traces the theoretical issues of language from a comparative and historical linguistics view. For example, Dixon traces language prototypes over the 100,000 years humans are believed to have used language to communicate. What is interesting from the perspective of my [[PhD]] study was how languages currently spoken and understood are changing with the globalisation of communication. The more people “chat” on the Internet from different cultures, the more homogenised language may become. I looked at this issue in several case studies where I compared chatrooms from different languages to discover whether the same [[abbreviations]] and [[emoticons]] were used or whether different languages used their own [[abbreviation]]s. For example, I investigated whether abbreviations such as, BW, “by-the-way”, which is one of the more commonly used [[abbreviation]]s in Internet chat, as well as in SMS messages on mobile and palm-computers, is the same in other languages.
# See http://home.swipnet.se/~w-63448/mespro.htm. Viewed 21/3/2010
# See http://www.halfmoon.org/writing.html viewed 21/11/2001
# “Rise Of The Human Race, The Civilizations Of The Ancient Near East”http://www.emayzine.com/lectures/sumeria.htm viewed 21/11/2001
# Everything that we do as a consumer leaves an electronic footprint whether it is shopping or using electronic equipment. Whatever we do on a computer (and/or network, Internet, e-mail, instant messages) leaves an electronic footprint.
[# For a history of The Internet from its source see
http://public.web.cern.ch/Public/ACHIEVEMENTS/web.html
!!discussion on hyperlink is not part of the word count for assignment two - just ramblings of a linking mind.
>It is clear that users are not reading online in the traditional sense; indeed there are signs that new forms of “reading” are emerging as users “power browse” horizontally through titles, contents pages and abstracts going for quick wins. It almost seems that they go online to avoid reading in the traditional sense.
//Is Google Making Us Stupid? What the Internet is doing to our brains//. (Carr 2008)
It is this sense of multi-connectedness where the “flattened” screening of postings renders the selection of response patterns difficult, and so directs the learner towards the multi-threading structure of [[hypertext]]. How then does social relationality – that “politic of power” discovered within such Conversational Analysis (CA) categories as turn-taking – work in online negotiations such as chating in a blog, twitter or any [[social site]]? How is language oriented towards both self-assertion within a group, and the different behaviours and speech selections which act to structured speech relations?
Discourse structures refer to the specific levels of skill in reading and writing which involve the analytical capacity to determine and select in response the “correct” phonology, morphology and syntax for use in a certain communicative context.
The Internet provides the link for an electronic interactive conversation – and so its hypertextual format has an immediate impact. Electronic digital technologies lack a sense of linearity; in fact, they are based on a nonlinear structure that tends to facilitate a more associative way of organizing information, through the hypertext principle (Landow, 1994 and 1997; Bolter, 1991). While print media work as a flow of conversation or writing directed in an organized progression, online conversations fragment multi-directionally. Conversation on the World Wide Web, whether in chatroom, instant messenger (IM), discussion groups, twitters or even in role-playing games such as MUDs, MOOS, [[Second Life|http://secondlife.neuage.us/]] or any of the [[social sites]] children play in, involves two new paradigm shifts. Firstly, there is the shift from print to computerization. Print relies on hierarchy and linearity (see: Comte, 2002; Landow, 1994; Chandler, 1999). Critical theorists point out that traditional print is linear, while human thought is not (Edwards, 1985; McElhearn, 2000). With computers and hypertext we can leap from thought to thought without a sequencing event.
Computer interactivity however can be either asynchronous or synchronous. Instant Messenger, ICQ, and PalTalk have only two voices at one time, but not necessarily following one another. In text-chat only one line shows at a time, unlike the overlaps in voice-chat or in real-life chat. People still “talk” at the same time. One does not always wait for a response. If two people are typing rapidly back and forth, they can return and respond to something which was said while the other was typing. But their typed lines appear as if in dialogue. The software mimics a conversational relation, at least in its reciprocal relation on the screen. Therefore IM and its variants are a synchronous CMC format.
A [[list of terms used in hypertext litterature|http://www.w3.org/Terms.html]]
Hypertext is text which contains links to other texts. The term was coined by [[Ted Nelson]] around 1965 (see History ).
See the tiddler on [[What is writing? Computer vs. Hands]].
It is this sense of multi-connectedness where the “flattened” screening of postings renders the selection of response patterns difficult, and so directs the learner towards the multi-threading structure of [[hypertext]]. How then does social relationality – that “politic of power” discovered within such Conversational Analysis (CA) categories as turn-taking – work in online negotiations such as chating in a blog, twitter or any of hundreds of [[social sites]]? How is language oriented towards both self-assertion within a group, and the different behaviours and speech selections which act to structured speech relations?
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The effect of the World Wide Web on literature
[[The effect of literature on the World Wide Web|Masters thesis: Influence of the World Wide Web on literature]]
@@LITwebERATURE@@ may be defined as literature which is developed and formed in webs as it is found on the World Wide Web; with multiple links, levels and dimensions and without centre, beginning or end.
<html><a href="http://www.neuage.org/picture_poems/queen.gif "><img src="http://neuage.info/se/phd/litweberature_files/image001.gif "style="height: 450px;" /></a></html>
Masters Deakin University Melbourne Australia 1995
word and definition copyright terrell neuage hackham south australia july 14 1995
[[LURKING|http://neuage.info/se/phd/lurking.htm]]
Recent research is challenging the benefits of [[hypertext]]. Studies show the increase brainwave activity forming new nodes. However, there is a lose in focus of what is being read/learned. With hyperlinks there is the value of enhanced information yet at the same time their is a muddlnessness in too much linkage.
refer to Wired magazine artice
Life is multimodal. Literacy is multimodal with interjections of chatroom utterances ([[Neuage]] [[PhD]] thesis, 2005), [[picture poems|http://neuage.org/windows_open.htm]], [[youtube|http://www.youtube.com/tneuage]] videos as well as virtual lives such as in [[Second Life|http://secondlife.com]].
In the Draft K-10 curriculum.
The interrelated areas of [[language]], [[literacy]] and [[literature]] form the core of the English curriculum which is the foundation of studying across all curriculum areas.
MyRead http://www.myread.org website [[Activity 2.3]]
It took several days of reading many blogs and watching videos to understand how this works. Furthermore it crashes quite frequently. It performs so poorly in Open Source - such as Ubuntu - that it put a bug in my operating system and I had to do a clean re-install which wiped out months of work and a lot of files. Luckily, I had a lot backed up but it was still another weekend lost. This is about a ten-week course with a lot of reading, almost full-time school visits and I have to live my life, i.e. make a living, hang out with the wife - dodge terrorists in NYC and pretend I am happy.
If someone had said in the beginning that a tiddly winky thingy is really similar to html with frames I would have understood it. I started with frames in my webpage coding in 1993. You put the word in the left column or frame and it links to the main frame. So easy to understand but no one has said this.
>I did create a pattern to follow a semi-linear format as below, if logical has any importance. Otherwise skip around:
![[Introduction]]
>[[Furthermore]]
![[Towards an Australian National Curriculum]]
![[What is literacy]]
![[Digital Literacy]]
![[Digital vs. Linear]]
![[Educational Technology]]
![[What is writing? Computer vs. Hands]]
![[Reading: Book vs. iPads]]
![[Evaluation]]
![[Will it work?]]
![[References]]
For example, these [[social sites]] say they are for 8 – 12s but I have seen five and six year old children who have played or/and been a part of these. Try one of these in your classrooms:
* [[Imbee|http://www.imbee.com/]] PR 6 Social Networking designed for kids 8-12 (from their site "Welcome to imbee a safer social networking site that allows the young, hip and trendy to share and connect with friends, their lives and their world through a “one-of-a-kind” social media experience. Share playlists, make new global friends, chat with friends, share your videos, get your daily scope, connect with celebs, and much more.") Good site to integrate into lower school.
* [[Active Worlds PR 6 3D virtual world chat|http://www.activeworlds.com/edu/index.asp]] ("The *[[AWEDU|http://www.activeworlds.com/edu/awedu.asp]] is a unique educational community that makes the Active Worlds technology available to educational institutions, teachers, students, and individual programs in a focused setting. Via this community, educators are able to explore new concepts, learning theories, creative curriculum design, and discover new paradigms in social learning. ")
* [[Boom Bang|http://www.boombang.tv/eng/]] PR 4 Chat, make friends and explore a virtual world. Kindy kids can play this and learn basics of social interaction.
* [[Dofus|http://www.dofus.com/en]] PR 6 Mulit player online role playing game. This is rated +12 - though 6th graders play it. It has received many international gaming awards. See Wikipedia [[for this|http://en.wikipedia.org/wiki/Dofus]].
* [[Sanriotown|http://us.sanriotown.com/]] PR 6 Hello Kitty games, community, blogs and forums Great for five and above.
* [[Webkinz|http://www.webkinz.com/us_en/]] PR 6 Virtual pet community for plush pets. Primary students love this.
* [[Club Penguin|http://www.clubpenguin.com/]] PR 6 Virtual world for kids. I have used this in first grade. A good social learning tool.
* [[Marapets|http://www.marapets.com/]] PR 3 Virtual pet site with games and chat community. Another virtual pet and chat place.
*[[Neopets|http://www.neopets.com/]] PR 6 Virtual world for pets - yes another virtual pet community. I suppose if one lives in NYC this is better than carrying a bag and scooping up dog poo.
* [[Endless Online|http://www.endless-online.com/]] PR 4 Community role playing games. The title says it all - very popular with middle school and above.
* [[Furcadia||http://www.furcadia.com/]] PR 5 Community role playing game. Furcadia is claimed as the longest continuously running MMO. Another one for younger students.
* [[Hero Online|http://hero.netgame.com/]] PR 4 Community warfare games. Great for high school - get those kids ready to kill so we can send them off to the next war for oil.
*[[Millsberry|http://www.millsberry.com/]] PR 4 Home building community. "Playing games featuring breakfast cereals like Lucky Charms, Peanut Butter Toast Crunch and Reese's Puffs". Far out - and we wonder why the kids are so fat.
And there is my favorite (favourite) – 'Farmville' (in Facebook) that not only do six and ten year old folks have farms to tend but those of us in our 60s and I know older have farms to tend to.
I was setting up Second Life in a school I taught at a few years ago with kids who were ten. This is the new interactive literature. I am doing prac teaching in 6th grade now and we are using MIT's Scratch to create interactive stories. Last year in grade two and three we used Comic Life to create stories and they were really good at it. We made digital poems and uploaded them to youtube in grade two. It is being done now – we are role playing and creating stories with students in other countries and other cultures. The future of literacy is exciting. If it were not for the dozen hour difference in time between you all down there and us in NYC I would have my grade four that I am prac teaching with do a collaborative live project together in real time.
Like other areas of the Internet, chatrooms rapidly established regulatory sets of etiquette, and rules of cybersense are continuously evolving. Netiquette customs and practices began in the late 1980s with the widening use of e-mail and have been adopted in order to promote effective electronic communication[16]. Netiquette has different rules for different online formats. The most generally accepted Netiquette behaviours are based on having respect for others in the online community. For example, using ALL CAPITAL LETTERS is considered shouting and is hard on the eyes; “Flaming” or attacking others in the online community or inciting or provoking an argument are considered unacceptable to other users and often evoke banishment from sites by site supervisors, and “Spamming” - posting something in many places at the same time – is both actively discouraged and open to technical blocking via protective software.
[[Conversational analysis of chatroom talk|http://neuage.org/thesis.htm]] Terrell Neuage, [[PhD]], University of South Australia
! comments on literacy origins - please do not use for word count
We cannot know what the world was like before human language existed. For tens of thousands of years, language has developed to form modern systems of grammar and syntax, yet language origin theories by necessity remain based largely on speculation. In the eighteenth and nineteenth centuries there were several proposals with labels which tended to signal the desperation of their authors: “ding-dong”, “bow-wow” and “yo-he-ho” theories (Barber, 1972), each attempting to explain in general social terms the origin of language. While such conjecture must always remain unresolved, the rapid changes in communicative technologies in the late twentieth century, together with their markedly social or participatory bias, allows us to glimpse once again the intriguing degree to which ordinary people are willing to push the limits of communicative systems. With chatrooms, language itself may be going through new and rapid development – or, on the other hand, enthusiasts may be taking advantage of a brief experimental moment, acquiring expertise in communicative techniques which prove to be short-lived. This period of intense activity is however one among many steps in the long process of human communication. Certainly, chatroom communication (and its more recent take-up in mobile telephony’s SMSing) very obviously separates from traditional language through regulated processes of word corruption and its compensatory use of abbreviations and emoticons. (I explore emoticons in Case Study Three and abbreviations and other language parts in Case Study Seven). But how did these new forms emerge? What produced them? What does it mean that such innovation can arise in such a short time span? And are these limited, or generalisable, features of modern language use? These questions can only be answered definitively in the future, but they can be discussed and elements of the new practices and behaviours described now, as they are in this thesis.
It is thought that the first humans may have exchanged information through both aural articulation and gesture: crude grunts and hand signals. Gradually a complex system of spoken words and visual symbols was invented to represent what we would recognise as language. Earliest forms of telecommunication consisted of smoke signals, ringing a bell or physically transporting a memorised or texted message between two places. However, during the late 18th and early 19th centuries, communication codes for meaning were exchanged at a greater distance across time and became accessible to more users. A standard postal system allowed people to send messages throughout the world in a matter of days. The development of the telegraph cable, including the development of radio, made real-time vocal communication over long distances a reality. The Internet is the most recent such advance in communication. It allows us, in a split second, to disseminate a seemingly limitless amount of information across the globe.
All communication however – from the earliest conjectured formations to the multi-media flows of today - involves interaction, and thus forms a basis for social relationships: webs of cooperation and competition, expressiveness and message-conveying, play and work – social functions which treat even the human body as a tool for activity. Language itself, evolving as a secondary use of physiological apparatus with otherwise directed purposes – the tongue, teeth, lips, breath, nose, larynx – constructs a self willing to sacrifice time, effort and attention to others, by re-forming that self into a communicating being.
All consequent communicative developments have at one level simply elaborated on this drive to “re-tool”, both within and beyond the body, as communities made more and more demands on socially regulated action. “Throughout the history of human communication, advances in technology have powered paradigmatic shifts…” (Frick, 1991). Technology changes how we communicate; big shifts in culture cannot occur until the communicative tools are available. The printing press is an example of this. Before its invention, scribal monks, sanctioned by the Church, had overseen the maintenance and hand copying of sacred texts for centuries (Spender, 1980, 1995). The press resulted in widespread literacy, with books accessible and more affordable for all. The spread of literacy in turn changed communication, which changed the educational system and – to some degree at least - the class and authority structure. Literacy became a demand tool: a passport to the regulatory systems of the industrial-bureaucratic state emerging in the modern era.
[[Neuage]] 2005 [[PhD]]
A recent study has shown that participants engaged in multiple literacy practices and who had forged transnational identities through online activities involving
>"creating and constructing a transnational and transcultural community" such as Facebook and "communicating via instant messaging."
suggest that we should re-conceptualize the teaching and learning of students who share multilingual, transnational lived experiences and that we should re-examine what it means to be good, educated students and global citizens in the 21st century. (Youngjoo, 2009).
Discussion of wikis
see also [[Using a wiki in a classroom|http://aag.wikispaces.com/]]