Comparison of the frequency of posting by the most popular polish cybersecurity blogs: 1. Sekurak 2. Niebezpiecznik 3. Z3S

https://thebookring.neocities.org/

via https://mastodon.social/@TheCozyCat@bookstodon.com/111395422092776577

https://wildrye.com/your-blog-as-a-commonplace-book/

Maybe this is chance to finish 2020 blog post about the complicated nature of shifting our engagements with 2D personalities to 3D people... The questions proposed at the end are helpful in deliberate consideration (vs absolutist takes)

"Mastodon is just blogs and Google Reader, skinned to look like Twitter." That is pretty accurate, microblogging and following does what feedreading does too. In this case commenting is put at the exact same level as the orginal blogpost, akin to how I can reply to posts with a post of my own (like old trackbacks, now webmention)

Good question.

Integrated Blogging

Del.icio.us Integration

Flickr Integration

This does make me wonder again, how much of this particular book might be found in various forms on Forte's website, much of which is behind a paywall at $10 a month or $100 a year?

It's become more common in the past decades for writers to turn their blogs into books and then use their platform to sell those books.

For the folks who still like to blog or read blogs.

If one thinks of a personal website as a performance, what is really being performed by the author?

Links and cross links, well done, within a website can provide a garden of forking paths by which a particular reader might explore a blog despite the fact that there is often a chronological time order imposed upon it.

Link this to the idea of using a zettelkasten as a biography of a writer, but one with thousands of crisscrossing links.

https://brainbaking.com/post/2021/10/are-digital-gardens-blogs/

We definitely need better definitions of digital gardens (public or otherwise) to delineate them from blogs, zettelkasten, wikis, social media, and other forms of information exchange.

Wouter Groeneveld describes some of his thoughts here.

Link to notes from https://collect.readwriterespond.com/are-digital-gardens-blogs/

Wouter Groeneveld here is mixing up a digital garden and a blog with social media enhancements. I personally wouldn't expect a digital garden to necessarily have features like checkins, bookmarks, etc. Ideally it would be a mix of of a zettelkasten with atomic ideas and notes and a wiki structure with somewhat longer articles and ideas strung together.

From this definition, my personal website definitely isn't a "digital garden" but a blog with a variety of social media features built in. Looking at some smaller subsets of my website, one might consider it to be a digital garden.

An additional piece of digital gardening also has to do with actually tending the garden, which I generally don't do in my website the way I do in my Obsidian vault. My vault is more like a digital garden which has many streams of data coming into it and being regularly tended.

This is another example of the broader space of these ideas being mixed together in a hodgepodge without clear definitions of what each are.

Perhaps a wiki (single or multiple user) would be a better tool for this?

Yes, I'm selecting this topic seeking perspective. Discussions in an online course is a manner of interacting with peers. Will ponder how I can use this in my paper.

This seems to be a frequent excuse for people to spin up yet another website rather than attempting to tackle the UI subscription problem.

Social readers would be well advised to think about this problem so people could have a single website with multiple types/kinds of content.

Platforms should better delineate how to allow publishers and readers to more easily extract the posts that they're interested in following.

Perhaps this is a part of where the definition changes for me to blur the difference between the two modalities (wikis vs. blogs). If a wiki is held as public, yet still personal and any changes to it are done by a fork and edit by a third party with a webmention back to the original, then the barrier can be removed. If one can use a webmention notification from the branch back to the original so that the new knowledge can either be aggregated or not at the first party's discretion. This allows the ideas and potentially growing voice of atomicules of information to grow and spread.

This gives a bit of the best of the both worlds. There can be multiple minds and models working, but the information can still be shared and aggregated over time. This may also expand creativity as there isn't necessarily one canonical source, but many.

Thus a personal wiki and blog combination can use small atoms of information in a wiki-like style to slowly build up a set of facts where a longer blog-like article then becomes a crystallization of a specific voice's synthesis and analysis of those underlying facts.

If the wiki chunks are copyable and sharable then different people may synthesize different ideas. Additionally by reshuffling the various pieces, the author of a particular blog article may rewrite or revise their original thinking with additional smaller wiki-like pieces to come to an alternate or expanded conclusion.

Thinking of a wiki as something that has to be voiceless and communal may be the biggest wall between the two modalities. If there were a larger community of personal wikis that were interlinked then these barriers might be broken down.

Additionally, this is more like what the OER community may be looking for. There are very concrete topics like calculus, as an example, but there can certainly be dozens of approaches to the topic in as many or more voices to suit the needs of particular learners. In fact there are many calculus textbooks geared toward different audiences: biologists, physicists, economists, mathematicians, social sciences, etc. The underlying ideas may all be incredibly similar but could be remixed in different and creative ways.

What does he mean by "encoded" content? and why is it a problem?

Anne-Laure defines a third "thing" known as a digital garden sitting in between a private note-taking/thinking tool and a blog. She calls it here a digital garden.

The idea is interesting, but requires some additional work to create the third thing, which is okay for those who'd want it.

In some sense, I'm more likely to create just a single thing that does all three functionalities and not worry too much about the public/private portions. I'm not opposed to maintaining all three, though it will require a tool that has the pre-built UI to make maintaining them all simple. Otherwise, I'm not sure the manual work would work for me.

I think it's largely because blogging has been left behind as a social tool of the early web. I think the average web user perceives blogging in a sort of negative light as an old technology, but I think we're about to have (or perhaps already are having) a second blogging renaissance in reaction to the pitfalls of microblogging.

This article was published by a team member of the ASU Online Instructional Design and New Media (IDNM) team at Arizona State University. This team shares instructional design methods and resources on the TeachOnline site for online learning. "Integrating Technology with Bloom's Taxonomy" describes practices for implementing 6 principles of Bloom's Digital Taxonomy in online learning. These principles include Creating, Evaluating, Analyzing, Applying, Understanding, and Remembering. The purpose of implementing this model is to create more meaningful and effective experiences for online learners. The author guides instructors in the selection of digital tools that drive higher-order thinking, active engagmenent, and relevancy. Rating 9/10

This webpage, under the Office of Personnel Management (OPM) .gov site, provides an extensive list of technology resources that can be and have been implemented into a variety of employee deveolpment programs. These tools allow for more personalized learning, active participation, collaboration, and communication.In the first section of the site, examples of Web 2.0 tools are listed that can promote collaboration and constructive learning. You can also find technologies that are used in specific sectors, such as the Federal Government and the Private Sector. Clicking on the links redirects you to additional resources on the tech tools, including how to use them effectively and professionally for employee training. Rating 10/10

This website provides technology teaching resources as part of the Southern Methodist University (SMU) Center for Teaching Excellence. Users can find informational links to various technology tools that can be used for enhancing teaching and learning in online, hybrid, or face-to-face courses. On the right of the page under "Technology," users can click on the tech tools for additional resources/research on their implementation. Examples of these technologies include Blackboard LMS, PowerPoint presentation software, Google Suite products, blogs, and social media sites. Rating 8/10

informal learning with mobile devices - microblogging as learning resource This article uses the work of Schon, a theorist on learning and reflection whose work is often used to address workplace learning. The paper is on topic, relating to informal learning with mobile devices, but it focuses on high school students--which seems to be a rather unusual use of Schon's writing. Also the writing itself is both general and dated. There is a 2x2 that describes the relationship of formal and informal learning to intentional and unintentional learning as well as the use of devices. rating 1/5

This is really worth thinking about. Which virtual spaces are "my space" and which are "our space?" How do they relate and affect group dialogue and individual learning?

I wish I had a better sense how a multiauthor "class blog" fits into this framework.

Join me in annotating @mweller's thoughtful exercise at thinking through the last 20 years of edtech. Given Martin's acknowledgements of the caveats of such an exercise, how can we augment this list to tell an even richer story?

"DH is collaborative"... I would have to agree. When I think of digital humanities, I think of communicating and interacting with others across a variety of digital platforms. For example, in the digital humanities course that I took this term, we interacted on a digital platform through blogs with our peers and classmates. It was a really interesting and engaging way to interact with one another because it allowed everyone to speak up and have a voice of their own which is super unique for a college course.

https://media.giphy.com/media/oqetTKqkM8ksE/giphy.gif

Solid set of machine learning blogs

In high school I was an avid reader of a few lifestyle blogs and over time the bloggers would follow me back after gaining a relationship through comments and still follow each other today

Well...applies to blogs as well even when in a fishbowl. Readers are not codeswitching carefully and intentionally.

walkmyworld defined

fishbowl defined

Purpose of post

So, how would it be considered if I for example use pencil and paper to write down poetry or anything and then I type my diary entries into an electronic device for it to be displayed in digital platform such as a blog? Is it considered to be "born" on paper? Or is it considered to be "e-lit" because despite of the paper based start, it was thought to be published in a digital media?