Wikinomics - Winning With The Enterprise 2.0 - with transcriptMike Qaissaunee
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Don Tapscott presented on the concept of the Enterprise 2.0 and how mass collaboration is changing business. Some key points:
1) Enterprises are shifting from closed hierarchical structures to open, networked structures that are more flexible and dynamic.
2) A $7 million research project investigated this transition to the "Enterprise 2.0" and found companies moving toward more open innovation and knowledge sharing.
3) Four main drivers of change are the emergence of Web 2.0 technologies, the rise of the net generation, the social revolution with online collaboration, and the economic benefits of more open and networked enterprises.
Tobacco smoke contains nicotine, which is highly addictive, as well as tar and carbon monoxide. Smoking damages lung structure and can lead to cancers, emphysema, and bronchitis. Emphysema involves destruction of air sacs in the lungs, causing shortness of breath and clubbed fingers. Quitting methods include hypnotherapy, acupuncture, nicotine patches, changing habits, and using willpower.
Here are the slides from my "BOLD" talk about HubSpot's #inbound13 conference in Boston in August, 2013. The full transcript is available at http://bit.ly/1f52fH5
The document discusses the evolution of the web from Web 1.0 to Web 2.0, highlighting differences in technologies and how users interact with content. It provides examples of early companies and platforms that paved the way for new generations. Social networking is described as a major aspect of Web 2.0, with details provided on the rise of Facebook from its origins in 2004 to widespread popularity in recent years. Examples are given of how Web 2.0 enables new forms of collaboration, sharing, and user-generated content across various domains.
This document discusses the progress of the XCRI standards organization in developing specifications for exchanging learner and course information electronically. It outlines pilots using XCRI standards for advertising courses to 14-19 year olds in the UK and trials of the Course Advertising Profile (CAP) at several UK universities. It also mentions work to develop common standards in Europe and opportunities to link XCRI specifications with other standards like HR-XML.
Academic libraries are changing significantly due to new technologies and user behaviors. Libraries need to adapt services to support digital scholarship, provide online access to resources, and help users navigate large amounts of information. Skills for libraries are expanding beyond traditional areas to include areas like data mining, digital curation, and supporting new forms of scholarly communication and impact. The roles of libraries and librarians are evolving in fundamental ways to meet changing user needs in research, teaching, and learning.
Several fruits were arguing about which one truly represented Italy. An apple from the north claimed it did because it was available year-round. An orange from Sicily said it did because it provided vitamins in the winter. Grapes argued they did because people love eating them in the summer. A watermelon joined in and said it should be included too, despite being large and clumsy. When a slice was cut from the watermelon, they saw that its green exterior and red inside matched the colors of the Italian flag, making it the fruit that truly represents Italy.
This document discusses best practices for measuring web 2.0 applications and marketing efforts. It recommends measuring engagement, revenue, and social intelligence from web 2.0 sites. It also recommends measuring both online and offline effects of marketing by tracking individual customers across channels to measure lifts from online to offline conversions. The document provides examples and case studies of measuring key metrics for web 2.0 sites and marketing campaigns.
This document discusses open learning ecosystems and the meta-design approach. It defines an open learning ecosystem as an open, adaptive system where self-directed learners share knowledge over the internet using Web 2.0 tools. The meta-design approach is presented as a way for teachers to regain some control over learner-initiated activities while still allowing learner freedom. Key aspects of the meta-design approach include learners continuously developing and changing design solutions to support their learning, and teachers providing scaffolds and incentives to foster the accumulation of learning niches.
This document discusses widgets and their use in educational contexts. It covers:
1) The TenCompetence EU project and how it uses IMS learning design specifications to make authoring of learning activities more dynamic and integrated with runtime experiences.
2) The OnlyConnect project which uses widgets to distribute institutional services like timetables and messaging across different platforms.
3) The state of widgets currently, standards like the W3C widget specification, and architectural considerations for widget engines.
The document discusses how social media sites like Twitter, Facebook, and YouTube are popular among students and how instructors can use these tools in the online classroom. It provides an overview of Twitter and how to get started, common Twitter terminology, tips for using Twitter, and examples of how Twitter can be used for professional growth and in the classroom. The presentation aims to give both a big-picture perspective and specific steps for instructors to engage with students using these social media tools.
The document provides information about upcoming projects for an Information Technology class. It outlines that students will create an educational blog to serve as a process journal. They will also work with MS Publisher 2007 on assignments during the first two terms. All classwork, activities, and instructions will be posted to the class blog. Each student will also create their own educational blog to document their activities, reflections, and progress. Basic classroom rules are also listed, including respecting others, listening to directions, not touching others, working quietly, and completing all tasks on time.
The document discusses three trials involving groups using online collaboration tools. The first trial involved groups using shared weblogs and chat tools. The second trial had groups using individual weblogs, wikis, and chat tools. The third trial focused on individual use of personal wikis, weblogs, and tools for networking and monitoring personal networks. The document outlines the specific tools and activities involved in each trial.
The document discusses how social media sites like Twitter, Facebook, and YouTube are popular among students and how instructors can tap into these tools for online classrooms. It provides an overview of how to get started on Twitter, such as setting up a profile and account, posting tweets, following and being followed by others, and using hashtags. Tips are offered on how instructors can use Twitter to share course-related information, network with others in their field, and engage with students. Various Twitter apps and tools are also highlighted.
The document discusses the concept of "WOW" and what makes something exceptional. It states that WOW lies in human attributes like physiological, psychological, social, and philosophical aspects. WOW also lies in art forms like dance, poetry, sculpture, and music. The document suggests that to create WOW, societies should put design in every agenda, introduce a culture of art and design, and create safe spaces for play and experimentation. People should suspend judgment, question conventions, and follow intuition instead of authority.
This document outlines the steps for Lab 8 of the ELEC 101 course. The lab covers schematic symbols for common electrical components like capacitors, resistors, and transformers. It also covers simulations of RC circuits to analyze the critical frequency, using a parametric sweep to vary capacitor values, and measuring the voltage transfer function of a transformer. The goal is for students to become familiar with component symbols and analyzing circuits using PSpice simulations.
This document discusses creating virtual exhibits on a small budget. It recommends starting with a focused collection and selecting free and easy to use platforms like Flickr, Blogger, or WordPress.com that require little technical skills or staffing. Free software options exist but may require more ongoing costs and technical expertise to maintain than hosted sites. Even with limited resources, small organizations can digitize select items, add basic metadata, and share their collections online to bring history to broader audiences while protecting physical materials.
The document discusses the evolution of the web from Web 1.0 to Web 2.0, highlighting differences in technologies and how users interact with content. It provides examples of early companies and platforms that paved the way for new generations. Social networking is described as a major aspect of Web 2.0, with details provided on the rise of Facebook from its origins in 2004 to widespread popularity in recent years. Examples are given of how Web 2.0 enables new forms of collaboration, sharing, and user-generated content across various domains.
This document discusses the progress of the XCRI standards organization in developing specifications for exchanging learner and course information electronically. It outlines pilots using XCRI standards for advertising courses to 14-19 year olds in the UK and trials of the Course Advertising Profile (CAP) at several UK universities. It also mentions work to develop common standards in Europe and opportunities to link XCRI specifications with other standards like HR-XML.
Academic libraries are changing significantly due to new technologies and user behaviors. Libraries need to adapt services to support digital scholarship, provide online access to resources, and help users navigate large amounts of information. Skills for libraries are expanding beyond traditional areas to include areas like data mining, digital curation, and supporting new forms of scholarly communication and impact. The roles of libraries and librarians are evolving in fundamental ways to meet changing user needs in research, teaching, and learning.
Several fruits were arguing about which one truly represented Italy. An apple from the north claimed it did because it was available year-round. An orange from Sicily said it did because it provided vitamins in the winter. Grapes argued they did because people love eating them in the summer. A watermelon joined in and said it should be included too, despite being large and clumsy. When a slice was cut from the watermelon, they saw that its green exterior and red inside matched the colors of the Italian flag, making it the fruit that truly represents Italy.
This document discusses best practices for measuring web 2.0 applications and marketing efforts. It recommends measuring engagement, revenue, and social intelligence from web 2.0 sites. It also recommends measuring both online and offline effects of marketing by tracking individual customers across channels to measure lifts from online to offline conversions. The document provides examples and case studies of measuring key metrics for web 2.0 sites and marketing campaigns.
This document discusses open learning ecosystems and the meta-design approach. It defines an open learning ecosystem as an open, adaptive system where self-directed learners share knowledge over the internet using Web 2.0 tools. The meta-design approach is presented as a way for teachers to regain some control over learner-initiated activities while still allowing learner freedom. Key aspects of the meta-design approach include learners continuously developing and changing design solutions to support their learning, and teachers providing scaffolds and incentives to foster the accumulation of learning niches.
This document discusses widgets and their use in educational contexts. It covers:
1) The TenCompetence EU project and how it uses IMS learning design specifications to make authoring of learning activities more dynamic and integrated with runtime experiences.
2) The OnlyConnect project which uses widgets to distribute institutional services like timetables and messaging across different platforms.
3) The state of widgets currently, standards like the W3C widget specification, and architectural considerations for widget engines.
The document discusses how social media sites like Twitter, Facebook, and YouTube are popular among students and how instructors can use these tools in the online classroom. It provides an overview of Twitter and how to get started, common Twitter terminology, tips for using Twitter, and examples of how Twitter can be used for professional growth and in the classroom. The presentation aims to give both a big-picture perspective and specific steps for instructors to engage with students using these social media tools.
The document provides information about upcoming projects for an Information Technology class. It outlines that students will create an educational blog to serve as a process journal. They will also work with MS Publisher 2007 on assignments during the first two terms. All classwork, activities, and instructions will be posted to the class blog. Each student will also create their own educational blog to document their activities, reflections, and progress. Basic classroom rules are also listed, including respecting others, listening to directions, not touching others, working quietly, and completing all tasks on time.
The document discusses three trials involving groups using online collaboration tools. The first trial involved groups using shared weblogs and chat tools. The second trial had groups using individual weblogs, wikis, and chat tools. The third trial focused on individual use of personal wikis, weblogs, and tools for networking and monitoring personal networks. The document outlines the specific tools and activities involved in each trial.
The document discusses how social media sites like Twitter, Facebook, and YouTube are popular among students and how instructors can tap into these tools for online classrooms. It provides an overview of how to get started on Twitter, such as setting up a profile and account, posting tweets, following and being followed by others, and using hashtags. Tips are offered on how instructors can use Twitter to share course-related information, network with others in their field, and engage with students. Various Twitter apps and tools are also highlighted.
The document discusses the concept of "WOW" and what makes something exceptional. It states that WOW lies in human attributes like physiological, psychological, social, and philosophical aspects. WOW also lies in art forms like dance, poetry, sculpture, and music. The document suggests that to create WOW, societies should put design in every agenda, introduce a culture of art and design, and create safe spaces for play and experimentation. People should suspend judgment, question conventions, and follow intuition instead of authority.
This document outlines the steps for Lab 8 of the ELEC 101 course. The lab covers schematic symbols for common electrical components like capacitors, resistors, and transformers. It also covers simulations of RC circuits to analyze the critical frequency, using a parametric sweep to vary capacitor values, and measuring the voltage transfer function of a transformer. The goal is for students to become familiar with component symbols and analyzing circuits using PSpice simulations.
This document discusses creating virtual exhibits on a small budget. It recommends starting with a focused collection and selecting free and easy to use platforms like Flickr, Blogger, or WordPress.com that require little technical skills or staffing. Free software options exist but may require more ongoing costs and technical expertise to maintain than hosted sites. Even with limited resources, small organizations can digitize select items, add basic metadata, and share their collections online to bring history to broader audiences while protecting physical materials.
2. Ajaveeb Ajaveeb ( ka blogi ; inglise keeles weblog v?i web log, l¨¹hendatult blog ? veebip?evik ¡±) on eestikeelne vaste Interneti rakendusele, mis kujutab endast veebip?evikut . Postitused ajaveebi esitatakse kronoloogilises j?rjestuses, ning on ¨¹ldjuhul avalikud k?igile Interneti kasutajatele. Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
3. Ajaveebi kasutus Personaalsed ajaveebid Kogukondade ajaveebid ?ppeotstarbelised ajaveebid Rahvusvaheliseks koost??ks loodud ajaveebid Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
4. Ajaveebide t¨¹¨¹bid Weblog /blog /ajaveeb - internetilehel peetav p?eviku stiilis koduleht , mis koosneb kronoloogilises j?rjestuses postitustest. Postitused v?ivad sisaldada viiteid ja on tihti ka kommenteeritavad. Ajaveebid on enamasti avatud lugemiseks k?igile internetis surfijatele. Photoblog - ajaveeb, kus p?hir?hk on fotodel , tekst on vaid pilte saatev element v?i puudub ¨¹ldse. Pildistamiseks kasutavad sellised ajaveebnikud kas alati taskus kaasas olevat digikompaktkaamerat v?i korralikumat digikaamerat. Moblog - ajaveeb ja/v?i photoblog, mida luuakse mobiiltelefoni vahendusel. Autor saadab mobiiliga tehtud pildi ning teksti teatud e-posti aadressile ja see lisatakse automaatselt veebilehele. Audioblog - ajaveeb, kus kirjutamise asemel lisab autor oma kommentaarid audioklipi kujul. Videoblog - ajaveeb, kus postitusteks on videoklipid . Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
5. Ajaveebide keskkonnad http://www2.blog.ee http://www.hei.ee http://www.blogger.com http://www.wordpress.org http://www.textpattern.com http://www.modblog.net/ http://elgg.net http://edublogs.org Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
6. Ajaveebi loomine Ajaveebi kasutamiseks tuleb ennast k?igepealt registreerida Bloggeri kodulehel : http://www.blogger.com Selleks tuleb teil t?ita kolm sammu. http://portaal.e-uni.ee/uudiskiri/tooleht/ajaveeb-ehk-blog Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
7. Ajaveebi loomine I samm Registreerumisel pandud kasutajanime , parooli ja ajaveebi aadressi abil p??sete edaspidi oma ajaveebi kasutama ja muutma. Display name - nimi sinu ajaveebi sissekannete all Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
8. Ajaveebi loomine II samm J?rgmiseks vali oma ajaveebile nimi, mis v?iks kajastada ajaveebi iseloomu. URL - ajaveebi aadress internetis. http://portaal.e-uni.ee/uudiskiri/tooleht/ajaveeb-ehk-blog Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
9. Ajaveebi loomine III samm Ajaveebi kujunduse valimine http://portaal.e-uni.ee/uudiskiri/tooleht/ajaveeb-ehk-blog Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
10. Ajaveebi loomine Loo ajaveeb [ continue ] ning alusta kirjutamist kl?psates noolel [ start posting ] http://portaal.e-uni.ee/uudiskiri/tooleht/ajaveeb-ehk-blog Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
11. Esimene postitus Ajaveeb ei ole v?ljastpoolt n?htav enne esimese artikli postitamist. Artikli kirjutamine sarnaneb teksti kirjutamisega Wordis Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
12. Ajaveebi loomine Artiklile tuleb kindlasti anda pealkiri. Artikli avaldamiseks kl?psa nupul [ Publish Post ]. P?rast postituse loomist soovitav ajaveeb ¨¹le vaadata eelvaatest [ View blog (in a new window)]. http://portaal.e-uni.ee/uudiskiri/tooleht/ajaveeb-ehk-blog Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
13. Ajaveebi loomine Avaldatud postituse muutmiseks kl?psa lingil [ Edit Post ] Uue postituse lisamiseks kl?psake [ Creat a new post ] Pildi lisamiseks salvesta pilt k?igepealt arvutisse. Seej?rel kl?psa t??riistaribal pildi ikoonile. Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
14. Pildi lisamine Pildi lisamiseks kl?psake nupul [ Browse ] Pildil saab valida suurust, samuti saab seda joondada Pildi laadimiseks ajaveebi kl?psake nupul UPLOAD IMAGE
15. Ajaveebi seaded Ajaveebi omanik saab muuta ajaveebi kirjeldust ning v?limust vahelehel [ Settings ]. Ajaveebi nime saate muuta vahelehelt [ Basic ]. Addressi saate muuta vahelehelt [ Bublishing ] Ajaveebi kaasautoreid saab lisada vahelehelt [ Premissions ] Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
16. Ajaveebi t?iendamine Ajaveebis t?ienduste ja paranduste tegemiseks peate minema uuesti Bloggeri avalehele ning sisenema keskkonda sisestades oma kasutajanime ja parooli. Info- ja kommunikatsioonitehnoloogia kasutamine t?iskasvanute koolituses Laine Aluoja
17. ?LESANNE Liituda kursuse ajaveebiga http://kvalifikatsioonikursustallin.blogspot.com Sisestada uue postitusena tagasiside ?ppep?evast Kas oli midagi uut, mida ?ppisite? Mis oli antud ?ppep?eval Teile k?ige olulisem, mida teada saite?
18. Liitumine ajaveebiga Avage oma postkast Kl?psake kirjas teksti Sellesse veebip?evikusse kaast?? tegemiseks k¨¹lasta: all oleval lingil
19. Liitumine ajaveebiga Sisestage kasutajanimi ¨C Teie meiliaadress ja parool ¨C soovitav sama, mida kasutate oma postkasti sisenemisel Kl?psake lingil SIGN IN