26
edits
Education/Projects/JetpackForLearning/Profiles/LineHive: Difference between revisions
Jump to navigation
Jump to search
Education/Projects/JetpackForLearning/Profiles/LineHive (view source)
Revision as of 06:01, 1 February 2010
, 1 February 2010no edit summary
No edit summary |
No edit summary |
||
| Line 1: | Line 1: | ||
== LineHive.com == | == LineHive.com == | ||
Users can define a sequence of websites by pasting URLs into a box, adding a short caption, and pressing 'Create'. Our site parses the sites and gets the title, date, and thumbnail. They are aggregated into a simple timeline visualization. | |||
Each timeline has a unique URL and can be embedded like a YouTube clip on any page. Clicking on the timeline elements take you to the target page. In this way, paths through the web are crowdsourced. Users can tell short stories to one another and those stories are grounded in web media, don't require writing a bunch of text, and exist for anybody to reference from anywhere. In this process of massive communication, People can learn search/browsing strategies from each other. | |||
== Creating timelines == | == Creating timelines == | ||
| Line 7: | Line 9: | ||
There are two ways to create a timeline: | There are two ways to create a timeline: | ||
* via the website's [http://linehive.com/create Create page] | |||
* via the custom-made [http://linehive.com/jetpack Firefox Jetpack] | |||
The user just gets the right URLs, we do the rest. | The user just gets the right URLs, we do the rest. | ||
| Line 20: | Line 22: | ||
* timelines on linehive.com will be embeddable (without Flash) | * timelines on linehive.com will be embeddable (without Flash) | ||
* timelines on linehive.com 0will have fisheye magnification, and will cluster overlapping links | * timelines on linehive.com 0will have fisheye magnification, and will cluster overlapping links | ||
== Theoretical motivation == | == Theoretical motivation == | ||
| Line 26: | Line 29: | ||
The design of learning technologies is non-trivial. They are not simply "productivity" apps for classrooms, teachers, and students. Learning differs from productivity. The most effective way of designing learning applications is to have some learning theory or framework in mind that your work stems from. | The design of learning technologies is non-trivial. They are not simply "productivity" apps for classrooms, teachers, and students. Learning differs from productivity. The most effective way of designing learning applications is to have some learning theory or framework in mind that your work stems from. | ||
=== One step closer to 'memex' === | === One step closer to 'memex' === | ||
| Line 36: | Line 38: | ||
We feel we will succeed where others have failed because: | We feel we will succeed where others have failed because: | ||
* we are focusing on the expressivity and storytelling rather than the personal organization | |||
* we are leveraging a well-understood metaphor (the timeline) | |||
* the output is visual, scannable, embeddable and, hopefully, viral | |||
* we are succinct and playful | |||
* we are not relying upon the Jetpack to do the heavy lifting but to augment the web experience. | |||
=== Develop information literacy '' socially'' === | === Develop information literacy '' socially'' === | ||
| Line 50: | Line 51: | ||
We are convinced that the best way to address the problem of information illiteracy is through social means, and through the design of technologies themselves. | We are convinced that the best way to address the problem of information illiteracy is through social means, and through the design of technologies themselves. | ||
=== Cognitive apprenticeship === | === Cognitive apprenticeship === | ||