Why the web scales [...]

The citation for Tim Berners-Lee's Turing award reads (emphasis added)

For inventing the World Wide Web, the first web browser, and the fundamental protocols and algorithms allowing the Web to scale.

It cites "initimately tied in with the Unix operating system" and a "whole approach reflected the distinctive Unix philosophy of building new system capabilities by recombining existing tools".

Not to mention "achieving compatibility through communications protocols rather than standard code, hardware, or operating systems" ... The Internet philosophy.

But also - in comparison to the hypermedia community and Ted Nelson in particular - since he only had a few months this led to

Rather than attack intractable problems, Berners-Lee used proven technologies as the building blocks of a system intended to be powerful and immediately useful rather than perfect.

And there's distribution

This technological minimalism made the Web easy to scale, with no indexing system or central database to overload.

It also points out

Yet the ACM’s 1991 Hypertext conference had rejected Berners-Lee’s paper describing the World Wide Web.


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CardBox:: Affordances [...]


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Why the web scales Blackboard tweaks


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Blackboard tweaks [...]


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The Blackboard LMS (9.1) is an enterprise system. A LMS seen as very unmodifiable. However it has been. Two building blocks offer direct support

  1. jsHack which appears targetted to help an institution/administrators create and implement hacks across the institution.
  2. Blackboard Tweaks designed "for academics, deigners and programmers"

Related


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CardBox:: Bricolage [...]


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Long and short arc learning design


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Long and short arc learning design [...]

Goodyear (2009) proposes two contrasting images (recognising that there are many) of how a teacher may design a course

  1. Long arc - extended process of thinking, discussing and research possibilities, looking at repositories, books and using various exchanges. "There is a long arc between finding an idea or resource and embedding it, or its implications, in the new course."
  2. Short arc - "a more time-pressed teacher who is having to make decisions about good learnign tasks, tools to be used...etc.."with only a day or two of lead time"

He suggests that the short arc teacher will be working with some tools and

the route to influencing their practice, with the highest probability of success, is to embed good ideas in these tools

References

Goodyear, P. (2009). Teaching, technology and educational design: The architecture of productive learning environments (pp. 1–37). Sydney. Retrieved from http://www.olt.gov.au/system/files/resources/Goodyear%2C P ALTC Fellowship report 2010.pdf


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CardBox:: Distribution [...]


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NGDLE - Next Generation Digital Learning Environment Blackboard tweaks Long and short arc learning design Social Pedagogies Commons-based peer production


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Commons-based peer production [...]

Benkler & Nissenbaum (2006) define common-based peer production as

a socio-economic system of production that is emerging in the digitally networked environment. Facilitated by the technical infrastructure of the Internet, the hallmark of this socio-technical system is collaboration among large groups of individuals, sometimes in the order of tens or even hundreds of thousands, who cooperate effectively to provide information, knowledge or cultural goods without relying on either market pricing or managerial hierarchies to coordinate their common enterprise.

They go onto propose

The central thesis of this paper is that socio-technical systems of commons-based peer production offer not only a remarkable medium of production for various kinds of information goods but serve as a context for positive character formation.

Reference

Benkler, Y., & Nissenbaum, H. (2006). Commons‐based Peer Production and Virtue* - Benkler - 2006 - Journal of Political Philosophy - Wiley Online Library. The Journal of Political Philosopy, 14(4), 394–419.


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Social Pedagogies [...]

Derek Bruff cites Randy Bass as defining social pedagogies as

cluster of teaching practices that "engage students with...an 'authentic audience' (other than the teacher) where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course"

Examples

  • Bruff then talks about the experience of doing this in a Linear Algebra course.

Related


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