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А вы хотите зарабатывать с блога? [29 Mar 2010|10:38pm]

shapranov
Всем привет!



Недавно заметил в блоге Игоря Бигдана рекламный баннер, где он предлагает рекламу в своем блоге. И тоже задумался над тем, как бы получить хотя бы небольшую копеечку со своего увлечения.



Наткнулся на форуме блоггеров http://www.bloggers.su/forum/ на раздел о монетизации блогов http://www.bloggers.su/forum/forumdisplay.php?f=29, там обсуждаются многие вопросы, смысл которых мне непонятен. Тем не менее, некоторые из участников озвучивали цифры, и у некоторых якобы доход с блога был такой, что с основной работы можно было уйти... я бы тоже так хотел...



Особенно заинтересовала тема: Как начать зарабатывать на блоге? В ней новичкам, в т.ч. и мне, объясняют как найти рекламодателей для блога, какими способами вообще можно заработать... короче интересно блин и перспективно, как мне кажется.



А вы что думаете об этом?
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Blogging guidelines [10 Dec 2005|09:09am]

prof_chuck
Oriented toward students but the suggestions are sound for all:

Julie Young at Seton Hill tells you how to "get the most out of your academic blog". with some practical tips to making your content more accessible and entertaining.


Getting the most out of your academic weblog
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"on being radical..." [06 Dec 2005|08:14am]

prof_chuck
I downloaded the slides and the podcast a few days ago. It's a worthwhile way to spend your time. I'm definitely going to make some changes in my pedagogy next semester in a few classes. I feel like I am available, we just need a larger community. How do we attract townies? Who is the Chamber of Commerce/Academics/Psychology...

Passing on Richardson's remix of Downes:
Weblogg-ed - The Read/Write Web in the Classroom :
:

On Being Radical

I'm probably among the least radical people I know, but I'm starting to feel like one more and more, especially after listenting to Stephen Downes' keynote "On Being Radical" from last month (slides here.) I've learned much from his thinking over the past few years, and it's because his ideas are disruptive to my own context. They push me into spaces that aren't especially comfortable, and that's a good thing. To me, that's where the learning happens. That's what good teachers do. In this presentation, Stephen pushes this whole conversation to a higher plane, I think.
I know that what's happening on the Web right now is transformative. I've experienced it. I think it's harder for people who haven't gulped the from the Kool-Aid to understand it, and I try in my own mind not to overstate it. It feels so all encompassing sometimes that I feel the need to rein it in, take a deep breath, keep perspective. Not Stephen. I'm going offer a couple poorly captured transcriptions here that will give you the flavor of his vision. Hope I didn't mangle them too much.
First, this is the end of teaching as we know it. We're no longer providing a service to our students as much as we are facilitating their own learning. And that's now our most important job because for the first time, it can happen that way. That doesn't mean that we stop teaching altogether, but it does mean that our ideas about teaching have to change when the tools of content creation have been placed in the hands of the learners themselves.

Learning is social networks and communities. It is as much about the connections your students can make with those who know, and each other, and the community in social networks and communities, where they have and can control their own identity, their own meaning, their own place in society. Where they work with the freely accessible materials, and instead of just consuming them they bring them together, they remix them, they repurpose them, they build their own meaning, their own learning, and indeed their own life and their own identities.
To me, that is a powerful vision. But as Stephen asks throughout the presentation, is it radical? On the surface, many educators would say yes, simply, I think, because of the huge changes afoot. But this is now a conversation, not a lecture. This is a process, not a product. And this is all disruptive.
Second, content needs to be free.

We're now in an enivronment where the knowledge and our lives depend on the connections we create between people, and for those connection to work, there has to be a free flow of information and that means open access.
That's a huge shift, especially for people who make their living creating content. But it's happening because it can't not happen at this point, save some controlling authority stepping in. And it's also why it is so crucial that every single person be provided access to the information. Right now, it's like intellectual health care. We need to make it happen.
There's more that bears listening, so, listen.
Call me dramatic, but all of this, not just this presentation, but ALL OF THIS leaves me breathless, sleepless (it's 4:12 a.m.), and helpless at times. As well as energized, passionate and determined. Things are pretty disruptive in my life right now, and there may be some radical changes ahead. My learning, my knowledge, my attention is no doubt in this network of learners and teachers and ideas that I've cobbled together, just as all those within that network are cobbling together their own, learning in their own way, creating their own identities as learners, taking what's relevant, remixing its truth, and giving it back. I just keep thinking that even just five years ago, this could not have happened. And the pace of that change is what is beginning to really become acute.
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Read/Write Web Primer [27 Nov 2005|05:32pm]

prof_chuck
Read/Write Web Primer
By Will Richardson on On My Mind
Wes Freyer points to the Fall issue of Interactive Educator (.pdf put out by Smart Technologies) which features a slew of good articles by Wes himself, David Warlick and Dave Weinberger. A couple of quick quotes that resonated, first from Weinberger:
Educators therefore face a different set of challenges. Very different. Their authority is in question since we've learned that we can learn more from talking with others than by listening to any single expert. But, more important, if knowledge emerges from conversations, then just about all our educational focus ought to be on learning how to be good conversationalists: how to listen, how to kindle a conversation, how to evaluate claims, how to speak in a voice worth hearing... and, most of all, how to share a world in which knowledge is plural, for that's what conversation – and knowledge – is about.
That's really good stuff. The teachers we find are often more effective than the teachers we're given, and the idea that knowledge is plural. Again, that is such an important shift for us to understand.
And David Warlick's piece is just a great starting point for discussions about literacy. He's such a great storyteller, and he really brings home the key issues we're faced with today:
The networked nature of information has enormous implications for literacy. Before networking, information was produced at great expense. Editors and publishers selected only the information that was valuable in terms of its acceptability and worth to customers. In addition, information was made available in containers, such as books, magazines, newspapers, bookstores and libraries. Each container would hold only so much information, limiting our access to only that information that was immediately and physically available. In this published, print-based information environment, the principal literacy skill was the ability to read the information that. was in front of you. But as the nature of information and how we access it evolves, that is no longer the case. Educators need to replace practices that teach students to assume the authority of the content around them and instead teach students to prove the authority.
If you're just getting your brain around these tools, this is an excellent starting point.
But also, don't miss the irony of a magazine called "Interactive Educator" published as a pdf. It's about the least interactive form you can use. Amazing...but not surprising...
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Intereting article: How to get newsfeeds into webCT [21 Nov 2005|03:22pm]

prof_chuck
http://www.sitegeist.com/stories/2003/04/16/howToGetANewsFeedIntoYourWebctCourse.html
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Thinking about Wikis -- from Campus Technology [17 Nov 2005|06:58am]

prof_chuck
[ mood | crafty ]

Click the teaser below to read the entire article:


Case Study
Teaching, Learning, and Other Uses for Wikis in Academia:
All Users Are Not Necessarily Created Equal
By Jude Higdon
Project Manager
The Center for Scholarly Technology
University of Southern California

Like many academic technology groups at campuses around the country, the Center for Scholarly Technology (CST) at USC has been wrestling with how to implement various types of social software, such as blogs and wikis, in the classroom. Over the past few years we have found some very good uses for blogs, including peer-reviewed journaling, Just-in-Time Teaching (Novak, et al, 1999), and meta-cognitive reflective practice. While we hit a few stumbling blocks early on, we seemed to be coming to some level of sophistication and adoption with the use of blogs as tools for enhancing teaching and learning as we entered into the 2005-2006 school year.

Use of wikis in the classroom has proved more elusive. While we never like to advocate the use of technology as an end of itself, our group saw great potential in the affordances of the wiki for teaching and learning. Students co-constructing meaning in a democratized digital space has a certain social constructivist (Bandura, 1976) elegance. And yet we struggled to impart this sense of potential to our faculty collaborators. By and large, people didn't seem ready for the freewheeling, uncontrolled wiki environment.

As tends to be the case when we find that our ideas aren't taking root among our faculty, we decided to take a step back this fall and listen hard to find out what needs we could meet, rather than trying to drum up business for a solution to a problem that may not have existed. It took us re-conceptualizing our idealized notion of how a wiki could be useful to our faculty (and to our students), but in the end we did, indeed find regularly articulated needs that the wikis could meet.
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Embedded image! [15 Nov 2005|11:14pm]

elvisabeth
[ mood | I did it!!!! ]

 

 

 

Hee hee....Embedded with the enemy.

 

 

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getting LJ set up [14 Nov 2005|01:56pm]

prof_chuck
[ mood | huh? ]

Here are my handouts as a pdf file:

http://radar.ngcsu.edu/~clrobertson/LJ/LiveJournal_day1_directions.pdf

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educating the educated...light reading for meetings [13 Nov 2005|09:22pm]

prof_chuck
[ mood | nerdy ]

Scholars,

Ever wonder about the possibilities of podcasting or what it is?....Check out this article by Gardner Campbell...I want(ed) to be the student that he imagines at the beginning of the article: There's Something in the Air: Podcasting in Education.

For more like this visit the Educause Review

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First post [13 Nov 2005|08:31pm]

prof_chuck
[ mood | accomplished ]

Scholars,

Thanks for playing with me.

If you are reading this then we've most likely got your very own account set up. Congratulations!

I wanted to set this community up so that we could share ideas and information. I'll try and post interesting articles here on a regular basis.

Now we are going to join the ngcsu_2pt0 community and make each other friends so that you have something to read, and so that someone will be reading what you post.

I'll start sharing by challenging you to find a better looking baby from the 70's than me ;-)

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