วันพฤหัสบดีที่ 10 สิงหาคม พ.ศ. 2566
วันเสาร์ที่ 11 กรกฎาคม พ.ศ. 2563
About me
My Brithday is 23 August1990.
My interest are read a book, play tennis and watch t.v,
My interested is read a book ,play tennis, Watch TV and listen to music
My friends
วันเสาร์ที่ 3 สิงหาคม พ.ศ. 2562
Directions: Describe the following terms.
Asynchronous Tools
Asynchronous tools are useful for sustaining dialogue and collaboration over a period of time and providing people with resources and information that are instantly accessible, day or night. Asynchronous tools possess the advantage of being able to involve people from multiple time zones. In addition, asynchronous tools are helpful in capturing the history of the interactions of a group, allowing for collective knowledge to be more easily shared and distributed. The primary drawback of asynchronous technologies is that they require some discipline to use when used for ongoing communities of practice (e.g., people typically must take the initiative to "login" to participate) and they may feel "impersonal" to those who prefer higher-touch synchronous technologies Synchronous Tools
Synchronous tools enable real-time communication and collaboration in a "same time-different place" mode. These tools allow people to connect at a single point in time, at the same time. Synchronous tools possess the advantage of being able to engage people instantly and at the same point in time. The primary drawback of synchronous tools is that, by definition, they require same-time participation -different time zones and conflicting schedules can create communication challenges. In addition, they tend to be costly and may require significant bandwidth to be efficient
From;
http://wind.caspercollege.edu/~springer/handbook/10AsynchronousTools.htm
Asynchronous tools are useful for sustaining dialogue and collaboration over a period of time and providing people with resources and information that are instantly accessible, day or night. Asynchronous tools possess the advantage of being able to involve people from multiple time zones. In addition, asynchronous tools are helpful in capturing the history of the interactions of a group, allowing for collective knowledge to be more easily shared and distributed. The primary drawback of asynchronous technologies is that they require some discipline to use when used for ongoing communities of practice (e.g., people typically must take the initiative to "login" to participate) and they may feel "impersonal" to those who prefer higher-touch synchronous technologies Synchronous Tools
Synchronous tools enable real-time communication and collaboration in a "same time-different place" mode. These tools allow people to connect at a single point in time, at the same time. Synchronous tools possess the advantage of being able to engage people instantly and at the same point in time. The primary drawback of synchronous tools is that, by definition, they require same-time participation -different time zones and conflicting schedules can create communication challenges. In addition, they tend to be costly and may require significant bandwidth to be efficient
From;
http://wind.caspercollege.edu/~springer/handbook/10AsynchronousTools.htm
วันศุกร์ที่ 2 สิงหาคม พ.ศ. 2562
Directions: Find words or phrases standing for the following acronyms with
- IT = Information technology
- ICT = InfInformation and Communication Technology
- CAI = Computer-Assisted Instruction
- WBI = Web Based Intruction
- CMC = Computer Mediated Communicatiom
- MUD = Multi User Domains
- MOO = Matter Of Opinion
- CALL=Computer Assisted Language Learning
- TELL=Teaching English Language Learners
- CBI= Computer Based Instruction Base
วันเสาร์ที่ 3 กุมภาพันธ์ พ.ศ. 2561
whyis blog?
why do we blog ?
In terms of why people blog, well, my belief is that it's to have a voice, however small. To think that just like the people who write those fancy opinion columns for The New York Times and the Wall Street Journal, you too can share your thoughts, vent, and complain to the public at large. Having said that, there are lots of really smart bloggers who have interesting perspectives on the news, politics, sports, business, etc., people who wouldn't otherwise be heard in mainstream media.
That's why I read blogs, about 150/daily, and that's why I write my own blogs too. Of my own blogs, perhaps the most interesting to your readers are both The Intuitive Life Business Blog, which is where I talk about the business of the Internet and how blogging can be an extraordinarily effective marketing channel, and AP parenting.com, where my wife and I share real life stories of parenting in this modern world.
Sometimes I'll write something and never get a response from anyone, but other times I'll write about something like an ethical challenge for a Fortune 500 business or the lame excuses men use for cheating on their spouse, and it'll garner dozens or even hundreds of comments from other people, readers who share perspectives I never knew.
Reference:http://www.intuitive.com/blog/why_do_people_blog_how_
many_bloggers_are_there.html
That's why I read blogs, about 150/daily, and that's why I write my own blogs too. Of my own blogs, perhaps the most interesting to your readers are both The Intuitive Life Business Blog, which is where I talk about the business of the Internet and how blogging can be an extraordinarily effective marketing channel, and AP parenting.com, where my wife and I share real life stories of parenting in this modern world.
Sometimes I'll write something and never get a response from anyone, but other times I'll write about something like an ethical challenge for a Fortune 500 business or the lame excuses men use for cheating on their spouse, and it'll garner dozens or even hundreds of comments from other people, readers who share perspectives I never knew.
Reference:http://www.intuitive.com/blog/why_do_people_blog_how_
many_bloggers_are_there.html
What is blog ?
Blogger is a web-based tool that helps you publish to the web instantly - whenever the urge strikes. It's the leading tool in the rapidly growing area of web publishing known as weblogs, or "blogs."
Blogger gives you a way to automate (and greatly accelerate) the blog publishing process without writing any code or worrying about installing any sort of server software or scripts. And yet, it still gives you total control over the look and location of your blog.
More specifically, instead of hand-coding your blog posts and frequently uploading the newest version of your page, you make posts to your blog by submitting a simple form on the Blogger web site, and the results immediately show up on your site, with your design.
Blogspot is a weblog-hosting service run by the folks who make Blogger. As such, it is very nicely integrated with Blogger - no ugly configuring!
http://www.google.com/support/blogger/bin/answer.py?hl=en&answer=41354
วันพุธที่ 10 สิงหาคม พ.ศ. 2554
Reflection
What is reflective thinking?The description of reflective thinking:
Critical thinking and reflective thinking are often used synonymously. Critical thinking is used to describe:
"... the use of those cognitive skills or strategies that increase the probability of a desirable outcome...thinking that is purposeful, reasoned and goal directed - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. Critical thinking is sometimes called directed thinking because it focuses on a desired outcome." Halpern (1996).
Reflective thinking, on the other hand, is a part of the critical thinking process referring specifically to the processes of analyzing and making judgments about what has happened. Dewey (1933) suggests that reflective thinking is an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and the further conclusions to which that knowledge leads. Learners are aware of and control their learning by actively participating in reflective thinking – assessing what they know, what they need to know, and how they bridge that gap – during learning situations.
In summary, critical thinking involves a wide range of thinking skills leading toward desirable outcomes and reflective thinking focuses on the process of making judgments about what has happened. However, reflective thinking is most important in prompting learning during complex problem-solving situations because it provides students with an opportunity to step back and think about how they actually solve problems and how a particular set of problem solving strategies is appropriated for achieving their goal.
Characteristics of environments and activities that prompt and support reflective thinking:
Provide enough wait-time for students to reflect when responding to inquiries.
Provide emotionally supportive environments in the classroom encouraging reevaluation of conclusions.
Prompt reviews of the learning situation, what is known, what is not yet known, and what has been learned.
Provide authentic tasks involving ill-structured data to encourage reflective thinking during learning activities.
Prompt students' reflection by asking questions that seek reasons and evidence.
Provide some explanations to guide students' thought processes during explorations.
Provide a less-structured learning environment that prompts students to explore what they think is important.
Provide social-learning environments such as those inherent in peer-group works and small group activities to allow students to see other points of view.
Provide reflective journal to write down students' positions, give reasons to support what they think, show awareness of opposing positions and the weaknesses of their own positions.
http://www.higp.hawaii.edu/kaams/resource/reflection.htm
Critical thinking and reflective thinking are often used synonymously. Critical thinking is used to describe:
"... the use of those cognitive skills or strategies that increase the probability of a desirable outcome...thinking that is purposeful, reasoned and goal directed - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. Critical thinking is sometimes called directed thinking because it focuses on a desired outcome." Halpern (1996).
Reflective thinking, on the other hand, is a part of the critical thinking process referring specifically to the processes of analyzing and making judgments about what has happened. Dewey (1933) suggests that reflective thinking is an active, persistent, and careful consideration of a belief or supposed form of knowledge, of the grounds that support that knowledge, and the further conclusions to which that knowledge leads. Learners are aware of and control their learning by actively participating in reflective thinking – assessing what they know, what they need to know, and how they bridge that gap – during learning situations.
In summary, critical thinking involves a wide range of thinking skills leading toward desirable outcomes and reflective thinking focuses on the process of making judgments about what has happened. However, reflective thinking is most important in prompting learning during complex problem-solving situations because it provides students with an opportunity to step back and think about how they actually solve problems and how a particular set of problem solving strategies is appropriated for achieving their goal.
Characteristics of environments and activities that prompt and support reflective thinking:
Provide enough wait-time for students to reflect when responding to inquiries.
Provide emotionally supportive environments in the classroom encouraging reevaluation of conclusions.
Prompt reviews of the learning situation, what is known, what is not yet known, and what has been learned.
Provide authentic tasks involving ill-structured data to encourage reflective thinking during learning activities.
Prompt students' reflection by asking questions that seek reasons and evidence.
Provide some explanations to guide students' thought processes during explorations.
Provide a less-structured learning environment that prompts students to explore what they think is important.
Provide social-learning environments such as those inherent in peer-group works and small group activities to allow students to see other points of view.
Provide reflective journal to write down students' positions, give reasons to support what they think, show awareness of opposing positions and the weaknesses of their own positions.
http://www.higp.hawaii.edu/kaams/resource/reflection.htm
why do we blog ?
why do we blog ?
Martin Fenner, asked some questions to science bloggers in Nature Networks that I think are interesting. Plus, the meme is going around my blogging neighbourhood so I thought I would join in as well:
1. What is your blog about?
It is mostly about science and technology with a particular focus on evolution, bioinformatics and the use of the web in science.
2. What will you never write about?
I will never blog about blog memes like this one. I tend to stay away from religion and politics but never is a very strong word.
3. Have you ever considered leaving science?
Does this mean academic research, research in general or science in general ? In any case no. I love problem solving and the freedom of academic research. The only thing I dislike about it is not being sure that I can keep doing this for as long as I wish.
4. What would you do instead?
If I could not do research I would probably try to work in scientific publishing. Doing research usually means that we have to focus on a very narrow field. Editors on the other hand are almost forced to broaden their scope and I think I would like this. I would also be interested in the use of new technologies in publishing.
5. What do you think will science blogging be like in 5 years?
Five years is a lot of time for the pace of technological development but not a long time for cultural change. I could be wrong but, if anything, there will be only a small increase in adoption of blogging as part of personal and group online presence along with the already existing web pages. I wish blogging (and other tools) would be use to further decentralize research agendas from physical location but I don't think that will happen in 5 years.
6. What is the most extraordinary thing that happened to you because of blogging?
I have gained a lot from blogging. The most concrete example was an invitation to attend SciFoo but there are many other things that are harder to evaluate. In some ways it is related to the benefits of attending conferences. It is useful because you get to interact with other scientists, exchange ideas, forces you to think through different perspectives, etc.
7. Did you write a blog post or comment you later regretted?
I probably did but I don't remember an example right now.
8. When did you first learn about science blogging?
As many other bioinformatic bloggers I started blogging in Nodalpoint, according to the archives in November 2001. I started this blog some two years after that.
9. What do your colleagues at work say about your blogging?
Not much really, I don't think many of them are aware of it. If any, the responses have been generally positive but I don't usually find many people interested in knowing more about blogging in science.
Martin Fenner, asked some questions to science bloggers in Nature Networks that I think are interesting. Plus, the meme is going around my blogging neighbourhood so I thought I would join in as well:
1. What is your blog about?
It is mostly about science and technology with a particular focus on evolution, bioinformatics and the use of the web in science.
2. What will you never write about?
I will never blog about blog memes like this one. I tend to stay away from religion and politics but never is a very strong word.
3. Have you ever considered leaving science?
Does this mean academic research, research in general or science in general ? In any case no. I love problem solving and the freedom of academic research. The only thing I dislike about it is not being sure that I can keep doing this for as long as I wish.
4. What would you do instead?
If I could not do research I would probably try to work in scientific publishing. Doing research usually means that we have to focus on a very narrow field. Editors on the other hand are almost forced to broaden their scope and I think I would like this. I would also be interested in the use of new technologies in publishing.
5. What do you think will science blogging be like in 5 years?
Five years is a lot of time for the pace of technological development but not a long time for cultural change. I could be wrong but, if anything, there will be only a small increase in adoption of blogging as part of personal and group online presence along with the already existing web pages. I wish blogging (and other tools) would be use to further decentralize research agendas from physical location but I don't think that will happen in 5 years.
6. What is the most extraordinary thing that happened to you because of blogging?
I have gained a lot from blogging. The most concrete example was an invitation to attend SciFoo but there are many other things that are harder to evaluate. In some ways it is related to the benefits of attending conferences. It is useful because you get to interact with other scientists, exchange ideas, forces you to think through different perspectives, etc.
7. Did you write a blog post or comment you later regretted?
I probably did but I don't remember an example right now.
8. When did you first learn about science blogging?
As many other bioinformatic bloggers I started blogging in Nodalpoint, according to the archives in November 2001. I started this blog some two years after that.
9. What do your colleagues at work say about your blogging?
Not much really, I don't think many of them are aware of it. If any, the responses have been generally positive but I don't usually find many people interested in knowing more about blogging in science.
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