Trending Sources

Be careful declaring a product category as “done”

Adaptive Path

In 2004, there was a general sense that web-based mapping was "done." And then Google Maps erupted on the scene, and demonstrated that not only was mapping not done, it really had only begun. But then how do you explain Google Docs? Feature complete." Mapquest and Yahoo! Who knows how else they might evolve?

Be careful declaring a product category as “done”

Adaptive Path

In 2004, there was a general sense that web-based mapping was "done." And then Google Maps erupted on the scene, and demonstrated that not only was mapping not done, it really had only begun. But then how do you explain Google Docs? Feature complete." Mapquest and Yahoo! Who knows how else they might evolve?

HyperCard@25

David Weinberger

Apple killed off HyperCard in 2004, but it remains more than a fond memory to many of us. That part of the pitch left me unconvinced. Fun.).

Open Education, MOOCs, and Opportunities

Stephen Downes: Half an Hour

SCORM 2004 remains the dominant learning resources specification in both the corporate and academic learning technology marketplace to this day. This course, called Connectivism and Connective Knowledge (CCK08), was designed to explain and expand the learning theory they had been developing since 2004. CCK11.

How I use social media

Nancy White

In 2004 Etienne came to John Smith and I and asked if we’d help him update a little report he wrote in 2001 on technologies for CoPs.

My Digital Identity

Stephen Downes: Half an Hour

Downes, Resource Profiles, 2004) First party metadata is that created by the author of a resource. 2004). What is the self? Who am I?

Need Your Feedback on my Triangulating Thinking | Full Circle Associates

Nancy White

2004) Designing for Virtual Communities in the Service of Learning, , Cambridge University Press, Cambridge, UK 2 Wenger, E. block or ignore it.)

Need Your Feedback on my Triangulating Thinking | Full Circle Associates

Nancy White

2004) Designing for Virtual Communities in the Service of Learning, , Cambridge University Press, Cambridge, UK 2 Wenger, E. block or ignore it.)