Examples of e-learning 2.0 apps and websites
web2.0 應用中對於學生十分實用網站
OLDaily是在線學習領域國際著名的研究專家Stephen Downes的研究型郵件列表，週一至週五，五個工作日每天發佈一次。在Stephen的支持下，從今天起，「教育中文翻譯」項目推出獨立blog子項目： OLDaily[中文版]，今後所有OLDaily的譯文將轉移至新blog發佈（請讀者朋友添加新blog的鏈接地址或RSS訂閱）。目前，據我們瞭解，這是OLDaily第一個英語以外的版本。
"We do need a 21st century infrastructure rather than the 19th century weight around our necks. It should be routine that we are making these investments because China is."
「我們的確需要屬於21世紀的教育基礎建設，而非19世紀束縛我們的那些。我們應該把這種投資變成慣例，因為中國也正在做。」
文本應該從可讀的(Readerly Text)轉變成可寫的(Writely Text)，我們也從被動、消費式的閱讀，成為主動的創作者、批評者。 過往的狀況中，這種透過閱讀而進一步創作最常見的是翻譯者在翻譯過後，會針對翻譯中對文本的互動而產生創作或言說，像是村上春樹的沙林傑戰記。但是在Web2.0現象中，不管是豆瓣、羽毛或者是HEMiDEMi上面的嗜書症候群，無論是書評、討論或是進一步的創作，都有可能作為一種培力或實踐。 而且也可以使小眾觀點可以聚集
In a very short time, blogs were used for a wide variety of purposes in education; an educational bloggers' network formed and by this year thousands of teachers were encouraging their students to blog.
E-learning as we know it has been around for ten years or so. During that time, it has emerged from being a radical idea—the effectiveness of which was yet to be proven—to something that is widely regarded as mainstream. It's the core to numerous business plans and a service offered by most colleges and universities. And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.
I want to thank Al Moser and Claude Ostyn for some interesting discussion over on the Brandon Hall AT group. They’ve helped to clarify a couple of aspects of eLearning 2.0 especially in terms of differences in terms of authoring…
As you can see from earlier posts, my approach to eLearning 2.0 is more from an evolutionary, pragmatic side of how does it help me with my eLearning solutions today. However, as you review some of the best thinks on eLearning (and really learning) Trends, one of the things that they quickly point to as a big part of the eLearning 2.0 trend is the ability to leverage the community as part of the larger eLearning picture.
因此華文教育的數位學習，重點不在網路上的多媒體素材和學習平台的操作，而應在教學的方法與內容上。這樣的概念我們姑且稱之為eCompuChinese電腦學中文教學法，我認為可以從以下幾點切入：
