The #WebGradEngine: web design employment aggregator
"Over the last few days, and as my graduation has got closer, I've wanted to increase my job searching capabilities. What better way to do this than through a single page that updates in real-time!
Using a custom search in Twitter and multiple 'Web Design jobs' RSS feeds combined into one RSS feed, I'm creating some sort of a custom TweekDeck for job hunting.
As I slowly develop it into including more RSS feeds and better custom searches through Twitter I hope that this will be a product that can help any type of Web Designer looking for work.
Being released as Version 1, I know it's not perfect but the information it's gathering is so I wanted to be able to share it as early as possible.
Feel free to add suggestions of RSS Feeds or particular Twitter searches you might use. I am wanting to add in multiple searches like 'need web & designer' being one, 'want, web & designer' being another and 'hire, web & designer' being a third. These are ones I've used in the past and have worked.
I've also considered a Freelance section and a Professional section. Freelance being more small jobs picked up through Twitter, then Professional being more permanent job related."
(Daniel Ryland, 2011)
[A rough-and-ready feed aggregation tool created by the final NTU Multimedia student Daniel Ryland to help him find a job as a web designer.]
CONTRIBUTOR
MultimediaSHARE
Taptu: another content integration tool
"Taptu provides instant access to all your interests in one beautiful little app.
Check out what’s happening on Facebook, Twitter or LinkedIn, keep up with the latest news and gossip from your favourite online sources and then share all the best bits with your friends.
Taptu keeps you up-to-date with all of your content with highly personal and visual ‘streams’. You can view them at a glance and then dive in if you want to see more."
(Mitch Lazar, Taptu CEO)
CONTRIBUTOR
Simon PerkinsSHARE
e-Pedagogy & e-Assessment: new kinds of learning
"The changing environment facilitates new kinds of learning. Teachers have traditionally focussed on content; indeed, many consider the identification and delivery of learning material to be their prime role. It is through this role that they seek to direct learning. But it has been argued that this traditional teaching skill is redundant in today’s information-rich learning environment."
(Bobby Elliott, CAA Conference 2008)
Elliott, B. (2008). 'E-Pedagogy & E-Assessment'. 12th CAA Conference: Research into E-Assessment. Loughborough, UK, Loughborough University.
CONTRIBUTOR
Simon PerkinsSHARE
Next-gen PhDs fail to find Web 2.0's 'on-switch'
"It is counter-intuitive in the extreme, but young researchers are failing to make use of so-called 'emergent technology', such as Web 2.0 tools, to support their work.
A three-year study by the British Library, Researchers of Tomorrow, is tracking the research behaviour of doctoral students born between 1982 and 1994 - dubbed 'Generation Y'. ...
Interim results, released to Times Higher Education, show that only a small proportion of those surveyed are using technology such as virtual-research environments, social bookmarking, data and text mining, wikis, blogs and RSS-feed alerts in their work. This contrasts with the fact that many respondents professed to finding technological tools valuable."
(Times Higher Education, 5 November 2009)
CONTRIBUTOR
Simon PerkinsSHARE
Software is increasingly making a difference to the constitution and production of everyday life
"The reason that a focus on Web 2.0 is significant and needed is because the popular web applications it represents are driven by users providing endless and virtually unlimited information about their everyday lives. To put it in Lash's terms, they are clearly on the inside of the everyday, they are up close, they afford direct and routine connections between people and software. We have not yet begun to think through how this personal information might be harvested and used. A starting point would be to find out how this information about everyday mundane lives is being mined, how this feeds into ‘relational databases', and with what consequences: the very types of question that are being asked by the writers discussed here. Alongside this it is also important that we consider how the information provided by users, and other ‘similar' users, might affect the things they come across. If we return to Last.fm, which ‘learns' users' tastes and preferences and provides them with their own taste-specific online radio station, it is possible to appreciate how the music that people come across and listen to has become a consequence of algorithms. This is undoubtedly an expression of power, not of someone having power over someone else, but of the software making choices and connections in complex and unpredictable ways in order to shape the everyday experiences of the user. How we find the books that shape our writing could be a question we might ask ourselves if we wish to consider the power that algorithms exercise over us and over the formation of knowledge within our various disciplines. (I know of at least two occasions when Amazon has located a book of interest for me that has then gone on to form an important part of a published work.) This is not just about Amazon, it would also include searches on Google Scholar, the use of the bookmarking site Del.icio.us, the RSS feeds we might use, or the likely coming applications that will predict, locate and recommend research articles we might be interested in. Readers based in the UK will also by now be considering the power of algorithms to decide the allocation of research funding as the role of metrics in the forthcoming Research Excellence Framework (REF) are finalized."
(David Beer, 996-997)
Beer, D. (2009). "Power through the algorithm? Participatory web cultures and the technological unconscious." New Media & Society 11(6).
CONTRIBUTOR
Simon PerkinsSHARE
