http://wiki.oneville.org/oneville/history/Taxonomy_vs_Folksonomy?feed=atom 2026-06-19T07:58:41Z Revision history for this page on the wiki MediaWiki 1.43.6 http://wiki.oneville.org/main/?title=Taxonomy_vs_Folksonomy&diff=39&oldid=prev 2010-05-20T01:19:50Z

<p></p> <table style="background-color: #fff; color: #202122;" data-mw="interface"> <col class="diff-marker" /> <col class="diff-content" /> <col class="diff-marker" /> <col class="diff-content" /> <tr class="diff-title" lang="en"> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">← Older revision</td> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 01:19, 20 May 2010</td> </tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l7">Line 7:</td> <td colspan="2" class="diff-lineno">Line 7:</td></tr> <tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>DO WE WANT TO KEEP THIS AS AN EXAMPLE OF ORGANIZING KNOWLEDGE? I&#039;VE EDITED IT A BIT FROM ORIGINAL FORD PROPOSAL. To facilitate public understanding of the everyday interactions that affect young people’s educational pathways, the Network will offer organize some of the knowledge we collect into The Interaction Map, a graphic diagram that will visually display the people whose acts affect students’ learning experiences inside and outside of schools (e.g., parent-child, caregiver-child, child-child, youth-youth, teacher-child, administrator-child, neighbor-child, parent-teacher, parent-principal, parent-superintendent, mentor-child, social worker-youth, community organizer-legislator, etc.). Clicking on any link will allow viewers to investigate more fine-grained aspects of each WORKED EXAMPLE (e.g., to access ideas for improving student-teacher interactions across lines of race or class, or ideas for improving interactions between administrators and immigrant parents).  </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>DO WE WANT TO KEEP THIS AS AN EXAMPLE OF ORGANIZING KNOWLEDGE? I&#039;VE EDITED IT A BIT FROM ORIGINAL FORD PROPOSAL. To facilitate public understanding of the everyday interactions that affect young people’s educational pathways, the Network will offer organize some of the knowledge we collect into The Interaction Map, a graphic diagram that will visually display the people whose acts affect students’ learning experiences inside and outside of schools (e.g., parent-child, caregiver-child, child-child, youth-youth, teacher-child, administrator-child, neighbor-child, parent-teacher, parent-principal, parent-superintendent, mentor-child, social worker-youth, community organizer-legislator, etc.). Clicking on any link will allow viewers to investigate more fine-grained aspects of each WORKED EXAMPLE (e.g., to access ideas for improving student-teacher interactions across lines of race or class, or ideas for improving interactions between administrators and immigrant parents).  </div></td></tr> <tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr> <tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Viewers will also be allowed to sort for information about particular demographic populations or ideas from particular locations.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">LIFTED THIS FROM FORD PROPOSAL TOO </ins>Viewers will also be allowed to sort for information about particular demographic populations or ideas from particular locations<ins style="font-weight: bold; text-decoration: none;">. Posts will be categorizable along multiple dimensions, allowing Network users to search easily for ideas for serving young people in particular situations (for example, ways of lowering school suspensions for boys of color in cities)</ins>.</div></td></tr> </table>

Mica http://wiki.oneville.org/main/?title=Taxonomy_vs_Folksonomy&diff=38&oldid=prev 2010-05-20T01:18:27Z

<p></p> <table style="background-color: #fff; color: #202122;" data-mw="interface"> <col class="diff-marker" /> <col class="diff-content" /> <col class="diff-marker" /> <col class="diff-content" /> <tr class="diff-title" lang="en"> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">← Older revision</td> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 01:18, 20 May 2010</td> </tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l7">Line 7:</td> <td colspan="2" class="diff-lineno">Line 7:</td></tr> <tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>DO WE WANT TO KEEP THIS AS AN EXAMPLE OF ORGANIZING KNOWLEDGE? I&#039;VE EDITED IT A BIT FROM ORIGINAL FORD PROPOSAL. To facilitate public understanding of the everyday interactions that affect young people’s educational pathways, the Network will offer organize some of the knowledge we collect into The Interaction Map, a graphic diagram that will visually display the people whose acts affect students’ learning experiences inside and outside of schools (e.g., parent-child, caregiver-child, child-child, youth-youth, teacher-child, administrator-child, neighbor-child, parent-teacher, parent-principal, parent-superintendent, mentor-child, social worker-youth, community organizer-legislator, etc.). Clicking on any link will allow viewers to investigate more fine-grained aspects of each WORKED EXAMPLE (e.g., to access ideas for improving student-teacher interactions across lines of race or class, or ideas for improving interactions between administrators and immigrant parents).  </div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>DO WE WANT TO KEEP THIS AS AN EXAMPLE OF ORGANIZING KNOWLEDGE? I&#039;VE EDITED IT A BIT FROM ORIGINAL FORD PROPOSAL. To facilitate public understanding of the everyday interactions that affect young people’s educational pathways, the Network will offer organize some of the knowledge we collect into The Interaction Map, a graphic diagram that will visually display the people whose acts affect students’ learning experiences inside and outside of schools (e.g., parent-child, caregiver-child, child-child, youth-youth, teacher-child, administrator-child, neighbor-child, parent-teacher, parent-principal, parent-superintendent, mentor-child, social worker-youth, community organizer-legislator, etc.). Clicking on any link will allow viewers to investigate more fine-grained aspects of each WORKED EXAMPLE (e.g., to access ideas for improving student-teacher interactions across lines of race or class, or ideas for improving interactions between administrators and immigrant parents).  </div></td></tr> <tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr> <tr><td class="diff-marker" data-marker="−"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Viewers will also be allowed to sort for information about particular demographic populations or ideas from particular <del style="font-weight: bold; text-decoration: none;">zip codes</del>.</div></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Viewers will also be allowed to sort for information about particular demographic populations or ideas from particular <ins style="font-weight: bold; text-decoration: none;">locations</ins>.</div></td></tr> </table>

Mica http://wiki.oneville.org/main/?title=Taxonomy_vs_Folksonomy&diff=37&oldid=prev 2010-05-20T01:18:10Z

<p></p> <table style="background-color: #fff; color: #202122;" data-mw="interface"> <col class="diff-marker" /> <col class="diff-content" /> <col class="diff-marker" /> <col class="diff-content" /> <tr class="diff-title" lang="en"> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">← Older revision</td> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 01:18, 20 May 2010</td> </tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l4">Line 4:</td> <td colspan="2" class="diff-lineno">Line 4:</td></tr> <tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><br></td></tr> <tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The Network would also help to categorize knowledge. Researchers pump out countless ideas about improving single aspects of children’s educational pathways, while successful practitioners keep thinking up successful programs and interventions. These ideas are rarely organized into systemic frameworks that help stakeholders support children’s learning across homes, schools, and neighborhood streets.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The Network would also help to categorize knowledge. Researchers pump out countless ideas about improving single aspects of children’s educational pathways, while successful practitioners keep thinking up successful programs and interventions. These ideas are rarely organized into systemic frameworks that help stakeholders support children’s learning across homes, schools, and neighborhood streets.</div></td></tr> <tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr> <tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">DO WE WANT TO KEEP THIS AS AN EXAMPLE OF ORGANIZING KNOWLEDGE? I'VE EDITED IT A BIT FROM ORIGINAL FORD PROPOSAL. To facilitate public understanding of the everyday interactions that affect young people’s educational pathways, the Network will offer organize some of the knowledge we collect into The Interaction Map, a graphic diagram that will visually display the people whose acts affect students’ learning experiences inside and outside of schools (e.g., parent-child, caregiver-child, child-child, youth-youth, teacher-child, administrator-child, neighbor-child, parent-teacher, parent-principal, parent-superintendent, mentor-child, social worker-youth, community organizer-legislator, etc.). Clicking on any link will allow viewers to investigate more fine-grained aspects of each WORKED EXAMPLE (e.g., to access ideas for improving student-teacher interactions across lines of race or class, or ideas for improving interactions between administrators and immigrant parents). </ins></div></td></tr> <tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr> <tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">Viewers will also be allowed to sort for information about particular demographic populations or ideas from particular zip codes.</ins></div></td></tr> </table>

Mica http://wiki.oneville.org/main/?title=Taxonomy_vs_Folksonomy&diff=34&oldid=prev 2010-05-20T01:11:03Z

<p></p> <table style="background-color: #fff; color: #202122;" data-mw="interface"> <col class="diff-marker" /> <col class="diff-content" /> <col class="diff-marker" /> <col class="diff-content" /> <tr class="diff-title" lang="en"> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">← Older revision</td> <td colspan="2" style="background-color: #fff; color: #202122; text-align: center;">Revision as of 01:11, 20 May 2010</td> </tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l1">Line 1:</td> <td colspan="2" class="diff-lineno">Line 1:</td></tr> <tr><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Folksonomies allow for emergent behavior.</div></td><td class="diff-marker"></td><td style="background-color: #f8f9fa; color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>Folksonomies allow for emergent behavior.</div></td></tr> <tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr> <tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr> <tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr> <tr><td colspan="2" class="diff-side-deleted"></td><td class="diff-marker" data-marker="+"></td><td style="color: #202122; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">The Network would also help to categorize knowledge. Researchers pump out countless ideas about improving single aspects of children’s educational pathways, while successful practitioners keep thinking up successful programs and interventions. These ideas are rarely organized into systemic frameworks that help stakeholders support children’s learning across homes, schools, and neighborhood streets.</ins></div></td></tr> </table>

Mica http://wiki.oneville.org/main/?title=Taxonomy_vs_Folksonomy&diff=24&oldid=prev 2010-05-03T23:26:10Z

<p>Created page with &#039;Folksonomies allow for emergent behavior.&#039;</p> <p><b>New page</b></p><div>Folksonomies allow for emergent behavior.</div>

WikiSysop