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Lisa Thumann

Twitter and Status Updating, Fall 2009 | Pew Internet & American Life Project - 7 views

pewinternet.org/...Status-Updating-Fall-2009.aspx

socialnetworking article

shared by Lisa Thumann on 28 Oct 09 - Snapshot
  • Lisa Thumann
    Lisa Thumann on 28 Oct 09
     
    RT @Pew_Internet: RT @nonprofitorgs The median age for a Twitter user is 31. MySpace = 26. Facebook = 33. LinkedIn = 39. http://bit.ly/PIPtw
sherill maddox

The Bamboo Project Blog: It's Not the Tool That's Boring. It's You. - 25 views

michelemartin.typepad.com/...tool-thats-boring-its-you.html

article edtech techapps education teaching curriculum tools technology blog resources learning

shared by sherill maddox on 29 Sep 09 - Snapshot
  • sherill maddox
    sherill maddox on 29 Sep 09
     
    After you read this artilce, I recommend adding The Bamboo Project to your blog roll/PLN.
Greg Brandenburg

The Newspaper Clipping Image Generator - Create your own fun newspaper - fodey.com - 0 views

www.fodey.com/...snippet.asp

newpaper generator article writing journalism

shared by Greg Brandenburg on 25 Sep 09 - Snapshot
  • Greg Brandenburg
    Greg Brandenburg on 25 Sep 09
     
    Write an article and the program will generate an image that appears to be from a printed newspaper. Might help motivate kids to write.
Tom Daccord

Students Give E-Book Readers Mixed Reviews - WSJ.com - 0 views

online.wsj.com/...3577304574277041750084938.html

e-texts ebooks e-learning article wsj

shared by Tom Daccord on 21 Jul 09 - Snapshot
  • Tom Daccord
    Tom Daccord on 21 Jul 09
     
    Book Smarts? E-Texts Receive Mixed Reviews From Students
Samantha Morra

McREL Blog: Using Web 2.0 to Counter the "Pedagogy of Poverty" - 0 views

mcrel.typepad.com/...r-the-pedagogy-of-poverty.html

web2.0 article

shared by Samantha Morra on 16 May 09 - Snapshot
  • cheryl capozzoli
    cheryl capozzoli on 16 May 09
     
    research worth sharing
Maggie Verster

Twitter Compared to IM, Email and Forums - 0 views

mikeg.typepad.com/...ed-to-im-email-and-forums.html

collaboration twitter article

shared by Maggie Verster on 09 Mar 09 - Snapshot
  • Maggie Verster
    Maggie Verster on 09 Mar 09
     
    An excellent comparison of the different communication channels!
Bill Graziadei, Ph.D. (aka Dr. G)

Techlearning > > The New Rules of Copyright > October 15, 2008 - 0 views

www.techlearning.com/...showArticle.php

copyright techlearning creativecommons creative_commons article resources teaching

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 25 Nov 08 - Snapshot
  • Bill Graziadei, Ph.D. (aka Dr. G)
    Bill Graziadei, Ph.D. (aka Dr. G) on 25 Nov 08
     
    T&L contributing editor Judy Salpeter talks with Ahrash Bissell, Executive Director of Creative Commons' ccLearn division, about how schools can use online information the right way. Plus: Creative Commons at a glance and copyright Do's and Don'ts.
adina sullivan

Top News - 'Digital Disconnect' divides kids, educators - 0 views

www.eschoolnews.com/...top-news

article digital student teachers careers eschoolnews

shared by adina sullivan on 25 Oct 08 - Snapshot
  • adina sullivan
    adina sullivan on 25 Oct 08
     
    Students and educators don't agree that their schools are preparing graduates adequately for the jobs of the 21st century.
Juan Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Juan Quintero on 11 Sep 08 - Snapshot
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
  • ...19 more annotations...
  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.

  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age

    In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).

  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age

    In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning

  • Pedagogy 2.0 is defined by:

    • Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas;
    • Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;
    • Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;
    • Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;
    • Resources: Multiple informal and formal sources that are rich in media and global in reach;
    • Scaffolds: Support for students from a network of peers, teachers, experts, and communities; and
    • Learning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Juan Quintero
    Juan Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Juan Quintero
    Juan Quintero on 11 Sep 08
     
    Future Learning Landscapes:
    Transforming Pedagogy through Social Software
    Catherine McLoughlin and Mark J. W. Lee
Juan Quintero

WebCite query result - 0 views

www.webcitation.org/5YEmM2sWl

article artículo digital digitales natives nativos pedagogia2.0 teory

shared by Juan Quintero on 12 Sep 08 - Snapshot
  • Juan Quintero
    Juan Quintero on 12 Sep 08
     
    Digital Natives, Digital Immigrants
    By Marc Prensky
    From On the Horizon (NCB University Press, Vol. 9 No. 5, October 2001)
    © 2001 Marc Prensky
Melissa Seifman

PBS Teachers | learning.now . Using Blogs as a Novel Approach to Engage Students | PBS - 0 views

www.pbs.org/..._blogs_as_a_novel_approac.html

shared by Melissa Seifman on 09 Sep 08 - Snapshot
  • Juan Quintero
    Juan Quintero on 09 Sep 08
     
    Using Blogs as a Novel Approach to Engage Students

    by Andy Carvin, 9:45AM
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