Skip to main content

Diigo Home
Home/ Classroom 2.0/ Group items tagged network

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Colette Cassinelli

plnsurveyresults - home - 19 views

plnsurveyresults.wikispaces.com

plnsurveyresults PLN network twitter

shared by Colette Cassinelli on 30 Oct 09 - Snapshot
  • Colette Cassinelli
    Colette Cassinelli on 30 Oct 09
     
    "More than 125 educators from around the world offered their thoughts on Personal Learning Networks"
Clif Mims

Hobnox - 13 views

www.hobnox.com/index.en.html

Music Creativity Video Audio 2.0 Network

shared by Clif Mims on 12 Oct 09 - Snapshot
  • Clif Mims
    Clif Mims on 12 Oct 09
     
    "Hobnox is an online entertainment and publishing platform, a network for creatives and their fans...Hobnox combines the best of current web entertainment with the newest technological possibilities of the internet to create fascinating opportunities for both artists and audiences."
Cassie Herd

Reflections of a Classroom Teacher: Teachers Learn Too: Developing a PLN - 0 views

reflectionsofaclassroomteacher.blogspot.com/...-learn-too-developing-pln.html

network web2.0

shared by Cassie Herd on 22 Sep 09 - Snapshot
  • Cassie Herd
    Cassie Herd on 22 Sep 09
     
    Links and information about building a PLN
Ruslans Moisijevics

Send SMS and Get Your Homework Done. - 45 views

A Ukrainian website, http://moiuroki.ua (mylessons.ua ), saw a gap in the market for homework help, as well as for social network service for pupils and now successfully filling it by uniting Ukrainia...

pupils school homework social network

started by Ruslans Moisijevics on 14 Jul 09 no follow-up yet
Tero Toivanen

Digital Citizenship | the human network - 0 views

blog.futurestreetconsulting.com/?p=132

Britannica Facebook Internet Obama SMS Twitter Wikipedia blog co-presence education google earth hierarchy hyperconnectivity hyperempowerment hyperpeople mobile network peer production sharing social networks wiki

shared by Tero Toivanen on 07 Jun 09 - Snapshot
  • The change is already well underway, but this change is not being led by teachers, administrators, parents or politicians. Coming from the ground up, the true agents of change are the students within the educational system.
  • While some may be content to sit on the sidelines and wait until this cultural reorganization plays itself out, as educators you have no such luxury. Everything hits you first, and with full force. You are embedded within this change, as much so as this generation of students.
  • We make much of the difference between “digital immigrants”, such as ourselves, and “digital natives”, such as these children. These kids are entirely comfortable within the digital world, having never known anything else. We casually assume that this difference is merely a quantitative facility. In fact, the difference is almost entirely qualitative. The schema upon which their world-views are based, the literal ‘rules of their world’, are completely different.
  • ...13 more annotations...
  • The Earth becomes a chalkboard, a spreadsheet, a presentation medium, where the thorny problems of global civilization and its discontents can be explored out in exquisite detail. In this sense, no problem, no matter how vast, no matter how global, will be seen as being beyond the reach of these children. They’ll learn this – not because of what teacher says, or what homework assignments they complete – through interaction with the technology itself.
  • We and our technological-materialist culture have fostered an environment of such tremendous novelty and variety that we have changed the equations of childhood.
  • As it turns out (and there are numerous examples to support this) a mobile handset is probably the most important tool someone can employ to improve their economic well-being. A farmer can call ahead to markets to find out which is paying the best price for his crop; the same goes for fishermen. Tradesmen can close deals without the hassle and lost time involved in travel; craftswomen can coordinate their creative resources with a few text messages. Each of these examples can be found in any Bangladeshi city or Africa village.
  • The sharing of information is an innate human behavior: since we learned to speak we’ve been talking to each other, warning each other of dangers, informing each other of opportunities, positing possibilities, and just generally reassuring each other with the sound of our voices. We’ve now extended that four-billion-fold, so that half of humanity is directly connected, one to another.
  • Everything we do, both within and outside the classroom, must be seen through this prism of sharing. Teenagers log onto video chat services such as Skype, and do their homework together, at a distance, sharing and comparing their results. Parents offer up their kindergartener’s presentations to other parents through Twitter – and those parents respond to the offer. All of this both amplifies and undermines the classroom. The classroom has not dealt with the phenomenal transformation in the connectivity of the broader culture, and is in danger of becoming obsolesced by it.
  • We already live in a time of disconnect, where the classroom has stopped reflecting the world outside its walls. The classroom is born of an industrial mode of thinking, where hierarchy and reproducibility were the order of the day. The world outside those walls is networked and highly heterogeneous. And where the classroom touches the world outside, sparks fly; the classroom can’t handle the currents generated by the culture of connectivity and sharing. This can not go on.
  • We must accept the reality of the 21st century, that, more than anything else, this is the networked era, and that this network has gifted us with new capabilities even as it presents us with new dangers. Both gifts and dangers are issues of potency; the network has made us incredibly powerful. The network is smarter, faster and more agile than the hierarchy; when the two collide – as they’re bound to, with increasing frequency – the network always wins.
  • A text message can unleash revolution, or land a teenager in jail on charges of peddling child pornography, or spark a riot on a Sydney beach; Wikipedia can drive Britannica, a quarter millennium-old reference text out of business; a outsider candidate can get himself elected president of the United States because his team masters the logic of the network. In truth, we already live in the age of digital citizenship, but so many of us don’t know the rules, and hence, are poor citizens.
  • before a child is given a computer – either at home or in school – it must be accompanied by instruction in the power of the network. A child may have a natural facility with the network without having any sense of the power of the network as an amplifier of capability. It’s that disconnect which digital citizenship must bridge.
  • Let us instead focus on how we will use technology in fifty years’ time. We can already see the shape of the future in one outstanding example – a website known as RateMyProfessors.com. Here, in a database of nine million reviews of one million teachers, lecturers and professors, students can learn which instructors bore, which grade easily, which excite the mind, and so forth. This simple site – which grew out of the power of sharing – has radically changed the balance of power on university campuses throughout the US and the UK.
  • Alongside the rise of RateMyProfessors.com, there has been an exponential increase in the amount of lecture material you can find online, whether on YouTube, or iTunes University, or any number of dedicated websites. Those lectures also have ratings, so it is already possible for a student to get to the best and most popular lectures on any subject, be it calculus or Mandarin or the medieval history of Europe.
  • As the university dissolves in the universal solvent of the network, the capacity to use the network for education increases geometrically; education will be available everywhere the network reaches. It already reaches half of humanity; in a few years it will cover three-quarters of the population of the planet. Certainly by 2060 network access will be thought of as a human right, much like food and clean water.
  • Educators will continue to collaborate, but without much of the physical infrastructure we currently associate with educational institutions. Classrooms will self-organize and disperse organically, driven by need, proximity, or interest, and the best instructors will find themselves constantly in demand. Life-long learning will no longer be a catch-phrase, but a reality for the billions of individuals all focusing on improving their effectiveness within an ever-more-competitive global market for talent.
  • Tero Toivanen
    Tero Toivanen on 07 Jun 09
     
    Mark Pesce: Digital Citizenship and the future of Education.
amelia bethany

Ping command in printer network connection - 0 views

technicalsupportuk.blogspot.com/...ommand-in-printer-network.html

can t ping printer cannot how to network not a printers

shared by amelia bethany on 28 May 09 - Snapshot
  • amelia bethany
    amelia bethany on 28 May 09
     
    There are many ways of testing the printer that whether printer is working or not , you can use ping command to test the printer network connection.
Ruth Howard

gRSShopper in Detail ~ gRSShopper - 0 views

grsshopper.downes.ca/description.htm

grsshopper blogging aggregating feeds cms publishing personal learning network

shared by Ruth Howard on 04 Apr 09 - Snapshot
  • Ruth Howard
    Ruth Howard on 04 Apr 09
     
    Stephen Downes system for creating your own Personal Learning environment-its a CMs,publishing platform,aggregator,feeder,community/personal website.Creative Commons.
    Find out more through the "Connectivism and Connected Knowledge Course Online"
Miles Berry

Online Learning: Trends, Models And Dynamics In Our Education Future - Part 1 - Robin Good'... - 0 views

www.masternewmedia.org/in-our-education-future-part-1

PLE personalisation personalised learning informal learning network Downes

shared by Miles Berry on 08 Feb 09 - Snapshot



  • In the case of informal learning, however, the structure is much looser.


    • People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives.
    • Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants.
    • There is no leader; each person participates as they deem appropriate.
    • There are no boundaries; people drift into and out of the conversation as their knowledge and interests change.
    • Miles Berry
      Miles Berry on 08 Feb 09
       
      WAYKLWYNL, Informal Learning
  • The PLE is not an application, but rather, a description of the process of learning in situ from a variety of courses and according to one’s personal, context-situated, needs. The process, simply, is that learners will be presented with learning resources according to their interests, aptitudes, educational levels, and other factors (including employer factor and social factors) while they are in the process of working at their job, engaging in a hobby, or playing a game.
  • Miles Berry
    Miles Berry on 08 Feb 09
     
    Stephen Downes on the future of e-learning: personalised learning, networks and PLEs amongst much else
Kerry Johnson

Information on the edna 2.0 workshops touring Australia in 2007. - 0 views

www.edna.edu.au/...workshops

ednaconf Australia education ICT education_network_australia network education.au teachers VET higher_education

shared by Kerry Johnson on 03 Feb 09 - Snapshot
  • Kerry Johnson
    Kerry Johnson on 03 Feb 09
     
    The 2009 edna Workshop tour has the dates dialed in. The tag is ednaconf.
Bill Graziadei, Ph.D. (aka Dr. G)

Do we really need a social media strategy? | .eduGuru - 0 views

doteduguru.com/eed-social-media-strategy.html

eduguru edu guru social media need strategy strategic plan web2.0 network education teaching learning elearning

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 03 Dec 08 - Snapshot
  • Bill Graziadei, Ph.D. (aka Dr. G)
    Bill Graziadei, Ph.D. (aka Dr. G) on 03 Dec 08
     
    Before creating separate social media strategy, look at existing strategies within your university and/or company.
Bill Graziadei, Ph.D. (aka Dr. G)

Living and Learning with New Media: Summary of Findings from the Digital Youth Project (pdf... - 0 views

www.macfound.org/...DML_ETHNOG_WHITEPAPER.PDF

Media Social Network Digital Youth K-12 HigherEd Facebook Myspace YouTube Education Change Effect Teaching Learning Web2.0 pdf

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 21 Nov 08 - No snapshot
  • Bill Graziadei, Ph.D. (aka Dr. G)
    Bill Graziadei, Ph.D. (aka Dr. G) on 21 Nov 08
     
    Study suggests 'hanging out' on Facebook, MySpace, etc. not a waste for teens... http://tinyurl.com/6nq3qn

    New MacArthur Study: Blog Must Read for Educators http://weblogg-ed.com/2008/new-macarthur-study-must-read-for-educators/
Bill Graziadei, Ph.D. (aka Dr. G)

Kerpoof® - 0 views

www.kerpoof.com

Web2.0 Web20 Animation Pictures Movie Storytelling Socail Network Learning eLearning web2.0 digitalstorytelling creativity kids animation comics fun collaboration

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 05 Nov 08 - Snapshot
  • Bill Graziadei, Ph.D. (aka Dr. G)
    Bill Graziadei, Ph.D. (aka Dr. G) on 05 Nov 08
     
    Kerpoof - web-based environment for animated movie making, pictures and storytelling.
1 - 20 of 30 Next ›
Showing 20▼ items per page