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If the Internet is your main medium for research, I believe that you know the importance of bookmarking and sharing your findings with colleagues to get the best information possible. Therefore, an online research tool will be very helpful in organizing gathered information while at the same time making it available to others for collaborative purposes. Diigo - a powerful online research tool fits perfectly for this need.

Diigo is a browser plugin that functions as a web highlighter, sticky notes, social bookmarking tool, and a social information network rolled into one. Once you have download and install the Diigo toolbar, you can start bookmarking websites, highlighting texts inside it, leaving comments and more.

Next, the knowledge sharing part of Diigo lets you share and discuss your findings with any available public or private groups. With Diigo, connecting with friends with similar interests can be done effortlessly through content sharing.

为了增强学生的学习兴趣，教师会不断地思考并改变陈旧的教学方式。追求教学形式的多样性，是激发学生学习热情，提高学习效率的重要措施。多媒体进入课堂，在一定程度上活跃了教室的气氛，整个教学过程变的有声有色。但随着多媒体教学方式的运用与发展，研究者发现大量的多媒体信息还是以填鸭式的方式灌输给学生。虽然转变了教学方式，但学生的互动性、参与性、自主学习与研究能力并没有得到很好的实现。Web2.0时代的Diigo工具可谓是促进多媒体教学发展的一座桥梁。基于传统的网络教学方式，利用Diigo的Highlight功能，教师将教学内容中的重点与难点标出，并在Sticky Note中添加详细的解释。 整个的网络课程不需要搭建特别的平台，仅基于教师的个人Blog就可以得以实现。课前预习、课上学习、课后复习都可以借助此课程达到一定的学习目的。关于某个有疑问的重点或难点，学生还可以添加回复，对此教师即可以单独进行辅导，也可以根据问题提出的频率，在课堂上进行专门的讲解。所以说，Diigo能有效地帮助教师改善教学内容，增强学生与教师之间的交流与互动。Webslides课程包、书签式网络课程也是丰富教学内容的很好方式。 （三）为师生提供便捷的交流平台 教师和学生在教学过程中都不可避免地会遇到很多令人困惑的问题。自主研究当然是不错的方式，但讨论交流才可以扩展思路，一个建议可能会带来新的思路。而且，与他人交流还可以学到许多新知识，新方法。关于教学或学习过程中的某一个问题，可以分享到众人的不同观点，整个过程就像一次头脑风暴，不断迸发出新的亮点。Diigo的群组功能，标注的回复功能为我们提供了不同的交流平台。教师可以针对某个学习内容建立一个组，以便学生更透彻的掌握科学知识。学生也可以针对某个难点建立一个组，让大家一起出谋划策，共同学习。并且，师生之间的沟通交流，加强了彼此间的了解，这将会使教学过程更加和谐顺畅。教师可以适当的对不同的讨论组进行管理，以促进整个教学过程更良性化的发展。 （四）提高学生独立思考、自主学习的能力 教育的目的不仅在于科学知识的传授，重点是培养学生的综合素质。例如学习能力、思考能力、创新能力等。Diigo恰好能在这些方面对学生进行锻炼。针对社会中的某些现象，学生利用Sticky Note发表自己的看法，并对他人的不同观点发表评论。在众多的言论中，辨别认同或反对的立场，从而锻炼学生辨别分析、独立判断的能力。表达不仅意味着与人分享，将阅读权限设置为私有，随时随地记下个人想法，促使自己积极、主动、独立的思考。而且学生可以定期梳理自己不同时期的想法，以发现观点的变化，思维的发展，并自我分析原因。利用Diigo，学生的学习兴趣被激发、学习的主动性相应增强，Web2.0时代的教育和学习理念也会适应性地变化和发展。 四、结束语 目前，Diigo正在发展之中，用户也不够广泛，Diigo在有些方面的功能还不是很完善。例如，添加好友的功能单一、部分功能的可配置项太少。但新的创意带来好的工具，好的工具一定会得到大众的认可。我们相信，在信息技术飞速发展的今天，像Diigo这样极具实用价值的Web2.0工具，随着用户的增多，Diigo在教育中运用将会逐步走向成熟，成为新时期教育工作者必备的网络工具之一。

I believe there is something very powerful  in this tool. I am in the process evaluating it for instructional and professional development purposes. So far these are my thoughts: I think I can easily mark up online student work with this tool. I think online students can mark up each other’s online work with this tool. and discuss. One of the course activities is to use a rubric to evaluate an online course that the students will each be building as the main project for the course. The course review, I think, can be done using diigo. I think… not sure yet. Online students can easily create annotated bibliographies of web resource in directed learning activities AND share and discuss them with others in the class. This resource can grow and be available for the online course from term to term. In addition, for webenhanced courses, this is an awesome, easy, slick, cool way to incorporate some very cool online enhancements to a f2f course that completely bypasses all the extra unnecessary flotsam you get with a full on CMS/LMS. you get a lot of functional features bang for the “buck” in this tool. It is a slick tool with a lot of functionality to suport interaction/collaboration, etc. When i have my university administrator’s hat on i also see great potential as a tool to facilitate and enhance community and for professional development. I have an extended staff of 50-100 online instructional designers that i could use this tool with to aggregate links and info and resources and networking. We have over 3,000 online faculty that we could use this with to support them with info and resources and networking - differenciating between the needs of new online faculty and experienced online faculty… there is potential for discipline specific resources and info for online faculty… and it goes on.

Hint: use the same username and password you use for everything else (except your bank account). First, create a bookmark folder labeled HS Accounts in your bookmarks toolbar on Firefox: Firefox > Bookmarks > Bookmark this page > Click Expand Triangle (Right of "Create In") Bookmarks Toolbar > New Folder > Web 2.0 > Add   Here we go. A Baker's Dozen Bookmarks:

Join the KIS 1:1 laptop Diigo group so we can play with the million life-sa ving ways you can use this for yourself or your classes.  Install the Firefox Diigo toolbar. Restart Firefox. Click "install" On Diigo Toolbar, click dropdown triangle > SHOW ANNOTATIONS > GROUPS > 1:1 Laptop See anything different?  Hover over it

Click "install" On Diigo Toolbar, click dropdown triangle > SHOW ANNOTATIONS > GROUPS > 1:1 Laptop See anything different?  Hover over it

Karen has asked me to provide you all with more info on working with Diigo so that those of you who are a bit unsure about what you can do with it can get started. Below I’ve included some of its key features, but I strongly encourage you to visit their help menu, where you can access neat little flash tutorials on how to get started that are far better than anything I can whip up here. Some Diigo Features: Tagging: An easy, user-generated way to categorize and organize your bookmarks Annotation: write sticky notes that can be made public so you can interact and collaborate with others who are reading the same pages. Highlighting: Easy to highlight parts of pages, extract them, and collect them (great for research!) Groups: you can create public and private groups—a great way to organize group projects and add a level of privacy to Diigo that you may feel more comfortable with than making everything public. Privacy: Options for privacy are available on just about all Diigo features Search: You can search not just by tag name, but also titles, notes, highlights, and full text. Blogging Integration: “Blog This” feature allows you to move easily between browsing and blogging. Populate your blog post instantaneously with the highlighted texts you selected while reading a web page - a big time saver. Archiving: Allows you to save EXACT copies of bookmarked pages, which protects you from losing cool stuff that may disappear over time.   Photos: You can collect your favorite photos into albums Subscribe/Post Lists: Bookmark lists can be subscribed on the website and through RSS Community: find new content from specific users or based on tags, hot lists

In the fall, I ran across a new social bookmarking site–Diigo. I started using Diigo with a paper that I was writing and loved it for several reasons. First, it’s a social bookmarking site which meant that I could peruse the links of other people on the site. Second, Diigo gave me the Furl functionality of highlighting and annotating, but the format seemed easier and the interface was more aesthetically speaking (in my opinion).  While I was in this stage of tinkering, I met with one of my dissertation committee members and I was talking about the focus of my dissertation–blogging. He very bluntly reminded me that my entire dissertation could not focus only on blogging, but needed to be focused on more features. I was in a bind–I wanted to focus on the advantages to writing that came from blogs, not all medias. But the more I played around with Diigo, the more a little grain of an idea began to grow. My dissertation should note about the advantages to writing–but about collaboration through Web 2.0

So, this semester, I went out on a limb and offered my students the option of collaborating on their research this semester. They were already not looking forward to the research, but the idea of using each other to further their research sounded like a good idea. Still, they weren’t jumping at the idea. Then, I gave them a quick walkthrough of Diigo. Their eyes lit up like they had just been given a present–and it wasn’t even their birthday. One student looked dumbfounded and asked: “Is it really that easy?” “It sure is.” I replied.

Students Use Social Bookmarking Just like I learned with blogging in the classroom, I know that students get more out of methods of learning that they use in their free time. So, social bookmarking was a way for me to engage my students not only in the research, but in conversations with the research. Social bookmarking, regardless of the site used, creates a conversation among members interested in the same tag. Each time a member marks a bookmark, they are speaking to their networks and saying “Read this.”

THe New sCHoLarsHiP aNd eMerGiNG forMs of PubLiCaTioN Time-to-adoption Horizon: four to five Years The time-honored activities of academic research and scholarly activity have benefited from the explosion of access to research materials and the ability to collaborate at a distance. At the same time, the processes of research, review, publication, and tenure are challenged by the same trends. The proliferation of audience- generated content combined with open-access content models is changing the way we think about scholarship and publication—and the way these activities are conducted

Increasingly, scholars are beginning to employ methods unavailable to their counterparts of several years ago, including prepublication releases of their work, distribution through nontraditional channels, dynamic visualization of data and results, and new ways to conduct peer reviews using online collaboration.

New forms of scholarship, including fresh models of publication and nontraditional scholarly products, are evolving along with the changing process. Some of these forms are very common—blogs and video clips, for instance—but academia has been slow to recognize and accept them. Some scholars worry that blogging may cut into time that would otherwise be used for scholarly research or writing, for example, or that material in a podcast is not as well researched as material prepared for print publication. Proponents of these new forms argue that they serve a different purpose than traditional writing and research—a purpose that improves, rather than runs counter to, other kinds of scholarly work. Blogging scholars report that the forum for airing ideas and receiving comments from their colleagues helps them to hone their thinking and explore avenues they might otherwise have overlooked.