Social Media Classroom Invitation to the Social Media Classroom and Collaboratory - 0 views
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includes a free and open-source (Drupal-based) web service
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integrated set of social media that each course can use for its own purposes—integrated forum, blog, comment, wiki, chat, social bookmarking, RSS, microblogging, widgets , and video commenting are the first set of tools.
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The Classroom also includes curricular material: syllabi, lesson plans, resource repositories, screencasts and videos
How Should Schools and Parents Be Involved in Kids' Online Lives? - 0 views
The social construction of knowledge: how far does it go? | Paulo Freire, Critical Peda... - 0 views
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In short, “all knowing depends on the structure of the knower” and “every act of knowing brings forth a world”.
Kaplan, Andreas - Users of the world, unite.pdf (application/pdf Object) - 1 views
5 Powerful Social Media Tools For Your Classroom | Edudemic - 0 views
Ten tips for using social media in school communications | Best Practices News | eSchoo... - 1 views
Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 2 views
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Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.
How Should Social Media Be Taught in Schools? | EdTech Magazine - 0 views
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audience and purpose.
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don’t assume that they know how to use it appropriately in a classroom setting
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Audience
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Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - 0 views
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This white paper (Jenkins et al., 2006) identifies the three core challenges: the participation gap, the transparency problem and the ethics challenge, and shares a provisionary list of skills needed for full engagement in today's participatory culture.
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We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture: Play - the capacity to experiment with your surroundings as a form of problem-solving Performance - the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation - the ability to interpret and construct dynamic models of real world processes Appropriation - the ability to meaningfully sample and remix media content Multitasking - the ability to scan one's environment and shift focus as needed to salient details. Distributed Cognition - the ability to interact meaningfully with tools that expand mental capacities Collective Intelligence - the ability to pool knowledge and compare notes with others toward a common goal Judgment - the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation - the ability to follow the flow of stories and information across multiple modalities Networking - the ability to search for, synthesize, and disseminate information Negotiation - the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
Confessions of an Aca/Fan: Archives: Learning in a Participatory Culture: A Conversatio... - 0 views
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peop
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it isn't about the technology
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It is about the informational affordances and cultural practices which have taken shape around the computer and other interactive technologies.
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Critical Thinking and Social Media Technology - Classroom 2.0 - 0 views
'Which (blank) are you?' Online personality quizzes go viral on social medi...: Univers... - 0 views
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I am trying to find research (if it exists) on the academic value of online personality quizzes. This article, which appeared in several Canadian newspapers, discusses what is so compelling about this social media trend.
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I am curious, can you folks read this article? I am posting the link as it appeared in the SUNY Albany library, and since we are SUNY Albany students, it should work, right? A couple of folks said so on the discussion board ...
Excerpts from Manufacturing Consent, Noam Chomsky interviewed by various interviewers - 0 views
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QUESTION: When we talk about manufacturing of consent, whose consent is being manufactured? CHOMSKY: To start with, there are two different groups, we can get into more detail, but at the first level of approximation, there's two targets for propaganda. One is what's sometimes called the political class. There's maybe twenty percent of the population which is relatively educated, more or less articulate, plays some kind of role in decision-making. They're supposed to sort of participate in social life -- either as managers, or cultural managers like teachers and writers and so on. They're supposed to vote, they're supposed to play some role in the way economic and political and cultural life goes on. Now their consent is crucial. So that's one group that has to be deeply indoctrinated. Then there's maybe eighty percent of the population whose main function is to follow orders and not think, and not to pay attention to anything -- and they're the ones who usually pay the costs.
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Interestingly, the blogosphere, including microblogging like Twitter, has undermined this manufacture of consent in some ways but also trivialized areas of major concern because of the emphasis on popularity and "like" type responses in social media. But social media has definitely changed the landscape and big data has changed the relationships with the entities in a position to influence and control information and frame issues within the public eye.
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Clearswift's 'Web 2.0 in the Workplace' report launched | Dynamic Business - Small Busi... - 0 views
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Independent international research undertaken by Clearswift in 2007 found that just 11% of global businesses were making use of Web 2.0 technologies such as Facebook and Salesforce.com
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Three years on, the latest figures show over two-thirds of companies are allowing and encouraging the use of web collaboration or social media tools in the workplace.
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Australian business users enjoy high use of Web 2.0 technologies, such as collaborative meeting, intranet, financial, CRM and social networking applications. However, they appear the least concerned about the security implications (at 53%) despite ranking second highest of respondents who have sent
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HR Leaders Tout Social Media - Wired Workplace - 0 views
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