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Joan McCabe

Social Networking - Create Online Identity - 0 views

socialnetworking.swsi.wikispaces.net/CreateOnlineIdentity

social networking netiquette online identity

shared by Joan McCabe on 16 Jun 12 - No Cached
  • Online Profile Tips for Students Managing Online Identity is a key digital literacy, and an important thing to discuss with students when using online tools for learning and teaching. Additional to the tips above, it's worth considering the following when discussing online profiles with your students - particularly if you are working with young people who are under 18 years old: Using Real Names: In general, younger students should be taught to protect their privacy online by avoiding publication of their full name and other personal details. Using first names and/or aliases can be a good way of managing this. Ensure that you discuss privacy and the implications of publishing personal details online with your students.Choose appropriate profile pictures: Younger students should be encouraged not to publish identifying images online. Rather, they can be engaged in a range of activities to create representational avatars and profile images.Students should only share only information that is safe for the Internet. Establish a classroom policy that teaches students to avoid publishing a specific addresses or names that a reader might use to locate them.Ensure students understand how to respect the privacy of others by obtaining permission before publishing images of and information about their friends or family.Discuss the issues around internet safety and ensure students do not provide personal details to others online. There are lots of Internet Safety resources available - check out our Social Networking Safety for further information . Consider holding a class discussion or online activity to assist students in understanding the issues around publishing personal details online and online profiles. Creating Codes of Conduct or Rules of Engagement with your students can be an effective way of establishing appropriate classroom policies which provide them with a clear framework.

  • 3. Etiquette - Using Your Online Manners!


    Online Etiquette is important whenever you are sharing comments, information or feedback online, and of course this applies to social networking sites as well. Practicing good manners and respect when communicating and collaborating with others online will also enhance your online identity, demonstrating digital literacy skills and strong online communication skills.

    Consider the following etiquette tips when using social networking sites:

    • Introduce yourself when offering friendship: If you are using social networking sites for professional or personal networking, making 'friends' with other users can be an effective way of extending your connections. However, don't offer friendship without also offering an introduction and some information about you and why you are following. For example, if connecting to another educator who you know via their work online, but not personally you could try an introduction like 'Hi, I'm a regular reader of your blog, and have enjoyed your work. I teach in a similar field and would appreciate being able to connect with you in the future'. Include links to your personal identity online - eg. your blog, wiki or preferred online profile page so that person receiving the friendship request can identify you.
    • Respond to 'friendship' or 'connect' requests: Ensure you respond to request from others for friendship. If you choose not to make friends, offer an alternative or reason. Eg. "Thanks for your friendship request but I only use facebook to connect to my family members. Feel free to connect with me via my blog, or you can follow me on [insert your preferred social networking tool here]."
    • Don't abuse group or games invites: It's fine to invite your friends to join in on a group or online game via social networks. However - one is enough! Don't send repetitive requests or invites as they are annoying to other users and can be considered spam.
    • Respect the privacy of others: Respect the privacy of others. If your friend is using an alias online, don't share their real identity or post content which could 'out' them. Remember that all users of social networking sites make different decisions about how they manage their privacy online.
    • Use good tags: Apply tags to text, images and video appropriately. Tagging other people in unflattering pictures can create lots of tension with friends or family members, so remember to consider the implications when tagging content which is associated with or depicts others. If someone requests to be untagged in an image or page, ensure you act swiftly and respect their wishes.
    • Leave good comments: One of the best ways to connect with others via social networking sites is to make comments. Ensure your comments are clear, respectful and well written. Don't use inappropriate, sexist, racist or foul language. Provide constructive criticism when appropriate and respect the opinions of others. Robust debate is wonderful - abusive tirades are not! When leaving comments on blogs or fan pages, ensure to check for 'rules of engagement' or site policies about commenting.
    • Private conversations should stay private: Don't republish a private conversation or exchange (via email, instant messaging or other private communication channels) without permission.
    • Share appropriately: Don't share any information online (including text, images, audio and video) that you wouldn't be happy to share with distant relatives, friends, work colleagues and your immediate family. A good rule of thumb - if it's ok to say it to your Grandma and your Boss, it's ok to share it online!
    • Connect and Engage: Don't use social networks as a one-way announcement tool. Remember to engage with your 'friends' and follow-up on comments and feedback.
    • Balance Personal Vs. Private: If you are using social networking sites for professional purposes, make sure you balance your personal comments, images and messages with useful professional information. Consider your audience and share information that is useful to your networks.

    Watch this humorous take on social networking etiquette. Although it focuses on Facebook, many of the points it raises are relevant to all social networking sites.

    Consider how you will address social networking etiquette in your learning communities. What strategies will you put in place to ensure students understand the 'rules of engagement' on social networking sites.
  • Joan McCabe on 16 Jun 12
     
    Helpful tips on creating an online identity for students and in the work field. Also tips on netiquette.
Joan Erickson

Table of Trigonometric Identities - 0 views

www.sosmath.com/...trig5.html

module 4 assgnments

shared by Joan Erickson on 19 Jul 10 - Cached
  • Joan Erickson on 19 Jul 10
     
    table of trig identities and definitions, students can use this table for exam/HW, no need to memorize!
Lisa Martin

Free Technology for Teachers: Engaging Students with Voki - 1 views

www.freetech4teachers.com/...gaging-students-with-voki.html

shared by Lisa Martin on 03 Jun 12 - No Cached
  • Another way I use Voki is to help my very young students create digital identities. The parents feel more comfortable with the children using avatars instead of their real identities.
    • Lisa Martin
      Lisa Martin on 03 Jun 12
       
      I hadn't thought before about parent's comfort level with their children using online technology. Using Voki would definitely provide comfort to them regarding this :-)
  • I asked my students if they could figure out what the phrase "rooting for" meant by listening to the conversation.
    • Lisa Martin
      Lisa Martin on 03 Jun 12
       
      Love the idea of using voki conversation to introduce vocabulary. My students would love this and be much more interested than just listening to me talk!
Irene Watts-Politza

Social media - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Social_media

socialmedia social bookmarking

shared by Irene Watts-Politza on 21 Jun 12 - Cached
  • The honeycomb framework defines how social media services focus on some or all of seven functional building blocks (identity, conversations, sharing, presence, relationships, reputation, and groups).
  • By applying a set of theories in the field of media research (social presence, media richness) and social processes (self-presentation, self-disclosure) Kaplan and Haenlein created a classification scheme for different social media types in their Business Horizons article published in 2010. According to Kaplan and Haenlein there are six different types of social media: collaborative projects (e.g., Wikipedia), blogs and microblogs (e.g., Twitter), content communities (e.g., YouTube), social networking sites (e.g., Facebook), virtual game worlds (e.g., World of Warcraft), and virtual social worlds (e.g. Second Life). Technologies include: blogs, picture-sharing, vlogs, wall-postings, email, instant messaging, music-sharing, crowdsourcing and voice over IP, to name a few. Many of these social media services can be integrated via social network aggregation platforms. Social media network websites include sites like Facebook, Twitter, Bebo and MySpace.
  • he authors explain that each of the seven functional building blocks has important implications for how firms should engage with social media. By analyzing identity, conversations, sharing, presence, relationships, reputation, and groups, firms can monitor and understand how social media activities vary in terms of their function and impact, so as to develop a congruent social media strategy based on the appropriate balance of building blocks for their community.[2]
  • ...6 more annotations...
  • one of the foundational concepts in social media has become that you cannot completely control your message through social media but rather you can simply begin to participate in the "conversation" expecting that you can achieve a significant influence in that conversation.[7]
  • Several colleges have even introduced classes on best social media practices, preparing students for potential careers as digital strategists.[
  • Out of this anarchy, it suddenly became clear that what was governing the infinite monkeys now inputting away on the Internet was the law of digital Darwinism, the survival of the loudest and most opinionated. Under these rules, the only way to intellectually prevail is by infinite filibustering."[34]
  • social media in the form of public diplomacy creates a patina of inclusiveness that covers traditional economic interests that are structured to ensure that wealth is pumped up to the top of the economic pyramid, perpetuating the digital divide and post Marxian class conflict.
  • He also speculates on the emergence of "anti-social media" used as "instruments of pure control".[36]
  • Social networking now accounts for 22% of all time spent online in the US.[15] A total of 234 million people age 13 and older in the U.S. used mobile devices in December 2009.[16] Twitter processed more than one billion tweets in December 2009 and averages almost 40 million tweets per day.[16] Over 25% of U.S. internet page views occurred at one of the top social networking sites in December 2009, up from 13.8% a year before.[16] Australia has some of the highest social media usage in the world. In usage of Facebook, Australia ranks highest, with over 9 million users spending almost 9 hours per month on the site.[17][18] The number of social media users age 65 and older grew 100 percent throughout 2010, so that one in four people in that age group are now part of a social networking site.[19] As of June 2011[update] Facebook has 750 Million users.[20] Facebook tops Google for weekly traffic in the U.S.[21] Social Media has overtaken pornography as the No. 1 activity on the web.[21] iPhone applications hit 1 billion in 9 months, and Facebook added 100 million users in less than 9 months.[21] If Facebook were a country it would be the world's 3rd largest in terms of population, that's above the US. U.S. Department of Education study revealed that online students out performed those receiving face-to-face instruction.[21] YouTube is the 2nd largest search engine in the world.[21] In four minutes and 26 seconds 100+ hours of video will be uploaded to YouTube.[21] 1 out of 8 couples married in the U.S. last year met via social media.[21] 1 in 6 higher education students are enrolled in online curriculum.[21]
    • Irene Watts-Politza
      Irene Watts-Politza on 23 Jun 12
       
      These are stats in "Did You Know?"
  • Irene Watts-Politza on 21 Jun 12
     
    An impressive listing of social media sites with links
Joan Erickson

The Addition Formulas - 0 views

www.sosmath.com/...addform.html

module 4 assignments

shared by Joan Erickson on 19 Jul 10 - Cached
  • Joan Erickson on 19 Jul 10
     
    Sine and Cosine Angle Addion Formulas---trig identities
Joan Erickson

Double-Angle and Half-Angle Formulas - 0 views

www.sosmath.com/...douangl.html

module 4 assignments

shared by Joan Erickson on 19 Jul 10 - Cached
  • Joan Erickson on 19 Jul 10
     
    Sine and Cosine Double-Angle and Half-Angle Formulas for trig identities NO NEED TO MEMORIZE!
Alicia Fernandez

Wasted on the Young? Comparing the Performance and Attitudes of Younger and Older US Ad... - 0 views

www.e-education.psu.edu/...%20DiBiase%20Kidwai%202010.pdf

online learning adult education traditional students non-traditional students adult learning theory

shared by Alicia Fernandez on 04 Jun 14 - No Cached
  • Alicia Fernandez on 04 Jun 14
     
    This study investigates the counter-intuitive observation that older students tend to thrive better than younger students in online classes. We use a variety of measures to compare performance and attitudes of undergraduates and continuing adult professionals in separate but nearly identical class sections led by the same instructor at a US university during the same nine-month study period. Findings are consistent with theoretical predictions about differences in readiness of younger and older adults for elf-directed learning experiences. Results also suggest that online educators should be proactive in stimulating younger students' participation in class discussions, and should find ways to evaluate explicitly the tacit learning that online discussion can foster.
diane hamilton

Teach - 0 views

www.bgsu.edu/...CWteach.htm

embodied learning

shared by diane hamilton on 28 Jun 12 - No Cached
  • The M-BOD scenarios sketched out above differ from those described in the EL section in that the former take seriously the role of desire in student learning. In the M-BOD scenarios, students resource their creative and dramatic selves to become their own guides in working out the meaning(s) of History, ethics, bullying, etc. This learning is “deep” because it involves the body in several ways: Sometimes bodies actually get up and move through space (i.e., the walking dance or doing field research) Students are prompted to respond to situations more than follow directions; these situations require them to “read” other people and multiple texts and contexts Students’ formal presentations (their strategic, other-directed productions) elicit actual responses from people, which (whether good or bad, or a mix) then require some expression and reflection Back to Discussion of "Situating M-BOD"       Preface One: Situating Embodied Learning Two: Case Study: Oliver Identity and Learning: “Follow What I Am Doing: Do The Rules That I’m Doing: It’s Very CoM-pli-cated” Improvisational/Feedback "1,2,3...16, 17,18, NineTEEN" Innovation: “I Can Look At Your Cards” Producelike Behavior: "Why Do The Make Queen Better Than Jack?" Conclusion: "The Bricolage, The Music, The Movement" Three: Implications for the Literacy Autobiography Assignment              
  • diane hamilton on 28 Jun 12
     
    example of embodied learning and distinguishing it from traditional learning and experiential learning
Amy M

Classroom Applications of Constructivism - 0 views

www.teach-nology.com/...classroom_applications

shared by Amy M on 27 Jun 12 - No Cached
  • Instead of having the students relying on someone else's information and accepting it as truth, the students should be exposed to data, primary sources, and the ability to interact with other students so that they can learn from the incorporation of their experiences.
  • tting should include classroom applications of constructivism within a few key concepts. The first is discovering and maintaining an individual's intellectual identity. This forces students to support their own theories, in essence taking responsibility for their words and respecting those of others. The next component is having the teacher ask open-ended questions and leaving time to allow the students to think and analyze a response, based on their experiences and personal inquiry.
  • Amy M on 27 Jun 12
     
    how to apply constructivism in the classroom
Amy M

Wireless Network Upgrades Will Be Top Priority in 2012 -- Campus Technology - 0 views

campustechnology.com/...l-be-top-priority-in-2012.aspx

shared by Amy M on 28 Jun 12 - No Cached
  • while less than a third (28.3 percent) rep
  • ed wired/Ethernet upgrades as a priority for the coming year.
  • "The shift from wired networks to a more mobile-centric network architecture is a focused initiative across higher education today,"
  • ...1 more annotation...
  • eport reflect networking priorities, including budget, for the coming year. Forty-nine percent of the surveyed institutions ranked virtualization as a major IT initiative for 2012, while 39.4 percent reported identity and access management as a key priority. Forty-one percent of responding schools said they expect to see an increase in their wireless LAN budgets, compared to only 11.6 percent that said their wired LAN/Ethernet budget would grow.
  • Amy M on 28 Jun 12
     
    Colleges are focusing on wireless upgrades
Erin Fontaine

Communicative Language Teaching: An Introduction and Sample Activities. ERIC Digest. - 0 views

www.ericdigests.org/...sample.htm

shared by Erin Fontaine on 05 Jul 12 - Cached
  • the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses.
  • Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.
  • Most likely they have an opinion of the topic, and a class discussion could follow, in the target language, about their experiences and viewpoints.
  • ...2 more annotations...
  • They are responding in German to a question in German. They do not know the answers beforehand, as they are each holding cards with their new identities written on them; hence, there is an authentic exchange of information.
  • The teacher sets up the exercise, but because the students' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor.
Teresa Dobler

Educational Leadership:The Positive Classroom:The Power of Our Words - 0 views

www.ascd.org/...The-Power-of-Our-Words.aspx

Teacher Voice

shared by Teresa Dobler on 20 Jun 14 - Cached
  • Our language can lift students to their highest potential or tear them down
    • Teresa Dobler
      Teresa Dobler on 20 Jun 14
       
      Our words matter! I remember very clearly things that were said to me by my teachers, both positive and negative, as a young child.
  • Such words support Don's budding identity a
    • Teresa Dobler
      Teresa Dobler on 20 Jun 14
       
      We have the power to break students down
  • tives here give me a wonderful sense of how your character looks and feels." Na
  • ...5 more annotations...
  • specific attribute—
    • Teresa Dobler
      Teresa Dobler on 20 Jun 14
       
      We are able to highlight and help develop student strengths and interests.
  • kind, straightforward tone,
  • omparative language can damage students' relationships. By holding May and Justine up as exemplars, I implied that the other class members were less commendable
    • Teresa Dobler
      Teresa Dobler on 20 Jun 14
       
      This is interesting. It is definitely a very passive aggressive way to get students to comply with the expectations - but students who are doing the right thing are often eager to be called out and recognized.
  • But John will feel embarrassed, and his trust in this teacher will diminish.
  • communicate a belief that students want to—and know how to—listen, cooperate, and do good work
    • Teresa Dobler
      Teresa Dobler on 20 Jun 14
       
      Notice and communicate - and express that you know your students can live up to the expectations - for behavior and academics
mikezelensky

High school graduation: the case for identity loss.: EBSCOhost - 0 views

eds.a.ebscohost.com.libproxy.albany.edu/...pdfviewer

senioritis high school

shared by mikezelensky on 09 Jun 14 - No Cached
  • mikezelensky on 09 Jun 14
     
    Describes 'senioritis' as "...lack of enthusiasm, fits of irresponsibility, and generally depressed effect punctuated by occasional outburst or irritability."
efleonhardt

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...brinthaupt_1211.htm

online teaching rapport

shared by efleonhardt on 22 Jul 14 - No Cached
  • fostering student engagement or creating effective student interactions with faculty, peers, and content.
  • rapport
  • One way that Bain identified highly effective teachers was by how they treated their students
  • ...7 more annotations...
  • teachers usually believe that students want to learn and they assume, until proven otherwise, that they can
  • pretests, survey forms, and a course overview that identified several questions that the course would help them answer.
  • is better equipped to gather information about students in a variety of ways that may help with success later in the semester.
  • The distance gap needs to be bridged in both directions. It is not sufficient for teachers to get to know their students without letting them get to know their teachers as well.
  • (e.g., Anderson, Rourke, Garrison, & Archer, 2001). Facilitating interpersonal contact is an important role for online teachers and creating a social presence by projecting their identities is essential
  • these general behaviors as teacher “presence”
  • that student deserves to be recognized and treated as an individual
alexandra m. pickett

ETAP640amp2014: How do you do it f2f? - 0 views

ualbany.mrooms.net/...discuss.php

shared by alexandra m. pickett on 23 Jul 14 - No Cached
  •  Rovai & Wighting (2005) believe that a sense of community provides a sense of belonging, identity, emotional connection, and wellbeing.
    • alexandra m. pickett
      alexandra m. pickett on 23 Jul 14
       
      EUREKA!! you discovered Rovai!! : )
Joan Erickson

Teaching College Courses Online vs Face-to-Face -- THE Journal - 0 views

thejournal.com/...rses-Online-vs-FacetoFace.aspx

shared by Joan Erickson on 29 Jun 10 - Cached
  • Students are sometimes aggressive and questioning of authority in ways not seen face-to-face
    • Joan Erickson
      Joan Erickson on 29 Jun 10
       
      I wonder if Alex has ever been challenged in the online setting? Politely challenged or hostily?
    • alexandra m. pickett
      alexandra m. pickett on 01 Jul 10
       
      both. it is difficult for some more than others when their beliefs are challenged. and change is not easy for anyone. And when one's identity is tied to one's beliefs it gets even more complex. i see all interactrions as an opportunity to learn for everyone involved. I have had angry hostile challenges from students in the past as well as polite challenges. I have also experienced misunderstandings in courses between students and with me. These are teachable moments in my view that provide opportunities for learning. My goal in situations when they arise is to understand, question, explain, and support. i have had students that could not believe that they could completely design a course before it was taught, or that they could teach a course without a lecture. I have had students get very angry about feedback i have given them in discussion. I have had students not believe it was possible for them to do what i asked them to do in the course. I have had students completely misconstrue a comment from me and a student completely misconstrue a review from a classmate. All of these situations challenged me. In one situation i ended up having a private video discussion with the student to clarify. In another, i ended up helping the student question and understand his need for control better, in yet another i was firm and consistent in my response focusing on the instruction rather than taking in personnally, and so on ... i am flexible, understanding, empathetic, and kind, as long as i feel the student is willing to work with me and at least try to meet me half way. I have no problem being direct and have clear boundaries about what is acceptable. I will not tolerate disrespect. And if someone (myself included) cannot even consider the possibility that they have something to learn, then my tolerance and empathy diminishes. significantly. : )
Joy Quah Yien-ling

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - 0 views

www.newmedialiteracies.org/...NMLWhitePaper.pdf

participatory culture literacy challenges literacy newmedialiteracies 21stcenturyskills media education media literacy teachers

shared by Joy Quah Yien-ling on 10 Aug 10 - No Cached
  • Joy Quah Yien-ling on 10 Aug 10
     
    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.
  • Joy Quah Yien-ling on 10 Aug 10
     
    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.
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