Wellington 4.0 - 0 views
Modeling Social Media in Groups, Communities, and Networks - 0 views
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the evolution of what was initially a group into a community of practice is illustrated, as well as how social media enables one CoP to interact with others to become part of a distributed learning network. Participants in the networked communities continually leverage each other’s professional development, and what is modeled and practiced in transactions there is applied later in their teaching practices
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Teachers can be shown how to use social media, but unless they use it themselves they are unlikely to change their practices. There is evidence that teachers trained in programs where their instructors used social media (modeled it) are more comfortable with technology than if their instructors did not themselves use these tools. This article suggests how teachers can interact with numerous communities of practice and distributed learning networks where other participants are modeling to and learning from one another optimal ways of using social media in teaching. This strongly suggests that teachers must be trained not only in the use of social media, but through its use.
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“To teach is to model and demonstrate. To learn is to practice and reflect.”
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Alan November Visit - Google Docs - 0 views
WikiEducator - 0 views
Stroome.com | mix it up. mash it out. - 0 views
Does Global Learning Really Occur in College? Reflections on the Global Education Confe... - 0 views
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fter my experiences in November participating in GlobalEdCon10 conference, I'm realizing that college learning isn't hitting the mark in this area, as well as it could be. GlobalEdCon10 was a ground-breaking event for education, in my opinion While most educators still travel to attend conferences face-to-face (and I do see value in doing so) or attends pre-organized conferences virtually in tandem with face-to-face participants, GlobalEdCon10 seems to have found the perfect recipe for collaborative, open sharing of global learning ideas.
Comparing Social Networking to Online Communities | Common Craft - Explanations In Plai... - 0 views
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In most traditional online communities, members have profiles that may display a picture, location, recent posts and membership tenure at most. These profiles can provide valuable context to the community, but they are often peripheral to the discussions and remain somewhat hidden.
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In contrast, social networking communities have elevated the user profile to become more like a user homepage that displays a very rich and contextual set of information. The member home pages are not peripheral to the discussions or a subset of the community; they are at the very core of the system.
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Are Schools Inhibiting 21st Century Learning? : April 2008 : THE Journal - 0 views
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both district leaders and parents are open to believing that social networking could be such a tool--as long as there are reasonable parameters of use in place. Moreover, social networking is increasingly used as a communications and collaboration tool of choice in businesses and higher education. As such, it would be wise for schools, whose responsibility it is to prepare students to transition to adult life with the skills they need to succeed in both arenas, to reckon with it."
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he majority of middle and high school students (51 percent of students in grades 6 through 12) indicated that "games make it easier to understand difficult concepts.
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Teachers
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Projects | always learning - 0 views
The Cape Town Open Education Declaration - 0 views
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The Internet provides a platform for collaborative learning and knowledge creation across long distances, which is central to the long term promise of open education. It also offers a channel for the creation and distribution of knowledge from a diversity of places and cultures around the world, and not just from major publishing centres like New York, London, and Paris.
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we believe that open education and open educational resources are very much compatible with the business of commercial publishing. The Declaration clearly states that the open education movement should "...engage entrepreneurs and publishers who are developing innovative business models that are both open and financially sustainable."
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here is likely to be some upheaval in formal educational systems as teachers and students engage in the new pedagogies that are enabled by openness. There might also be concerns that some of the deeper goals of the open education movement could backfire. For example, instead of enhancing locally relevant educational practices and rewarding those with regional expertise, it is possible that a flood of foreign-produced open educational resources will actually undermine the capacity for regional expertise to form or thrive.
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Bill Ferriter | Teacher Leaders Network - 0 views
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Doesn’t Pink talk about this in A Whole New Mind? Here’s a quote: “While detailed knowledge of a single area once guaranteed success, today the top rewards go to those who can operate with equal aplomb in starkly different realms. I call these people “boundary crossers.” They develop expertise in multiple spheres, they speak in different languages, and they find joy in the rich variety of human experience. They live multi lives—because that’s more interesting, and nowadays more effective.” (Kindle Location 1692)
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Recently, I've tinkered with a system to assess my students' participation in Voicethread conversations. Essentially mirroring the reflective aspects of Konrad's blogging handouts, I've decided to ask my students the following four questions while we're working with a new Voicethread: Highlight a comment from our Voicethread conversation that closely matches your own thinking. Why does this comment resonate---or make sense to---you? Highlight a comment from our Voicethread conversation that you respectfully disagree with. If you were to engage in a conversation with the commenter, what evidence/argument would you use to persuade them to change their point of view? Highlight a comment from our Voicethread conversation that challenged your thinking in a good way and/or made you rethink one of your original ideas. What about the new comment was challenging? What are you going to do now that your original belief was challenged? Will you change yoru mind? Will you do more researching/thinking/talking with others?
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The cool part about assessing Voicethread presentations this way is that each question essenitally forces my students to interact with our conversation in a really meaningful way. To craft careful answers, they must truly consider the comments of others---an essential skill for promoting collaborative versus competitive dialogue---and compare those comments against their own beliefs and preconceived notions. That's metacognition at its best! What's even better is that when students know that these questions form the basis of our Voicethread assessment from the beginning of a conversation, participation level rise remarkably. While students are looking for project reflection comments, they often end up highly motivated to share their thinking with peers.
Half of U.S. Adults Use Social Media - 0 views
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Half of U.S. adults use social media.
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Combined
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n the 18-34 year-old demographic
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Web 2.0: beyond the buzz words | 4 Jun 2007 | ComputerWeekly.com - 0 views
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Lee Bryant, one of the founders of Headshift, says the network effect is the difference. Traditional applications, such as groupware, became slower the more people used them, he says. With Web 2.0 applications the reverse is true: the more people use them, the more effective they become.
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“You influence each other, so that if you use a social tagging system, for example, themes start to emerge and other people pick up on them and you get these positive feedback loops. It is that difference that leads to the network effect.”
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These technologies are mostly just HTML and Javascript web pages designed to offer a more streamlined user experience, sitting atop a relational data layer used to feed back user-contributed data in new ways.
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The Global Education Collaborative - 0 views
Digitally Speaking / Social Bookmarking and Annotating - 0 views
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intellectual philanthropy and collective intelligence
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While these early interactions are simplistic processes that by themselves aren't enough to drive meaningful change in teaching and learning, they are essential because they provide team members with low risk opportunities to interact with one another around the topics, materials and instructional practices that should form the foundation of classroom learning experiences.
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A tagging language is nothing more than a set of categories that all members of a group agree to use when bookmarking websites for shared projects.
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MYLO - Home - 1 views
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Targeted to young people and designed to develop life-long learning, this free site is set to launch in March 2010. Check out the following for more particulars (the link for information for schools and teachers): http://mylo.dcsf.gov.uk/Home/SchoolTeacherInfo
2010 Horizon Report » Technologies to Watch - 0 views
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The near-term horizon assumes the likelihood of entry into the mainstream for institutions within the next twelve months; the mid-term horizon, within two to three years; and the far-term, within four to five years. It should be noted that the Horizon Report is not a predictive tool. It is meant, rather, to highlight emerging technologies with considerable potential for our focus areas of teaching, learning, and creative inquiry.
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virtually all higher education students carry some form of mobile device, and the cellular network that supports their connectivity continues to grow. An increasing number of faculty and instructional technology staff are experimenting with the possibilities for collaboration and communication offered by mobile computing. Devices from smart phones to netbooks are portable tools for productivity, learning, and communication, offering an increasing range of activities fully supported by applications designed especially for mobiles.
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Far more than a collection of free online course materials, the open content movement is a response to the rising costs of education, the desire for access to learning in areas where such access is difficult, and an expression of student choice about when and how to learn.
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