An Interview with Michael Wesch - Part 1 of 3 | November Learning - 0 views
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This episode is the first of a three part conversation between Alan November and Michael Wesch, Assistant Professor of Cultural Anthropology and Digital Ethnography at Kansas State University. In this segment, the two discuss the need for teaching social responsibility to students and what important basic skills students and teachers need to know. Additionally, the two discuss whether students are having a loss or gain of identity by working online.
In Defense of Open, Online Communication in Education | U Tech Tips - 0 views
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I suggested that perhaps his daughter should not leave her full name when commenting on my blog, and that I would make this suggestion to all my students so as to protect those who wished to remain anonymous.
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If, in your personal view, these ethics interfere with your own child’s learning, and reduce the likelihood that she will achieve future academic or professional successes, then I would encourage you to engage her in conversations about economics in your own preferred manner and direct her to online or print media that you think will better enhance her understanding of the subject yet still allow her to meet the requirements of my course without having to participate in the public discussions and debates occurring between students and teachers around the world on my blog.
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At the beginning of the year, we talked about the privacy issues resulting from name-identified and web-searchable articles from ZIS students and class work on your website. By when do you think you will have past, present and future contributions annonymized?
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Mobile Learning Environments (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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There are now more than 4.6 billion mobile phones in the world, according to the International Telecommunication Union (ITU)'s February 2010 press release. This means that mobile has taken the place of FM radio as the most ubiquitous communications technology on the planet.1
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Mobile Phone Network model Centralized Peer-to-peer Content customization Uniform Personalized to context Information distribution Just-in-case Just-in-time Role of audience Consumer Equal p
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articipant Reliability qualifier Authority Social capital Governance Institutional Relational
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Twitter Chat Schedule - 0 views
My School, Meet MySpace: Social Networking at School | Edutopia - 0 views
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Months before the newly hired teachers at Philadelphia's Science Leadership Academy (SLA) started their jobs, they began the consuming work of creating the high school of their dreams -- without meeting face to face. They articulated a vision, planned curriculum, designed assessment rubrics, debated discipline policies, and even hammered out daily schedules using the sort of networking tools -- messaging, file swapping, idea sharing, and blogging -- kids love on sites such as MySpace.
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hen, weeks before the first day of school, the incoming students jumped onboard -- or, more precisely, onto the Science Leadership Academy Web site -- to meet, talk with their teachers, and share their hopes for their education. So began a conversation that still perks along 24/7 in SLA classrooms and cyberspace. It's a bold experiment to redefine learning spaces, the roles and relationships of teachers and students, and the mission of the modern high school.
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When I hear people say it's our job to create the twenty-first-century workforce, it scares the hell out of me," says Chris Lehmann, SLA's founding principal. "Our job is to create twenty-first-century citizens. We need workers, yes, but we also need scholars, activists, parents -- compassionate, engaged people. We're not reinventing schools to create a new version of a trade school. We're reinventing schools to help kids be adaptable in a world that is changing at a blinding rate."
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Shirky: A Group Is Its Own Worst Enemy - 1 views
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April 24, 2003
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I want to talk about a pattern I've seen over and over again in social software that supports large and long-lived groups.
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definition of social software
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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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BLOG-EFL: Using recorded Skype conversations as assessment tools - 0 views
2010 Horizon Report » The Horizon Project - 0 views
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ongoing series of conversations and dialogs with hundreds of technology professionals, campus technologists, faculty leaders from colleges and universities, and representatives of leading corporations from more than two dozen countries. In each of the past six years, these conversations have resulted in the publication each January of a report focused on emerging technologies relevant to higher education.
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When the cycle starts, little is known, or even can be known, about the appropriateness or efficacy of many of the emerging technologies for these purposes, as the Horizon Project expressly focuses on technologies not currently in widespread use in academe. In a typical year, 75 or more of these technologies may be identified for further investigation; for the 2010 report, more than 110 were considered
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By engaging a wide community of interested parties, and diligently searching the Internet and other sources, enough information is gathered early in the process to allow the members of the Advisory Board to form an understanding of how each of the discovered technologies might be in use in settings outside of academe, to develop a sense of the potential the technology may have for higher education settings, and to envision applications of the technology for teaching, learning, and creative inquiry. The findings are discussed in a variety of settings — with faculty, industry experts, campus technologists, and of course, the Horizon Advisory Board. Of particular interest to the Advisory Board every year is finding educational applications for these technologies that may not be intuitive or obvious.
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Learning Spaces | EDUCAUSE - 0 views
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Net Gen students are facile at multitasking
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Workers anticipated having a single profession for the duration of their working lives. Education was based on a factory-like, "one size fits all" model. Talent was developed by weeding out those who could not do well in a monochromatic learning environment.
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Knowing now means using a well-organized set of facts to find new information and to solve novel problems. In 1900, learning consisted largely of memorization; today it relies chiefly on understanding.
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Conference Humiliation: They're Tweeting Behind Your Back - Technology - The Chronicle ... - 0 views
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“We’re going to have to get used to the fact that you’re not speaking to a group now—you’re really leading a conversation,” Mr. Tally says. “And if you’re not listening to the other people who are participating in that conversation, it’s not going to have a good outcome for you.”
Can You Hear Me Now? « InterACT - 0 views
Social Annotations in Digital Library Collections - 0 views
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While used textbooks are obviously less costly, they often carry another benefit new textbooks don't: highlights, underscores and other annotations by their previous owners. Even though the author of, and rationale for, the annotations may be unknown, the fact that somebody found particular sections of the book important enough to emphasize tends to make the eye linger. Ideally, annotations can make learning and knowledge discovery feel less like a solitary pursuit and more like a collaborative effort.
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At first glance, it would seem that the trustworthiness of an unknown individual who has interpreted or appended an author's work would be questionable, but several reasonable assumptions can be made that contribute to the perceived authority of an unknown annotator. At the very least, they read the work and took the time to make the annotations, which may question or clarify certain statements in the text, and create links to other works, authors or ideas. The subsequent reader of an annotated work then has one or more additional perspectives from which to evaluate the usefulness of the text and annotations, and more implied permission to add his or her own interpretations than in an unannotated text. Published scholarly works are objects for discussion in an ongoing conversation among a community of knowledge seekers, and whether via formal citation in later publications or annotations in existing ones, all are designed to advance the generation and exchange of ideas.
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Most critically, knowledge discovery and transfer is no longer restricted to a model of one expert creator to many consumers. In Web 2.0, consumers are creators, who can add their voices to both expert and non-expert claims. Users get the benefit of multiple perspectives and can evaluate claims in the best tradition of participative, critical inquiry.
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TalkAbroad - 0 views
The Anatomy of Digital Humanities (#dighum) and Digital Pedagogy (#digped) · ... - 0 views
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@anneperez hmm, since you're creating something/building it with students & u have an infrastructure already, it seems DH.
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@triproftri Thanks for the feedback. :) It's been an interesting way to look at the history of print cultures / textual communities.
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Sifting through and storifying this conversation on Twitter quickly became an exercise in dissecting the many layers of Digital Humanities and Digital Pedagogy.
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Curriculum21 - Annotexting - 0 views
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Students are asked to read closely, cite evidence, and make evidence based inferences when they read. They are expected to deepen their learning by valuing textual evidence and reading critically. Annotating text is one way students can cite textual evidence, infer and deepen meaning as they read..
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Annotations make thinking visible for teachers and students. We can use the words and features of a text to better comprehend it, ask questions, and note our thoughts while reading. One goal of comprehension is that students will be proficient annotators of texts to understand more deeply by interacting and making thinking transparent while they read.
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There are many reasons to ask students to annotate text: for basic comprehension, to show evidence of conceptual understanding, to show what is implied, to identify the claims in an argument, to read like a writer and identify characteristics of genre, to notice the nuance of language…and many other reasons. Giving guidance as to what we want students to annotate for will be beneficial for the reader. Otherwise, they will annotate everything that comes to mind, and the work may not be helpful to the reader or the teacher.
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