Why the web is becoming less social - 0 views
Tips for Handling Information Overload - 0 views
Free Technology for Teachers: How to Create a Custom Search Engine - 0 views
Five Ways to Engage Students and Other Audiences - Tips for Teachers and Presenters - C... - 0 views
The Death Of The RSS Reader | paidContent - 0 views
A 2 Minute Yahoo Pipes Demo - 0 views
Part 1… The Google Advanced Search.. Basic Student Skills And Learning « 21 s... - 0 views
Information overload, the early years - The Boston Globe - 0 views
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The larger printed books became, the more they needed to offer guidance through their own texts. The tables of contents and alphabetical indexes developed by printers and authors to accompany them are still recognizable today.
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More effective to modern eyes, though not as widespread, were tables of contents that outlined layers of subdivisions with successive indentations, as a PowerPoint slide might today (but without the bullet points).
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These slips were cut from a full page and soon glued onto a new sheet, but in the mid-17th century for the first time one scholar advocated using the slips themselves as an information-storage system.
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Information overload, the early years - The Boston Globe - 0 views
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In many ways, our key methods of coping with overload haven’t changed since the 16th century: We still need to select, summarize, and sort, and ultimately need human judgment and attention to guide the process.
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Early modern compilers were driven by this enthusiasm, even beyond their hopes for acquiring reputation or financial gain. Today, we see the same impulse in the proliferation of cooperative information sharing on the Internet, such as the many designers and programmers sharing new ways to visualize and efficiently use huge quantities of data. In democratizing our ability to contribute to a universal encyclopedia of experience and information, the Internet has shown just how widespread that long-running ambition remains today.
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Overload has long been fueled by our own enthusiasm — the enthusiasm for accumulating and sharing knowledge and information, and also for experimenting with new forms of organizing and presenting it.
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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How to Find ANYTHING on the Internet - 0 views
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