The Archaeology of the Mediterranean World: Teaching Thursday: Communicating with Stude... - 0 views
Blogging Back In Time - PSFK - 0 views
http://www.charlesleadbeater.net/cms/xstandard/LearningfromExtremes_WhitePaper.pdf - 0 views
Wordle and Glogster Lesson Plan (A Real Eye Opener!) « Eduhowto - 0 views
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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Think before you post online « The Spicy Learning Blog - 0 views
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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2008 Horizon Report » One Year or Less: Collaboration Webs - 0 views
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A wide variety of webware applications exist to manage the creation and workflow of rich media projects
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In contrast to productivity applications, which enable users to perform a specific task or create a particular product, collaborative workspaces are “places” where groups of people gather resources or information related to their personal or professional lives.
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highly flexible
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
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various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
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the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
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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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East Stroudsburg U. Suspends Professor for Facebook Posts - Wired Campus - The Chronicl... - 0 views
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Gloria Y. Gadsden, an associate professor of sociology at East Stroudsburg University of Pennsylvania, was escorted off the campus on Wednesday because of jokes she had made on her Facebook page about wanting to kill students.
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Ms. Gadsden said the Facebook comments were a way of venting to family members and friends, who she mistakenly believed were the only ones who could view the postings.
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op-ed article
East Stroudsburg U. Suspends Professor for Facebook Posts - Wired Campus - The Chronicl... - 0 views
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Gloria Y. Gadsden, an associate professor of sociology at East Stroudsburg University of Pennsylvania, was escorted off the campus on Wednesday because of jokes she had made on her Facebook page about wanting to kill students
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Ms. Gadsden said the Facebook comments were a way of venting to family members and friends, who she mistakenly believed were the only ones who could view the postings.
Taking Diigo Beyond the Bookmark - 0 views
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Any writer knows the value of good research and with Diigo the process just got easier. Here’s a couple of ideas: tag items based on chapter, subject tag items for a bibliography jot a few notes to give context or your thoughts at the time highlight the section you intend to use and save the time of reviewing the entire page Diigo becomes even more essential in a collaboration project. The Forrester team used Delicious during their research for the book Groundswell and I bet they could have used Diigo features like highlighting, comments, groups, and conversations.
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tag recipes as appetizers, entrees, or desserts tag as vegetarian, diet, gluten free, or my favorite “enough-calories-to-make-Paula-Deen-blush” disclosure: the above link leads to my wife food blog MakeLifeDelicious.com, it’s the greatest food blog on earth #unbiased tag by ingredients highlight cooking times and pics
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I love Diigo too. My son (10 years old) is working on his IB Exhibition on Water Pollution. He is working as part of a team. I helped them create a group for their topic so that they and their teacher can add resources, highlight text and tag interesting facts about the subject from home. Also, I am in a master's in education media design and am using Diigo to organize my resources for my Action Research project. Diigo is a great tool. Thanks for posting.
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Writers Any writer knows the value of good research and with Diigo the process just got easier. Here's a couple of ideas: tag items based on chapter, subject tag items for a bibliography jot a few notes to give context or your thoughts at the time highlight the section you intend to use and save the time of reviewing the entire page Diigo becomes even more essential in a collaboration project. The Forrester team used Delicious during their research for the book Groundswell and I bet they could have used Diigo features like highlighting, comments, groups, and conversations.
Connectivism & Connective Knowledge » Narratives of coherence - 0 views
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Grand narratives – such as provide us with a large umbrella that we can use to make sense of the world – have been besieged over the last several decades. Grand narratives in the form of newspapers, newscasts, and books are now augmented by blogs and YouTube videos.
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an attempt to provide or create some type of a narrative – namely, a narrative of coherence.
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In a traditional course, the educator hacks the trails to complex information landscapes. The educator’s bias influences what is included and excluded.
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Grand narratives - such as provide us with a large umbrella that we can use to make sense of the world - have been besieged over the last several decades. Grand narratives in the form of newspapers, newscasts, and books are now augmented by blogs and YouTube videos. As discussed in a previous post, one of our key challenges in this course is to find a way to bring together the numerous ideas and viewpoints in a way that makes sense for participants.
Teaching in Social and Technological Networks « Connectivism - 0 views
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Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
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Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives).
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This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign.
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