Group items tagged

My experience in creating podcasts came through much nobler endeavors. It began with a research project in the working-class neighborhoods of North Belfast and a frustrated conversation over pints in a pub. I was on a research high after an interview with two women of very different political backgrounds. They were friends, brought together by the work of a local nonprofit, and their mutual admiration shone from the lightning-fast banter that they tossed back and forth throughout the interview. It was clear to me that they were a perfect example of a friendship from different sides of the political divide. But my friend at the pub just couldn't get it. He suggested that their friendship might be contrived, a mere show for my benefit, or that if real, it didn't mean as much as I thought. Exasperated, I pulled out my recorder and played the conversation back to him. As their Belfast accents filled up our corner booth, I could see his posture slacken and the battle turn my way. In that moment, I decided that only a podcast could finish telling my story. Over the next months, armed with just an MP3 player and some freeware suggested by a friend, I worked to piece together the story of North Belfast through interviews, conversations, and the sounds of the streets. The result was crude, elementary, and slightly difficult to listen to. But I was hooked.

Student Use (and Misuse) of Podcast Technology

In fact, the iPod topped the list of the most "in" things on campus in 2006, according to Student Monitor's Lifestyle & Media Study.

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.

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

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.

Somehow, watching television became a part-time job for every citizen in the developed world. But once we stop thinking of all that time as individual minutes to be whiled away and start thinking of it as a social asset that can be harnessed, it all looks very different. The buildup of this free time among the world’s educated population—maybe a trillion hours per year—is a new resource. It’s what I refer to as the cognitive surplus.

Shirky:

Pink: A surplus that post-TV media—blogs, wikis, and Twitter—can tap for other, often more valuable, uses.

ELA: There are more sobering notes among the n-grams. For instance, here's the trajectory of Marc Chagall, an artist born in 1887. And this looks like the normal trajectory of a famous person. He gets more and more and more famous, except if you look in German. If you look in German, you see something completely bizarre, something you pretty much never see, which is he becomes extremely famous and then all of a sudden plummets, going through a nadir between 1933 and 1945, before rebounding afterward. And of course, what we're seeing is the fact Marc Chagall was a Jewish artist in Nazi Germany. Now these signals are actually so strong that we don't need to know that someone was censored. We can actually figure it out using really basic signal processing. Here's a simple way to do it. Well, a reasonable expectation is that somebody's fame in a given period of time should be roughly the average of their fame before and their fame after. So that's sort of what we expect. And we compare that to the fame that we observe. And we just divide one by the other to produce something we call a suppression index. If the suppression index is very, very, very small, then you very well might be being suppressed. If it's very large, maybe you're benefiting from propaganda.

Now when Google digitizes a book, they put it into a really nice format. Now we've got the data, plus we have metadata. We have information about things like where was it published, who was the author, when was it published. And what we do is go through all of those records and exclude everything that's not the highest quality data. What we're left with is a collection of five million books, 500 billion words, a string of characters a thousand times longer than the human genome -- a text which, when written out, would stretch from here to the Moon and back 10 times over -- a veritable shard of our cultural genome.

New Internet SMS and messaging services are proving especially useful to language teachers, turning the focus away from the particulars of language and writing and toward whole language oral output and pronunciation, even at the beginner level.

is the time to revisit and recast the debate over cell phones in education and to consider their relevance as engagement and assessment tools for foreign language teachers in particular.

And it is no longer only what takes place inside the classroom that needs debating. Paradigm shift also means embracing the notion that learning takes place in more collaborative, interactive ways and also — at least potentially — everywhere and (nearly) all the time.

The study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. Further, those who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all. That finding could be significant as many colleges report that blended instruction is among the fastest-growing types of enrollment.

While the new study provides a strong endorsement of online learning, it also notes findings about the relative success (or lack thereof) of various teaching techniques used in online courses. The use of video or online quizzes -- frequently encouraged for online education -- "does not appear to enhance learning," the report says.

But noting the caveats in the report about factors other than medium of instruction, he said that "we should not take the report as saying it is simply better to move to online learning. These results demonstrate why more research is needed -- broadly based research that moves well beyond case studies conducted by distance education practitioners, research focused on student retention in online environments and especially research that looks behind the instructional medium to isolate the characteristics of instruction that produce positive results. Successful education has always been about engaging students whether it is in an online environment, face to face or in a blended setting. And fundamental to that is having faculty who are fully supported and engaged in that process as well."

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

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

articipant Reliability qualifier Authority Social capital Governance Institutional Relational

Take an hour to show Garr's award winning Presentation Zen video (included in the bento box) so that people can see the principles in action before trying to design their own presentations. 

since viewers are not familiar with the approach, I found it is helpful to take some time to discuss each element.

rovide risk-free (i.e. low stakes) opportunities for learners to practice various elements of the Presentation Zen approach, share the results and provide peer reviews.

Successful technology integration only produces amplified results when in its integration agency is given to the learner, when it becomes a tool to help learners learn, not teachers teach.

I would also like to add that that old belief about teaching and learning has been around for a very long time now and part of that belief, the part about the teacher possessing the knowledge and imparting it to kids, is in direct threat when faced with technology. A teacher who has been taught to believe that they are needed for the knowledge they have and that that knowledge gives them authority in the classroom is threatened by technology. That threat needs to be approached lightly. If one speaks the truth too harshly the faithful will simply label them a blasphemer and ignore the truth in their message.

et me start by saying that I consider teaching among the most important professions on earth, but just as doctors need to be current on medical technology, teachers MUST be current on information and communication technologies. Those are the tools of the trade.

The task of the office, then, is to invite a particular kind of social interaction--the casual, nonthreatening encounter that makes it easy for relative strangers to talk to each other. Offices need the sort of social milieu that Jane Jacobs found on the sidewalks of the West Village. "It is possible in a city street neighborhood to know all kinds of people without unwelcome entanglements, without boredom, necessity for excuses, explanations, fears of giving offense, embarrassments respecting impositions or commitments, and all such paraphernalia of obligations which can accompany less limited relationships," Jacobs wrote. If you substitute "office" for "city street neighborhood," that sentence becomes the perfect statement of what the modern employer wants from the workplace.

In the war-room study, the company moved the client, the programmers, and a manager into a dedicated conference room, and made them stay there until the project was done. Using the war room cut the software-development time by two-thirds, in part because there was far less time wasted on formal meetings or calls outside the building: the people who ought to have been bumping into each other were now sitting next to each other.

The agency is in a huge old warehouse, three stories high and the size of three football fields. It is informally known as Advertising City, and that's what it is: a kind of artfully constructed urban neighborhood. The floor is bisected by a central corridor called Main Street, and in the center of the room is an open space, with café tables and a stand of ficus trees, called Central Park. There's a basketball court, a game room, and a bar. Most of the employees are in snug workstations known as nests, and the nests are grouped together in neighborhoods that radiate from Main Street like Paris arrondissements. The top executives are situated in the middle of the room. The desk belonging to the chairman and creative director of the company looks out on Central Park. The offices of the chief financial officer and the media director abut the basketball court. Sprinkled throughout the building are meeting rooms and project areas and plenty of nooks where employees can closet themselves when they need to.