Wordle and Glogster Lesson Plan (A Real Eye Opener!) « Eduhowto - 0 views
My Version of Identity Day Update 1 « Thoughts from School - 0 views
Mapping Our Worlds « Beyond WebCT: Integrating Social Networking Tools Into L... - 0 views
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practically contributing to the session
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her community of practice extended beyond her Chinese classroom to encompass foreign language learners in general of the same age but different countries of origin.
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I think one does not only have to have a certain level of know-how, but also a level of pedagogical training
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Changes At Glogster… Great Info and Links For All Levels Of Users « 21 st Cen... - 0 views
Part 1… The Google Advanced Search.. Basic Student Skills And Learning « 21 s... - 0 views
My two cents: Stixy and Wallwisher | Cruel Shoes - 0 views
Avatars | Mr. Gonzalez's Classroom - 0 views
Think before you post online « The Spicy Learning Blog - 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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The $2 Interactive Whiteboard | Action-Reaction - 0 views
B is for Body « An A-Z of ELT - 0 views
The Future of Learning is Mobile Presentation « e-Learning Stuff - 0 views
Collaborative Editing « Beyond WebCT: Integrating Social Networking Tools Int... - 3 views
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In what ways do the readings for this week provide an insight into their potential use in educational settings? In what ways could they support the learning goals you have for your students? What do these venues for collaboration and resource sharing mean for you as an educator and scholar? What questions do they raise for you?
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Questions to explore for today's class
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Diigo & Zotero are really useful tools to do research.
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We should try to tease out the similarities and differences between these two tools and when and how one would use each. For some tools it is just a matter of personal preference, say between using pbworks versus wikispaces in creating a wiki. Do you think the same could be said here or are there critical differences?
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I think Diigo provides a wide variety of possibilities. Zotero is also useful and maybe it's easier to learn how to use it. But when I tried to find groups and information on my specific field, Zotero didn't show many.
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Celeste, I wonder if part of the reason why you couldn't find groups or specific information in your area of interest is because this part of Zotero is relatively new and that faculty in the humanities, in particular, are not 'rewarded' in the same way as those in the sciences are for collaborating. Do you think humanities faculty regularly collaborate on research currently? Do you know how their scholarly work is evaluated in this regard? What do you think of these new learning and scholarship opportunities and how they might impact you? Once you all have had a chance to use both for a while, I wonder if distinct differences between Diigo and Zotero will begin to emerge for you?
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