YouTube - This Is How We Dream, Part 1 - 0 views
We the Media - 2. The Read-Write Web (by Dan Gillmor) - 0 views
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In the past 150 years we've essentially had two distinct means of communication: one-to-many (books, newspapers, radio, and TV) and one-to-one (letters, telegraph, and telephone). The Internet, for the first time, gives us many-to-many and few-to-few communications. This has vast implications for the former audience and for the producers of news because the dif ferences between the two are becoming harder to distinguish.
Wired Campus Blog - Chronicle.com - 0 views
Foreign Language Faculty in the Age of Web 2.0 (EDUCAUSE Quarterly) | EDUCAUSE - 0 views
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graduate students interested in becoming acquainted with relevant instructional technologies have a limited number of options. Few graduate programs include such training as a part of the curriculum. As a matter of fact, pedagogy itself often represents a negligible fraction of graduate program requirements. The University of Minnesota offers excellent training through its summer institutes,4 but access is an issue. Most IT departments offer training sessions on how to use the university course management system, build a web page, or create a PowerPoint presentation, but technical training is not enough.
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Today, language centers are the only campus units where such a wide range of expertise can easily be found.
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The role of language technologists goes beyond teaching what a blog is and how to set up a browser to display Japanese characters. It includes sorting through novel technologies, evaluating their instructional potential, researching current educational uses, and sharing findings with educators. The most promising applications available today were not designed for instructional use and do not come with an instruction manual. To use them in the classroom requires the ability to redirect their intended purpose and, more importantly, to think through possible consequences of doing so.
AFP: State Department revamps website in Web 2.0 push - 0 views
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Public diplomacy is changing so rapidly because of digital media," she said. "You need the tools to communicate constantly in an increasingly interconnected world with 24/7 news feeds, constantly updated blogs, and of course, viral video."
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"This redesigned website and the redesigned blog, DipNote, both aim to employ the practices of 21st Century statecraft; to educate, listen, learn and engage," Dowd said.
Open for Learning: The CMS and the Open Learning Network | in education - 0 views
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Through a series of comparative studies--in which students of different age groups studied different subject matters under different instructional conditions--Bloom established that the average student instructed individually by a tutor outperformed 98% of students instructed in a conventional classroom setting.
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Bloom, B. S. (1984). The 2-Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One tutoring. Educational Researcher, 13(6), 4–16.
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To be clear, our assertions about the weaknesses of the CMS paradigm should also be taken as critiques of the predominant pedagogical model in higher education
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Silicon Beach: Twitter Hits Ground Running for Haiti Earthquake Relief - Miami News - R... - 0 views
TravelinEdMan: 20 Quick Points from "The World Is Open: How Web Technology Is Revolutio... - 0 views
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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The openness of Wikipedia is instructive in another way: by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
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viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
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Web 2.0 Teaching Tools: Twitter Tweets for Higher Education - 0 views
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