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shahbazahmeed

rytryty - 0 views

America America America America America America America America America America America America America America America America America America America America America America America America Ameri...

web2.0 technology education

started by shahbazahmeed on 12 May 21 no follow-up yet
Mendi Benigni

Make Your Images Interactive - ThingLink - 0 views

www.thinglink.com

iste2012 images Thinglink image tagging photos web2.0 Tagging interactive

shared by Mendi Benigni on 06 Jul 12 - No Cached
  • Mendi Benigni on 06 Jul 12
     
    Allows you to add hotspots on any photo or image.  You can have the hotspots give more information about something in the image, show a video or another image.  These images can then be embedded into your class website or blog and they will retain their interactivity. Think about using this as a cool presentation.  Add hotspots to a map to discuss history or a lit trip.  Add it to images of art with zoomed in hotspots highlighting the paint and items in the pictures.   It's great.
shahbazahmeed

fgdfgdhgfdh - 0 views

http://www.jkes.tyc.edu.tw/dyna/netlink/hits.php?id=648&url=http%3a%2f%2fseoagentura.cz http://www.jkes.tyc.edu.tw/dyna/netlink/hits.php?id=527&url=https://seoagentura.cz http://www.jkbengineering....

web2.0

started by shahbazahmeed on 20 May 21 no follow-up yet
Martin Burrett

ThingLink - 0 views

www.thinglink.com

image tag links

shared by Martin Burrett on 10 Jul 12 - No Cached
  • Martin Burrett on 10 Jul 12
     
    Add multiple tags, comments, messages, links and more to photos and then share with everyone. Great for giving homework instructions or providing resources for a project. http://ictmagic.wikispaces.com/Photos+%26+Images
Susan Oxnevad

10 Reasons to Enter the ThingLink Interactive Image Contest - 0 views

d97cooltools.blogspot.com/...interactive-image-contest.html

education web2.0 technology tools resources learning teaching collaboration video

shared by Susan Oxnevad on 07 Mar 13 - No Cached
  • Susan Oxnevad on 07 Mar 13
     
    The ThingLink Interactive Image Contest invites students to connect audio, video, images, and text in one cohesive presentation. Students will dig deeper into content through research to present knowledge and ideas as they learn, practice and demonstrate digital literacy skills in image creation, selection, content curation, creativity, tagging and sharing.
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
  • ...19 more annotations...
  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
J Black

Welcome | Wordnik - 0 views

www.wordnik.com

dictionary wordnik

shared by J Black on 08 Jun 09 - Cached
  • J Black on 08 Jun 09
     
    Fantastic web app to use for ESL classes because it is so much more than a traditional dictionary... "What is Wordnik? Wordnik wants to be a place for all the words, and everything known about them. Traditional dictionaries make you wait until they've found what they consider to be "enough" information about a word before they will show it to you. Wordnik knows you don't want to wait-if you're interested in a word, we're interested too! Our goal is to show you as much information as possible, just as fast as we can find it, for every word in English, and to give you a place where you can make your own opinions about words known. By "information," we don't just mean traditional definitions (although we have plenty of those)! This information could be: * An example sentence-even if we've only found one sentence for a word, we'll show it to you. (And we'll show you where the sentence came from, too! * Related words: not just synonyms and antonyms, but words that are used in the same contexts. (For instance, cheeseburger, milkshake, and doughnut are not synonyms, but they show up in the same kinds of sentences.) * Images tagged by our friends at Flickr: want to know what a "pout" looks like? We'll show you. * Statistics: how rare is "tintinnabulation"? Well, we think you'll see it only about once a year. "Smile"? You might see that word many times, every day. * An audio pronunciation-and you can record your own! * Something YOU tell us! Use the "Contribute" links to tell us something-anything-about a word.
Judy Robison

Convert Word DOC to HTML - 15 views

www.textfixer.com/...convert-word-to-html.php

teachers web web2.0

shared by Judy Robison on 28 Feb 11 - Cached
  • Judy Robison on 28 Feb 11
     
    "This free online word converter tool will take the contents of a doc or docx file and convert the word text into HTML code. It produces a much cleaner html code than word normally produces. This doc converter strips as many unnecessary styles and extra mark-up code as it can. It does not preserve images but it does preserve html links and other basic html formatting tags like bolding in the conversion process."
Steve Ransom

bookr :: pimpampum - 13 views

www.pimpampum.net/index.php

flickr photos book album

shared by Steve Ransom on 05 Oct 11 - Cached
  • Steve Ransom on 05 Oct 11
     
    Create a book by searching for flickr image tags.
Martin Burrett

10x10 - 100 Words & Pictures that Define the Time - 0 views

www.tenbyten.org/10x10.html

news photos images tag trending

shared by Martin Burrett on 20 Aug 11 - Cached
  • Martin Burrett on 20 Aug 11
     
    A tool that shows 100 images which 'define' an hour. This could be anywhere between the last hour and Nov 2004. http://ictmagic.wikispaces.com/PSHE,+RE,+Citizenship,+Geography+&+Environmental
Jeff Johnson

Tag Galaxy - 0 views

taggalaxy.com

cool images tag tool visual

shared by Jeff Johnson on 13 Jul 08 - Cached
Billy Gerchick

6 Ways to Publish Your Own Book - 1 views

mashable.com/...publish-book

publishing books publish book writing

shared by Billy Gerchick on 02 Mar 09 - Cached
  • Users are able to use Google Book Search (Beta), which puts your book content in Google’s search results.
  • Lulu allows you to create a variety of books, but also lets you develop digital media. These range from music and ringtones to videos and e-books. With Lulu, you can also scan and digitize your old books, albums, and photos
  • Softcovers start at $7.60
  • ...6 more annotations...
  • To increase your search ranking, you are able to add subtitles, tags, categories, and descriptions
  • Softcovers start at $12.95
  • . Because CreateSpace is a subsidiary of Amazon, it’s easier and quicker to sell your book through Amazon
  • Standard B&W starts at $3.66 per book; Standard Color starts at $6.55. You can also upgrade to their Pro Plan, which is $39.00 per book. The Pro Plan allows you to keep more from each sale, and pay less when ordering copies.
  • Prices start at $0.045 per page and a $4 binding fee.
  • WeBook combines the joys of self publishing with social media. You are able to write a book alone or collaborate with other writers. The site provides an online text editor for you to write, and you are able to add images from image-hosting sites like Flickr, Photobucket, Picasa, etc.
  • J Black on 02 Mar 09
     
    Here are six great sites that will help you publish your work, guaranteeing you a published book that can be sold via different outlets, such as Amazon.
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