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naksh706

What Is Social Bookmarking? - 0 views

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    What Is Social Bookmarking: Social bookmarking is a form of bookmark sharing that allows you to bookmark websites on the Internet using a service instead of using the browser's bookmarking feature. This service also makes it easy to share bookmarks. The sharing and collaboration feature explains the use of the word "social" in this term. Social bookmarking uses a form of tagging that allows users to tag sites they want to bookmark with a keyword, similar to how Twitter hashtags work.
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    What Is Social Bookmarking: Social bookmarking is a form of bookmark sharing that allows you to bookmark websites on the Internet using a service instead of using the browser's bookmarking feature. This service also makes it easy to share bookmarks. The sharing and collaboration feature explains the use of the word "social" in this term. Social bookmarking uses a form of tagging that allows users to tag sites they want to bookmark with a keyword, similar to how Twitter hashtags work.
Julie Shy

28 Free Social Bookmarking Tools for educators - 0 views

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    "Social bookmarking is very popular in education. From creating a set of resources to conduct research and share it with your students, social bookmarking can help you achieve better learning outcomes. Would you be interested in a list of 30 28 Free Social Bookmarking Tools?"
Ruth Howard

Social Media Classroom - 0 views

  • The Social Media Classroom is a set of free and open source social media
  • It was initially created by Howard Rheingold and Sam Rose
  • Colab was created specifically to teach social media theory by the use of social media, a
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  • Although the Colab was created specifically to teach social media theory by the use of social media, and the Social Media Classroom includes resource lists, syllabi, and , lesson plans focused on that specific subject, it was intended from the beginning to serve as an all-purpose tool for educators who seek to use social media in pursuit of a more participative pedagogy. That’s where the community of practice comes in. We’re devoting an instance of the Colab to converations among educational practitioners that we hope to grow into a self-sustaining community around the use of social software in pedagogy in the broadest sense—any subject, any age level, any institution. We welcome participants who want to learn more, share best practices, meet others who share an interest in social media in education. The hope of those who created the initial Colab and accompanying curricular and support material is that this effort, and the tools we provide, will inspire others to vastly expand and deepen our resource repository, add their syllabi and lesson plans, discuss with and learn from others. We’ll start with Forums, where the early participants can meet and discuss what we’d like to do together, and the wiki, where we’ve seeded some fundamental resources and invite others to add new ones. If there is interest, we can add blogs, chat, RSS, social bookmarking, microblogging and video. The Colab is based on Drupal, a free and open source Content Management System, and we hope to grow ties with others in that community who are interested in working with educators to co-develop new tools and improve existing ones. To join the community click here
  • it was intended from the beginning to serve as an all-purpose tool for educators who seek to use social media in pursuit of a more participative pedagogy. That’s where the community of practice comes in.
  • a self-sustaining community around the use of social software in pedagogy in the broadest sense—any subject, any age level, any institution. We welcome participants who want to learn more, share best practices, meet others who share an interest in social media in education.
  • We’ll start with Forums, where the early participants can meet and discuss what we’d like to do together, and the wiki, where we’ve seeded some fundamental resources and invite others to add new ones. If there is interest, we can add blogs, chat, RSS, social bookmarking, microblogging and video.
  • we hope to grow ties with others in that community who are interested in working with educators to co-develop new tools and improve existing ones. To join the community click here
tulisanguru

Tentang Diigo.com oleh tulisanguru.com - 0 views

Diigo.com adalah sebuah situs web penyimpanan bookmark online alat penanda dan layanan social annotation. Situs web ini memungkinkan pengguna menyimpan mengatur dan berbagi daftar bookmark mereka d...

started by tulisanguru on 04 Jul 23 no follow-up yet
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 17 views

    • jordi guim
       
      Muy interesante sobre PLE / PLN
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
Maggie Tsai

Online Teaching and Learning: Makin' Whuffie - 0 views

  • A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
  • Members of an online community gain social capital by making thoughtful or helpful contributions.
  • Members of an online community gain social capital by making thoughtful or helpful contributions. This can be made tangible by a rating system - some forums have thumbs up or down or voting systems for forum posts.
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  • Social capital is a natural and logical consequence/reward of a student's (or anyone's) online behavior and contributions, and as such, it is a powerful tool for educators to include in their online courses to ensure student engagement and retention.
    • Maggie Tsai
       
      Good points. On Group bookmarks we have votes now. Will be adding more meaningful (ie. taken anti-spam into consideration) contribution attributes to reward user participation!
  • A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
  • If you want to truly learn something, there is nothing like teaching it, so allowing, in fact encouraging, students to help one another solve problems, to teach each other, increases learning for both the helper and the helped.
  • A group can gain social capital by being proud of what it creates and getting positive feedback from other groups. A chance for students, whether working as individuals or in collaborative groups, to give feedback to each other is a valuable tool for creating a greater sense of community and engagement toward common goals.
  • Bookmarking, Sharing, Highlighting, and Annotating Online Resources:Diigo is a great tool for Educators, because you can form a group, and share bookmarks, which each member can highlight and comment on. Diigo is a fantastic tool for sharing resources and collaborating. Now, they have come out with Diigo for Educators, to make it even better!
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    Thoughtful article on "social capital" Educator Tools and Links for Creating Community (and opportunities for students to develop social capital):
Mary Beth  Messner

Social Bookmarking with Diigo - Derek Bruff - 0 views

  • I had my students this fall engage in social bookmarking, earning credit toward their class participation grade for doing so. I made sure to spend at least 10 minutes a week having students share their finds during class time, which means that the students’ finds were integrated with other class discussions and not just some out-of-class “busy work.”
  • I’ve set up a Diigo group for the course. I’ll invite my students to create Diigo accounts and join the group. In deference to FERPA, I’ll let students choose pseudonyms if they wish, as long as they let me know.
  • Diigo groups allow group members to comment on and “like” bookmarks shared with the group. These are features that Delicious doesn’t provide, and I’m eager to test them out with students. We live in a participatory culture, and our students expect to be able to interact with content they consume. “Liking” and commenting are interaction tools that my students should be comfortable using given their experiences on Facebook, and these tools should tap into students’ desires for community and sharing quite nicely.
mbarek Akaddar

Top 15 Most Popular Social Bookmarking Websites - 8 views

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    Top 15 Most Popular Social Bookmarking Websites | October 2010
mahesh749

High PR Dofollow Social Bookmarking Sites List - AllTricks 9 | All tech tricks | Best ... - 0 views

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    High PR Dofollow Social Bookmarking Sites List
J. D. Ebberly

The Social Media Classroom: A New Web 2.0 Platform For Education - ReadWriteWeb - 0 views

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    The Social Media Classroom (SMC) is a new project started by Howard Rheingold which offers an open-source Drupal-based web service to teachers and students for the purpose of introducing social media into the classroom. The service includes tools like forums, blogs, wikis, chat, social bookmarking, RSS, microblogging, widgets, video conferencing, and more.
Tero Toivanen

Study on the Effective Use of Social Software by UK FE & HE to Support Student Learning... - 0 views

  • This study provides insights about
  • educational goals of using social software tools; enablers or drivers within the institution, or from external sources which positively influence the adoption of social software; benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative.
  • social software tools support a variety of ways of learning: sharing of resources (eg bookmarks, photographs), collaborative learning, problem-based and inquiry-based learning, reflective learning, and peer-to-peer learning.
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  • The educator’s role is changing from being a provider of information to a facilitator or moderator
  • adjusting to a ‘new’ way of teaching.
  • The results highlight the different pedagogical roles of social software: communication, nurturing creativity and innovation, and collaborative learning.
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    Study on the Effective Use of Social Software by UK FE & HE to Support Student Learning & Engagement
Sheryl A. McCoy

n2teaching: It's del.icio.us! - 0 views

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    first part of a presentation on social bookmarking, research and writing; use in the classroom
Dennis OConnor

Web 2.0 & Learning Management Systems | Sloan-C International Symposium - 0 views

  • Web 2.0 & Learning Management Systems: Promoting Community and CollaborationSession 6, Room: D, 3:00p.m. - 3:50p.m.Katherine Hayden, California State University San Marcos Dennis O'Connor , University of Wisconsin-StoutAbstract: Web 2.0 tools combined with learning management systems like WebCT®, Desire2Learn or Moodle®, provide opportunities for information driven collaborative writing and research. We will present a comparison of Diigo and del.icio.us social bookmarking, an overview of Google Docs, and a demonstration of how survey tools build online community.
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    Web 2.0 & Learning Management Systems: Promoting Community and Collaboration Session 6, Room: D, 3:00p.m. - 3:50p.m. Katherine Hayden, California State University San Marcos Dennis O'Connor , University of Wisconsin-Stout Abstract: Web 2.0 tools combined with learning management systems like WebCT®, Desire2Learn or Moodle®, provide opportunities for information driven collaborative writing and research. We will present a comparison of Diigo and del.icio.us social bookmarking, an overview of Google Docs, and a demonstration of how survey tools build online community.
Martin Burrett

Pearltrees - 22 views

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    A new format to the social bookmarking idea. A nice visual way to to find links and teaching resources. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
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