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Roland Gesthuizen

Participation Inequality: Encouraging More Users to Contribute - 0 views

www.nngroup.com/...participation-inequality

socialmedia socialnetworking lurking web2.0 report 90-9-1 inequality research

shared by Roland Gesthuizen on 21 Aug 13 - No Cached
  • Roland Gesthuizen on 21 Aug 13
     
    "In most online communities, 90% of users are lurkers who never contribute, 9% of users contribute a little, and 1% of users account for almost all the action."
Maggie Tsai

Online Teaching and Learning: Makin' Whuffie - 0 views

onlinelearningnotes.blogspot.com/...makin-whuffie.html

diigo review socialcapital education ideas

shared by Maggie Tsai on 15 Nov 08 - Cached
  • 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.
  • ...5 more annotations...
  • 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
      Maggie Tsai on 15 Nov 08
       
      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!
  • Maggie Tsai on 15 Nov 08
     
    Thoughtful article on "social capital" Educator Tools and Links for Creating Community (and opportunities for students to develop social capital):
Sheri Edwards

Education Week: Ending the Battles Over Teaching - 0 views

www.edweek.org/...32berry_ep.h28.html

merit_pay teacher_day battles

shared by Sheri Edwards on 28 May 09 - Cached
  • Researchers and policy wonks need to end the bickering and listen carefully to these young professionals eager to make change. If we don’t listen, many of them will leave teaching for other careers where they will have greater potential to grow, contribute, collaborate, and lead.
  • Sheri Edwards on 28 May 09
     
    listen carefully to these young professionals eager to make change. If we don't listen, many of them will leave teaching for other careers where they will have greater potential to grow, contribute, collaborate, and lead.
  • Sheri Edwards on 28 May 09
     
    The future of education led by young professionals
Intermission Cash

Intermission Cash, Post Links for Cash - 0 views

Building a network of intermission links is one of the greatest techniques to build a monthly re-occurring income while you enjoy surfing online in forums, social sites, blogs, etc. Our newest tech...

earning homebase business earn homebased cash posting links post for online income home-base free

started by Intermission Cash on 11 Dec 09 no follow-up yet
sania malik

Australian Development Scholarships - 0 views

www.worldisbest.com/...alian-development-scholarships

Australian Development Scholarships ADS Long Term Award Administered AusAID Aim To Contribute Agreements Partner Countries Bilateral Regional Undertake Undergraduate Post Graduate Study Technical Further Education TAFE Studies Research Opportunities Skill

shared by sania malik on 08 Sep 11 - No Cached
  • sania malik on 08 Sep 11
     
    Australian Development Scholarships (ADS) are long term development awards administered by AusAID. ADS aim to contribute to the long term development needs of Australia's partner countries in line with bilateral and regional agreements. They provide opportunities for people from developing countries to undertake full time undergraduate or postgraduate study at participating Australian universities and Technical and Further Education (TAFE) institutions.
anonymous

This Exquisite Forest - 0 views

www.exquisiteforest.com

this exquisite forest art resources web tools

shared by anonymous on 14 Nov 12 - No Cached
  • Martin Burrett on 14 Nov 12
     
    This site is a collaborative online drawing and animation project from Google and the UK's Tate Modern art gallery. Draw part of a picture and add to other people's creation. http://ictmagic.wikispaces.com/Art%2C+Craft+%26+Design
  • anonymous on 21 Mar 13
     
    An online art project developed by Google, this site is a place for digital storytelling through pictures, not words. Students can work collaboratively to create a short animated story, with each animation building off the previous branches. Students can create their own seeds & invite others to grow a tree with them. Before students can create their own seeds, they do have to contribute to an already existing tree. If a student does not feel they can express their words with an animation, think about having the students pair up. Have one student become an author & write an outline of the story, while the other student draws the animation of the story.
Judy Robison

Zooniverse - Science Projects on a global scale - 49 views

www.zooniverse.org/projects

science web2.0

shared by Judy Robison on 05 Jan 12 - No Cached
  • Judy Robison on 05 Jan 12
     
    Crowd science or citizen science. The idea is to unlock thorny research projects by tapping the time and enthusiasm of the general public. In just the last few years, crowd science projects have generated notable contributions to fields as disparate as ecology, AIDS research, and astronomy. The average layperson becomes a part of a scientific team.
Julie Shy

ICT - Games based learning - Resources - TES - 0 views

www.tes.co.uk/article.aspx

games games_based_learning

shared by Julie Shy on 20 Jan 12 - No Cached
  • Julie Shy on 20 Jan 12
     
    Welcome to the Games-based Learning collection of resources. Here you will find a range of ready to use resources, adaptable resources and lesson plans/suggestions for playful approaches to learning across the curriculum, as well as for encouraging learners to become creators of their own games. Why not contribute your own ideas? We'll be looking for featured resources and contributors that we can include in the updated collection at the end of January!
Tero Toivanen

Are open educational resources the key to global economic growth? | Higher Education Ne... - 17 views

www.guardian.co.uk/...-resources-and-economic-growth

oer resources education global economic learning teaching collaboration

shared by Tero Toivanen on 15 Jul 12 - No Cached
  • Tero Toivanen on 15 Jul 12
     
    "By being adaptable and accessible, OERs have the potential to solve the global education crisis and contribute to sustainable economic growth - if governments are prepared to act"
Peter Horsfield

Aaron Swartz - Extraordinary People Changing the Game - 0 views

www.thextraordinary.org/aaron-swartz

Aaron Swartz Extraordinary Leaders

shared by Peter Horsfield on 17 Dec 13 - No Cached
  • Peter Horsfield on 17 Dec 13
     
    Meet the extraordinary computer programmer, author, and internet activist who became famous for his fight against the "Stop Online Piracy Act", Aaron Swartz. A genius and prodigy like no other, Aaron greatly contributed to the development of many of the things that we enjoy today in the online world such as the RSS, Reddit, Jottit and others. "The people rose up, and they caused a sea change.." To read more about Aaron Swartz visit www.thextraordinary.org
Peter Horsfield

Extraordinary People - Jimmy Wales - 0 views

www.thextraordinary.org/jimmy-wales

Jimmy Wales Social Entrepreneurs

shared by Peter Horsfield on 18 Oct 13 - No Cached
  • Peter Horsfield on 18 Oct 13
     
    Jimmy Donal "Jimbo" Wales is the founder of the 5th most popular website in the world-Wikipedia. Wikipedia revolutionized the rather drab and monotonous presentation of facts by archaic encyclopedias. Rather than limiting the source of information to only come from experts, Jimmy Wales created a community where people can contribute to topics they are passionate about. He could have earned billions but he chose to make Wikipedia free and rely on donations. One of TIME's 100 Most Influential People in the World" in the "Scientists & Thinkers" section, Jimmy proves that something good can be derived from the Internet. To read more about Jimmy Wales visit www.thextraordinary.org
Michèle Drechsler

The practices of socialbookmarking in the field of Education - 87 views

Hello About the survey : http://enquetes-education.net/limesurvey/index.php?sid=28793〈=en Please note that this survey is usually taken in 20 minutes, but you can save your partial answers with...

survey socialbookmarking diigo

started by Michèle Drechsler on 08 Jul 09 1 follow-up, last by Michèle Drechsler on 11 Jul 09
Newman Lanier liked it
Anne Cole

Vidal to stay in Chile squad despite drink-driving charge - 0 views

www.livsports.in/...ying-with-chile-squad-sampaoli

Arturo Vidal chile Copa America football juventus 2015 news

shared by Anne Cole on 19 Jun 15 - No Cached
  • Anne Cole on 19 Jun 15
     
    Arturo Vidal won't be kicked out of Chile's Copa America squad after his contribution in a car accident while affected by liquor, head mentor Jorge Sampaoli confirmed.
Ihering Alcoforado

Mind, Brain, & Education - 1 views

www.linkedin.com/news

metacognition

shared by Ihering Alcoforado on 23 Sep 10 - No Cached
  • Ihering Alcoforado on 23 Sep 10
     
    Solution Tree, a leading educational professional development company, has released Mind, Brain, & Education, a new book that explores neuroscience's implications for improving teaching and education.Mind, Brain, & Education is a landmark publication in the emerging field of educational neuroscience. The book showcases insights into the learning process and explores its implications for educational theory and practice. With an introduction and chapter by David A. Sousa, one of the primary researchers in the field, and chapters by 16 leading experts, Mind, Brain, & Education provides a comprehensive overview of the history and current research being conducted in this emerging field.The researchers who contribute to the volume use the growing knowledge of how the brain functions and develops to explore the field's implications for pedagogy and the classroom. "It's an excellent, timely, informative book on the history and current status of the field that has come to be known as educational neuroscience," said Robert Sylwester, emeritus professor of education at the University of Oregon. "The 10 chapters that constitute the heart of the book were written by a wonderful mix of outstanding researchers and educators, from Michael I. Posner, a renowned pioneer in the use of neuroimaging technology in psychology/education and the recipient of the 2009 National Medal of Science, to Judy Willis, who left a career as a neurologist to become an elementary/middle school teacher." Mind, Brain, & Education is the sixth book in the Leading Edge™ series. The Leading Edge™ series unites education authorities from around the globe and asks them to confront the important issues that affect teachers and administrators-the issues that profoundly impact student success
David Wetzel

6 Top Free Online Tools for Support Teaching and Learning - 0 views

www.suite101.com/...-teaching-and-learning-a281711

best practices teach technology web2.0 tools teaching free learning online top diigo prezi twitter wordpress slideshare education web

shared by David Wetzel on 03 Sep 10 - Cached
  • David Wetzel on 03 Sep 10
     
    The six top free online tools were selected from available web 2.0 tools for teaching and learning using presentations, blogging, and bookmarking online resources. There are many excellent online tools available in these three categories, making the selection difficult at best. However, the selection was made based on reviewing available online resources along with other contributions and feedback from teachers.
Danny Nicholson

10 Essential Sites for Tips and How-To's - 0 views

mashable.com/...top-10-how-to-sites

guides help how howto iwb tutorials

shared by Danny Nicholson on 30 Jun 08 - Cached
  • Danny Nicholson on 30 Jun 08
     
    a list of 10 essential sites where you can find or in some cases contribute tips and how-to's on a wide range of topics.
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
Jessica Becerra

Ideas to Inspire - 2 views

www.ideastoinspire.co.uk

ideas classroom iwb resources english maths science HSIE KLA

shared by Jessica Becerra on 19 Feb 09 - Cached
  • Danny Nicholson on 19 Feb 09
     
    'Ideas to Inspire' is a collection of Google Docs presentations, which offer a large number of ideas for engaging lesson activities in a range of curriculum areas.
  • Jessica Becerra on 04 Oct 09
     
    Ideas for interactive and engaging lesson activities in a range of curriculum areas. Contributed by teachers from all around the world.
Bill Graziadei, Ph.D. (aka Dr. G)

Techlearning > > The New Rules of Copyright > October 15, 2008 - 0 views

www.techlearning.com/...showArticle.php

copyright techlearning creativecommons creative_commons article resources teaching

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 25 Nov 08 - Cached
  • Bill Graziadei, Ph.D. (aka Dr. G) on 25 Nov 08
     
    T&L contributing editor Judy Salpeter talks with Ahrash Bissell, Executive Director of Creative Commons' ccLearn division, about how schools can use online information the right way. Plus: Creative Commons at a glance and copyright Do's and Don'ts.
Thomas Galvez

lrNING 21 - A place to learn about effective education in THIS century - 0 views

lrning21.ning.com

techintegration education learning2.0 web2.0

shared by Thomas Galvez on 20 Jan 09 - Cached
  • Thomas Galvez on 20 Jan 09
     
    This is a PD course being offered at the International School of Beijing. Remote participants (non ISB employees) are encouraged to lurk or participate by contributing to forum discussions or blogging on the Steps, readings, and/or essential questions presented in the course.
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