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Julie Shy

AnswerGarden - Plant a Question, Grow Answers - 0 views

answergarden.ch

polls web2.0 brainstorming Questioning collaboration tools

shared by Julie Shy on 01 Jan 12 - Cached
  • Martin Burrett on 01 Jan 12
     
    Answer Garden is a simple but elegant way to conduct a poll/survey online. Just enter your question, share the link, and respondents either enter their answer or click on a response. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
  • Julie Shy on 16 Jul 12
     
    AnswerGarden is a minimalistic feedback tool. Use it in the classroom as an educational tool or at work as a creative brainstorming tool. Or you can embed it on your website or blog to use it as a poll or guestbook. Post a question and others type in the answer, 20 character answer limit You create an AnswerGarden by entering a topic on the Create New AnswerGarden-page. Then you'll be redirected to your newly created AnswerGarden. Since no-one has posted an answer yet, your AnswerGarden will still be empty. The next step is to share your AnswerGarden. Use it live in the classroom, at a meeting or a conference. Or place (embed) your AnswerGarden on your blog, site or social network page, using the provided embed code. Or post a direct link to your AnswerGarden on fora or email it to friends. As your AnswerGarden draws attention people will start posting their answers to your question, either by entering their own answers or by clicking on and submitting existing answers. These are then represented in your AnswerGarden in the form of a growing word cloud.
David Wetzel

Top 10 Online Tools for Teaching Science and Math - 0 views

www.teachscienceandmath.com/...-for-teaching-science-and-math

science teach math and strategies technology twitter animoto digital media wallwisher google earth

shared by David Wetzel on 30 Jul 10 - Cached
  • David Wetzel on 30 Jul 10
     
    Why use Web 2.0 tools in science and math classes? The primary reason is they facilitate access to input and interaction with content through reading, writing, listening, and speaking. These tools offer enormous advantages for science and math teachers, in terms of helping their students learn using Web 2.0 tools. For example: * Most of these tools can be edited from any computer connected to the Internet. Teachers can add, edit and delete information even during class time. * Students learn how to use these tools for academic purposes and, at the same time, can transfer their use to their personal lives and future professional careers. * RSS feeds allow students to access all the desired research information on one page. * Students learn to be autonomous in their learning process.
Jeff Johnson

Podcasting in the classroom - 0 views

usmpodcast2008.wikispaces.com

classroom podcast podcasting teachers vodcasting wiki

shared by Jeff Johnson on 12 Jul 08 - No Cached
  • Jeff Johnson on 12 Jul 08
     
    Teachers will explore the use of audio and video tools that support student learning, collaboration, and communication that extend beyond classroom walls. Audio and video content can be accessed online, created by individuals or groups and used for collaborative conversations. The first step of the course is acquiring and organizing existing content available from online. Next, is learning to use podcasting tools to create content. Participants can then expand from podcasting to screencasting and video to make use of the distributed, collaborative potential of these tools. The ability to easily publish content online will encourage teachers to rethink the way they communicate with students, and the way curriculum is delivered. Educators will become knowledgeable about 21st Century Literacy skills as they fit into the classroom.
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)
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  • 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

11 Non-Traditional Uses of WordPress - 0 views

designm.ag/...-traditional-uses-of-wordpress

wordpress blogging

shared by J Black on 02 Mar 09 - Cached
  • the end result is a moderated directory
  • reate a directory on your website or blog where users can submit information about themselves or their business.
  • ort of image bookmarking service for those who have access
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  • RecruitPress is a fee job board option.
  • Build a ‘WordBurner’ Email Newsletter Manager Using WordPress and FeedBurner.
  • hosting a forum on your site,
  • contact manager.
  • WordPress Wiki is a premium theme ($30)
  • review site
  • WP e-Commerce is a surprisingly powerful free plugin that will allow you to sell items through your WordPress-powered site or blog.
  • J Black on 02 Mar 09
     
    In this article we'll take a look at a combination of tutorials, plugins and themes that can help you to use WordPress in non-traditional ways. Hopefully you'll find something that you can use, or at least something that will be a valuable learning resource for extending your knowledge and skills of working with WordPress.
kathy dounelis

Highly recommend Diigo Educator Account - Classroom 2.0 - 1 views

www.classroom20.com/...group-bookmarking

diigo education review

shared by kathy dounelis on 13 Jan 09 - Cached
  • I tried out Diigo educator and was REALLY impressed. This let me very quickly (and with no email addresses needed) set up accounts for 30 students. I then created a group for all 3 classes to use and added all the students to the group. In this case, since I only have one more day with the kids and am not sure if they'll be using Diigo after this, I just used the 30 accounts for multiple classes, but if this were for my actual students, I would have created an account for each student. Anyway, once all the students were added to the group, I just instructed them to make sure to share every bookmark for this project with the group. All of the students will then be able to view all of the bookmarks. Again, we couldn't install even the diigolet, but saving right from Diigo worked fine for our purposes. They used the same technique of tagging with last name, class hour, and other appropriate tags. I taught both of these methods in a 45 minute class period and the actual explanation of the bookmarking technique took only 7-10 min. of each class period. The kids (7th graders) picked up on it EXTREMELY fast.
  • for long term use and for individual projects I strongly recommend using Diigo educator, especially since I use Diigo so heavily in my personal and professional web research.
  • I highly recommend Diigo Educator to any teacher!
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  • then created a group for all 3 classes to use and added all the students to the group. In this case, since I only have
Jeff Johnson

Digital Education - 0 views

blogs.edweek.org/...DigitalEducation

academic blog education engagement improvement obstacles participation students teachers web2.0 web_2.0

shared by Jeff Johnson on 08 Oct 08 - Cached
  • Jeff Johnson on 08 Oct 08
     
    This blog post on Ewan McIntosh's edu.blogs.com points out a new peer-reviewed study that links Web 2.0 to academic improvement. The report found that Web 2.0 tools encourage participation and engagement, especially for those students who are timid; help students continue classroom discussions outside of the classroom; let students who are so inclined continue researching anytime, anywhere; and instill a sense of ownership and pride in students for the work they publish online, which can lead to more attention to detail and a better quality of work. The report also found that one of the biggest obstacles to using Web 2.0 tools in the classroom was the time it takes teachers to incorporate those new tools into lesson plans. Although many teachers were familiar with the tools and used them in their personal lives, they were apprehensive about how to monitor Internet use in the classroom and the time needed to figure out how those tools should be used to teach.
Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 0 views

ascd.org/...trating_the_Media_Collage.aspx

literacy multimedia 21st Century Skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
  • Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
  • The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
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  • As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
  • Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
  • The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
  • The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
  • Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
  • Focus on expression first and technology second—and everything will fall into place.
J Black

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

www.ascd.org/...trating_the_Media_Collage.aspx

literacy digitalliteracy medialiteracy

shared by J Black on 02 May 09 - Cached
  • New media demand new literacies. Because of inexpensive, easy-to-use, widely distributed new media tools, being literate now means being able to read and write a number of new media forms, including sound, graphics, and moving images in addition to text.
  • New media coalesce into a collage. Being literate also means being able to integrate emerging new media forms into a single narrative or "media collage," such as a Web page, blog, or digital story.
  • New media are largely participatory, social media. Digital literacy requires that students have command of the media collage within the context of a social Web, often referred to as Web 2.0. The social Web provides venues for individual and collaborative narrative construction and publication through blogs and such services as MySpace, Google Docs, and YouTube. As student participation goes public, the pressure to produce high-quality work increases.
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  • Historically, new media first appear to the vast majority of us in read-only form because they are controlled by a relatively few technicians, developers, and distributors who can understand or afford them. The rest of us only evolve into writers once the new media tools become easy to use, affordable, and widely available, whether these tools are cheap pencils and paper or inexpensive digital tools and shareware.
  • Thus, a new dimension of literacy is now in play—namely, the ability to adapt to new media forms and fit them into the overall media collage quickly and effectively.
  • n the mid 1960s, Marshall McLuhan explained that conventional literacy caused us to trade an ear for an eye, and in so doing, trade the social context of the oral tradition for the private point of view of reading and writing. To him, television was the first step in our "retribalization," providing a common social experience that could serve as the basis for dialogue in the global village.2  However, television told someone else's story, not ours. It was not until Web 2.0 that we had the tools to come full circle and produce and consume social narrative in equal measure. Much of the emerging nature of literacy is a result of inexpensive, widely available, flexible Web 2.0 tools that enable anyone, regardless of technical skill, to play some part in reinventing literacy.
  • What is new is that the tools of literacy, as well as their effects, are now a topic of literacy itself.
  • Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
  • The fluent will lead, the literate will follow, and the rest will get left behind.
  • They need to be the guide on the side rather than the technician magician.
Jeff Johnson

Guidelines for Educators Using Social Networking Sites - Home - Doug Johnson... - 0 views

doug-johnson.squarespace.com/...g-social-networking-sites.html

socialnetworking guidelines social_networking skunk web2.0 web_2.0

shared by Jeff Johnson on 09 Aug 09 - Cached
  • Jeff Johnson on 09 Aug 09
     
    Social networks are rapidly growing in popularity and use by all ages in society. The most popular social networks are web-based, commercial, and not purposely designed for educational use. They include sites like Facebook, MySpace, Bebo, and Xanga. For individuals, social networking sites provide tremendous potential opportunities for staying in touch with friends and family.   Other educational networking sites are also growing in use. These sites are usually restricted to only certain users and not available to the general public. These include resources such as Moodle, educational wikis, a professional online communities such as the Classroom2.0 Ning, or district adoptions of online applications such as Google Apps for Education.
Cassie Banka

Vocabulix - Learn Spanish, German, and English - 0 views

www.freetech4teachers.com/...-learn-spanish-german-and.html

vocabulix language languagelearning vocabulary quiz

shared by Cassie Banka on 24 Dec 09 - No Cached
  • Cassie Banka on 24 Dec 09
     
    Vocabulix provides numerous free tools for learning Spanish, German, or English. On Vocabulix can be used to create quizzes or take quizzes online. Vocabulix provides dozens of drills and activities designed to help students learn Spanish, German, or English. The verb conjugation chart can be used on the Vocabulix website. The verb conjugator code is freely available for use in third party blogs, wikis, or websites. As most new language learning websites do, Vocabulix has a social networking option that helps match native speakers with learners. Applications for Education Vocabulix is a great tool for independent study or practice of a foreign language. The activities are short and sweet and give students instant feedback. The pre-made Vocabulix exercises are flexible enough for use with a wide range of students from beginners to advanced language learners. Students can select the type of response, multiple choice or written response, the level of difficulty, and choice of having or not having visual clues. The verb conjugator widget is a nice tool to include on your class blog, wiki, or website to support student learning outside of the classroom.
Martin Burrett

Google SketchUp - 0 views

sketchup.google.com

google 3d design modelling tools ict

shared by Martin Burrett on 31 Mar 10 - Cached
  • Martin Burrett on 09 Jul 11
     
    Sketchup from Google is a widely used 3D modelling program. Originally designed to design buildings in Google Earth, it can be used to model anything. There is a vast library of pre-made components to download. So many possible uses in the classroom. Make sure you are using it too! http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Jonathan Wylie

How to Use Leveled Readers in the Classroom: Teaching Tips for Reading Teachers - 0 views

www.brighthub.com/...71264.aspx

to how use leveled readers reading classroom teach

shared by Jonathan Wylie on 14 May 10 - Cached
  • Jonathan Wylie on 14 May 10
     
    Leveled readers can be used for more than just guided reading. If teachers are flexible and willing to try to get the most out of their resources, they will find new ways to use their leveled readers that they may not have thought of before. Paired reading, independent reading and the Accelerated Reading program are just some of the great way that teachers can use these readers in class.
Roland Gesthuizen

When is Creativity "Authentic"? Making Music on the iPad. - iPads in Education - 0 views

ipadeducators.ning.com/...when-is-creativity-authentic

creativity web2.0 music ipad technology innovation

shared by Roland Gesthuizen on 26 May 11 - No Cached
  • Our schools are very keyed into academic content and standards and we tend to focus too heavily on apps that drill and practice math, vocabulary and more. The inherent magic of mobile devices lies in their ability to enable students to express themselves creatively
  • Roland Gesthuizen on 26 May 11
     
    I recently came across the incredible Guitar Improvisation video below. It's an amazing piece of music that was completely created using GarageBand on the iPad. In fact, there have been quite a few popular music videos recently that feature artists creating music using iOS apps. In a second video below, the band Atomic Tom use their iPhones to perform on a New York City subway. A third video features a teenage girl creating music using GarageBand on the iPad.
Roland Gesthuizen

I discovered a third use for the iPad | TechRepublic - 0 views

www.techrepublic.com/...8328

TechRepublic iPad notetaking meeting productivity

shared by Roland Gesthuizen on 18 May 11 - No Cached
  • the iPad makes a terrific notebook — in the traditional sense. For me , the iPad has completely replaced the need for a pen and a pad of paper in meetings. I now take all my notes electronically with the iPad and can quickly and easily do several different things with the notes afterward
  • note taking is now one of the leading business functions of the iPad. It’s one of the reasons why the iPad has become a preferred tool for many people who spend a large chunk of their time in meetings
  • Roland Gesthuizen on 18 May 11
     
    "Well, in the second six months of using the iPad - leading up to the release of the iPad 2 earlier this year - I discovered a third use for the iPad. And, this one thing has unlocked a lot more value in using the iPad as a business tool."
anonymous

Convert to Cartoon ; turn your pictures into cartoons ~ Educational Technology - 0 views

educationaltech-med.blogspot.com/...artoon-turn-your-pictures.html

image editing tools cartoon

shared by anonymous on 02 May 11 - No Cached
  • anonymous on 02 May 11
     
    Convert to Cartoon is a cool website to use with your students . It converts your photos and images to cartoons . It resembles Be Funky , the tool I have covered in a poste entitled Be Funky ; Create Amazing Classroom Photos . Convert to Cartoon is very simple to use and does not require a sign up . Students love cartoons and teaching using cartonic materials is quite engaging and motivating for our kids . Now you can let your students use their own pictures and turn them into cartoons to create dialogues and storytelling lines . I have tried the website and found it very interesting .
Ian Woods

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

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 23 Sep 10 - Cached
    • jordi guim
      jordi guim on 23 Sep 10
       
      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.
shahbazahmeed

rytrytryry - 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...

teaching learning technology education

started by shahbazahmeed on 12 May 21 no follow-up yet
Hare Marke

Buy Mixcloud Accounts - Best Social Service Provider - 0 views

realserviceit.com/...buy-mixcloud-accounts

education web2.0 technology learning tools teaching resources collaboration science Free

shared by Hare Marke on 30 Dec 23 - No Cached
  • Hare Marke on 30 Dec 23
     
    You can also share music with friends and family members. You can share music with your audience, which might be a group of people who listen to the same type of music as you do. If you have a lot of followers on Mixcloud, this is an easy way to let them know what new songs you have in store for them! You can also share music with fans: people who love your work but don't necessarily follow it on Mixcloud (or any other social media platform). By giving these folks some freebies, they'll be incentivized to stay tuned into future releases-and maybe even start following along! We offer hundred percent real Mixcloud accounts for sale. We offer hundred percent real Mixcloud accounts for sale. Our team of experts is dedicated to providing you with the best service, so that you can buy your Mixcloud account with confidence and peace of mind. We have been in this business for many years now, and our experience shows us that we are one of the best companies out there when it comes to offering customers excellent customer service. buy Mixcloud Accounts We also pride ourselves on being able to provide our customers with competitive prices as well as top-notch quality products/services. Why are mixcloud reposts so important? Reposts are important because they show that your music is being listened to. It can be hard to get exposure on SoundCloud, especially if you're just starting out and don't have a lot of followers yet. Re-sharing your music with other artists also helps them find out about you, which could lead them to follow or like your page. Re-sharing also helps increase plays on Mixcloud by adding more people who want to hear what you have to offer! Re-posting will also help attract new listeners when it comes time for promotion and advertising campaigns (more on these later). You will get good quality account from us You will be getting good quality account from us. We are a well-known company and have been in the business for many years. Our reputatio
Julian Ridden

eAdventure - create e-learning Games - 1 views

e-adventure.e-ucm.es

e-learning education game elearning

shared by Julian Ridden on 17 Dec 12 - Cached
  • Julian Ridden on 17 Dec 12
     
    The eAdventure platform is a research project aiming to facilitate the integration of educational games and game-like simulations in educational processes in general and Virtual Learning Environments (VLE) in particular. It is being developed by the e-UCM e-learning research group at Universidad Complutense de Madrid, with three main objectives: Reduction of the development costs for educational games Incorporation of education-specific features in game development tools Integration of the resulting games with existing courseware in Virtual Learning Environments From this website we wish to promote the use of the tools developed as part of the eAdventure project. The core of the eAdventure project is the eAdventure educational game engine, that runs games defined using the eAdventure language. Authors can use the graphical editor to create the games or directly access the human-readable source documents that describe the adventures using XML markup. With eAdventure, any person can write an educational point & click adventure game.
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