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Judy Robison

weblogged » New Internet Literacies - 0 views

weblogged.wikispaces.com/New+Internet+Literacies

web2.0

shared by Judy Robison on 16 May 08 - Cached
  • Judy Robison on 16 May 08
     
    A number of new Internet technologies are changing the way we find, manage and distribute information. From Weblogs to Wikis to RSS to online bookmarking services, the possibilities for collaboration and sharing are almost limitless, as are the ways students and teachers can benefit in the classroom. Get an overview of the tools being used to foster this new literacy and a framework for integrating them into teaching practices. From the MICCA conf.
Danny Nicholson

Inspirations - Blogosphere | Teachers TV - 0 views

www.teachers.tv/167

blog inspirations blogger blogging web20 web2.0 ict education secondary

shared by Danny Nicholson on 05 Nov 08 - Cached
  • Danny Nicholson on 05 Nov 08
     
    Blogging is now a worldwide phenomenon with weblogs reaching a potential audience of hundreds of millions. Blogs have been described as the ultimate in publishing for the people and have been used to challenge governments and the press. Steve O'Hear, one of Britain's digital evangelists, explores how blogs can be used in schools. Steve finds some enthusiastic primary age bloggers and sees how it helps in literacy, ICT skills and a range of other subjects. He finds many of the benefits extend beyond the curriculum. Blogging can help pupils: * Develop confidence * Improve their self expression * Get a real sense of fulfilment from publishing their work In West Blatchington School in Hove, blogging is practised by everyone from the head down. Steve visits the school's after-school blogging club, a special bloggers' assembly and sees weblogs being used in the school's autistic unit.
Tom McHale

About | Tumblr - 25 views

www.tumblr.com/about

shared by Tom McHale on 26 May 10 - Cached
  • Tom McHale on 26 May 10
     
    Weblogs? Been there, done that. Facebook? It's full of kids. Twitter? That's so 2006, darling. No, the smart thing to be doing online these days is tumblelogging, which is to weblogs what text messages are to email - short, to the point, and direct. Has anyone used this in the classroom?
Tero Toivanen

Segunda Parte. Educando a los nativos digitales en espacios de afinidad - Nativos Digit... - 0 views

www.nativos-digitales.com.ar/?p=8

afinidad educando nativos digitales Los Bárbaros de Google la Generación Einstein

shared by Tero Toivanen on 07 Mar 09 - Cached
  • aparición de una nueva clase de Bárbaros que cuestionan la intertextualidad del libro como vehículo privilegiado del conocimiento, que postulan la alfabetización digital como competencias indispensables e irreductibles a las tradicionles y que imaginan que los docentes del mañana dejarán de ser grandes maestros y se convertirán en mediadores 2.0.
  • Los bárbaros (los natives digitales) no valoran, no leen, no les interesan los libros (nuestro sagrado canon) que remiten por completo a la gramática, a la historia y al gusto de la civilización del libro.
  • Los bárbaros tienden a leer únicamente los libros cuyas instrucciones de uso se hallan en lugares que NO son libros. Se tergiversa asi por completo la cultura del libro y eclosiona una ecología mediática de cuya dinámica recién nos anoticiamos hoy.
  • ...3 more annotations...
  • las mutaciones cognitivas, materiales, socioculturales, etc. están modificando el rol de todas las instituciones, y en particular del agente de socialización por excelencia que es/era la escuela.
  • El hilo conductor en este capítulo es la fuerza y el alcance de la educación informal, que progresivamente va sustituyendo y arrinconando a la educación formal.
  • El educador 2.0 será un mediador y hasta un creador de conflictos, antes que un mero repetidor y un transmisor de conocimientos encapsulados y predigeridos.
  • Tero Toivanen on 07 Mar 09
     
    Segunda Parte. Educando a los nativos digitales en espacios de afinidad - Nativos Digitales -El Libro / El Weblog
Tero Toivanen

Primera Parte. Los nativos digitales, una nueva clase cognitiva - Nativos Digitales -El... - 0 views

www.nativos-digitales.com.ar/?p=5

nativos cognitiva Los nativos digitales nueva clase cognitiva polialfabetismo

shared by Tero Toivanen on 07 Mar 09 - Cached
  • Muestra que no es cierto que todos los adultos sean inmigrantes digitales ni que todos lo chicos sean nativos digitales.
  • queda cada vez mas en claro que las competencias digitales
  • son irreductibles a la alfabetización tradicional: escritura, lectura y matemáticas.
  • ...4 more annotations...
  • la novedad de los nuevos medios, no podemos pensarlos
  • descontextualizados de la ecología histórica en la que se inscriben.
  • El juego, además de un socializador ejemplar y la base de muchas conductas identificatorias y de desarrollo emocional, es también un tipo de actividad y práctica social que tiene reglas propias, irreductibles a un colapso en una historia, y que permite múltiples aprendizajes sin necesitar de una estructura narrativa.
  • Hace ya mas de 50 años que la televisión en vez de volver a la gente mas estúpida, ha puesto una presión inmensa sobre las capacidades cognitivas que por algún motivo insondable creíamos inextricablemente asociadas a la lectura.
  • Tero Toivanen on 07 Mar 09
     
    Primera Parte. Los nativos digitales, una nueva clase cognitiva - Nativos Digitales -El Libro / El Weblog
Enrique Rubio Royo

The BOBs - Deutsche Welle - - 3 views

www.thebobs.com/index.php

bobs awards blogs premios REA red_externa_aprendizaje

shared by Enrique Rubio Royo on 16 Mar 10 - Cached
  • ¡Por fin terminó la espera para determinar quiénes ganarán los premios del público de los BOBs 2010! Ya tenemos nominados y ahora es el turno de los internautas de todo el mundo para votar por sus favoritos en las 17 categorías. De entre las cerca de 8.300 propuestas realizadas en la primera fase, el jurado compuesto por conocidos bloggers  de todo el mundo nominó a once candidatos por categoría: seis categorías principales (Mejor Weblog, Mejor Podcast, Mejor Videoblog, Premio Blogwurst,  Premio Reporteros sin Fronteras y Categoría Especial Cambio Climático) y once categorías destinadas al Mejor Weblog por Idioma (alemán, español, inglés, francés, ruso,  portugués, árabe, farsi, chino, indonesio y, por primera vez en los BOBs, bengalí). En total, 187 blogs, podcasts y videoblogs nominados a los que se podrá votar aquí hasta el 14 de abril de 2010.   Al día siguiente, el 15 de abril de 2010, se harán públicos los ganadores en el marco de una gran ceremonia. Esta vez con invitados de excepción. Por primera vez en su historia, los premiados se anunciarán en el marco de re:publica 2010, la conferencia de bloggers e Internet más grande de Alemania, en uno de los escenarios más importantes de Berlín: el Friedrichstadtpalast.
shahbazahmeed

tuytuttuy - 0 views

https://client.paltalk.com/client/webapp/client/External.wmt?url=https://www.diamondgroupestates.com https://sso.esolutionsgroup.ca/default.aspx?SSO_redirect=https://www.diamondgroupestates.com htt...

learning technology web2.0

started by shahbazahmeed on 12 Apr 21 no follow-up yet
Angel Lee

Advantages of Joomla Design Software - 3 views

Joomla is a most popular Content Management System. It is open source system software and used in wide range to build websites. It is available with less cost under General Public License. It is mo...

web2.0 technology tools collaboration science resources

started by Angel Lee on 02 Apr 13 no follow-up yet
Tero Toivanen

Learn about CC during Open Education Week - Creative Commons - 26 views

creativecommons.org/...31636

creative commons commons Open Education Week 2012 learning teaching

shared by Tero Toivanen on 02 Mar 12 - No Cached
  • Tero Toivanen on 02 Mar 12
     
    As most of you are undoubtedly aware, next week, 5-10 March, is the First Annual Open Education Week - a time set aside each year to celebrate and raise awareness about open education and open educational resources (OER).
Steve Ransom

The Heart of Innovation: 23 Reasons Why Nothing Happens After a Brainstorming Session - 41 views

www.ideachampions.com/...20_reasons_why.shtml

brainstorming innovation change professionaldevelopment failure gr8 collaboration

shared by Steve Ransom on 09 Jul 10 - Cached
  • Steve Ransom on 09 Jul 10
     
    This would be excellent to discuss prior to initiating new initiatives.
bookminder d

21st Century Literacy » Blogs and Wikis in the Secondary Classroom - 0 views

weblogs.ccsd.k12.co.us/...21stCentury

blogs edtech wikis

shared by bookminder d on 04 Apr 08 - Cached
  • bookminder d on 04 Apr 08
     
    Samples and ideas for using blogs and wikis
  • anonymous on 17 Sep 13
     
    Hallo guys. I am very happy to share here. This is my site. If you would like to visit here. Go ahead. I've made ​​About a $ 58,000 from my little site. There is a forum and I was very happy to announce to you. I also provide seo service. www.killdo.de.gg www.gratisdatingsite.nl/ gratis datingsite datingsites www.nr1gratisdating.nl/‎ gratis datingsite gratis dating
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
Ruth Howard

What is the (Next) Message?: No Educator Left Behind - 0 views

whatisthemessage.blogspot.com/...no-educator-left-behind.html

ubiquitous connection collaboration networked learners educators education paradigm shift

shared by Ruth Howard on 23 Mar 09 - Cached
  • Ruth Howard on 23 Mar 09
     
    Quotes from Mark Federman "Educators and policy makers seem to be tremendously ambivalent and confused by what is going on." "The UCaPP generation who "say everything" through diverse social media, from weblogs to Facebook, are not indulging in narcissistic wastes of time, or publicity-seeking through the realization of Andy Warhol's iconic fifteen minutes of fame. They are instead rehearsing a fundamental existential imperative, answering the timeless question, "who am I?" with a through-the-break-boundary Cartesian redux: "I blog, tweet, and post, therefore I am." That sounds very very true to me. Said with such respect, thank you that you said it Mark Federman, it is essential youth overthrow the last generation's paradigms, I understand that the content/context is pretty phenomenal tho- these learners have done all of this despite education! My hat's off! quote Mark Federman "the reframing of identity as being collaboratively constructed suggests that the foundation of our contemporary education system must similarly be reframed."
  • Ruth Howard on 23 Mar 09
     
    But in the UCaPP world, the reframing of identity as being collaboratively constructed suggests that the foundation of our contemporary education system must similarly be reframed. In my view, this means replacing the 3 Rs of the modern education system with the 4 Cs of an education system that is consistent with living on this side of the break boundary. Those 4 Cs are Connection, Context, Complexity, and Connotation.
Kate Klingensmith

edSocialMedia » Why Schools Shouldn't Ignore Social Media - 0 views

www.edsocialmedia.com/...s-shouldnt-ignore-social-media

education highered social media admissions campus life

shared by Kate Klingensmith on 18 Dec 08 - Cached
  • 272 million manage a profile on a social network
  • 394 million people watch video clips online
  • 346 million read blogs/weblogs
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