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Dean Mantz

Geek to Live: Take study-worthy lecture notes - 0 views

lifehacker.com/...orthy-lecture-notes-202418.php

study cornell notes notetaking tools writing note education

shared by Dean Mantz on 07 Jan 09 - Cached
  • Dean Mantz on 07 Jan 09
     
    Read through this blog post and learn of a new tool and concept for organizing your note taking and improve your learning.
drew polly

Hive Five: Five Best Note-Taking Tools - 0 views

lifehacker.com/...five-best-note+taking-tools

hive notes notetaking tools

shared by drew polly on 05 Aug 08 - Cached
  • drew polly on 05 Aug 08
     
    Note-taking tools on the web
Clif Mims

LectureTools - iPad app fostering engagement in lectures - 19 views

itunes.apple.com/...id521133554

shared by Clif Mims on 27 May 12 - No Cached
  • Clif Mims on 27 May 12
     
    "LectureTools is a student response system that also allows students to take notes linked with the slides and videos presented in class, answer instructor generated questions and pose questions to the instructor. All notes, questions and activities are instantly synchronized with the LectureTools web application."
sisindrireddy

Getting Started with Chrome extension - Diigo help - 0 views

help.diigo.com/...tting-started-chrome-extension

Diigo Chrome

shared by sisindrireddy on 20 Nov 15 - No Cached
  • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
  • Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
  • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
Filefisher com

June 2017 Security Patch Hitting Galaxy Note 4 On AT&T | Androidheadlines.com - 0 views

www.androidheadlines.com/...hitting-galaxy-note-4-att.html

shared by Filefisher com on 27 Jun 17 - No Cached
  • Filefisher com on 27 Jun 17
     
    AT&T started rolling out the June Android Security Update to all Samsung Galaxy Note 4 units on its network, as revealed by the wireless carrier's offi
afisher5

Getting Started with Chrome extension - Diigo help - 0 views

help.diigo.com/...tting-started-chrome-extension

Diigo Chrome

shared by afisher5 on 22 Jun 20 - No Cached
  • Use the “Save” option to bookmark a page. Bookmarking saves a link to the page in your online Diigo library, allowing you to easily access it later.
  • Highlighting can also be accomplished from the context pop-up. After the Chrome extension is installed, whenever you select text on a webpage, the context pop-up will appear, allowing you to accomplish text-related annotation. Highlight Pop-up Menu – After you highlight some text, position your mouse cursor over it and the highlight pop-up menu will appear. The highlight pop-up menu allows you to add notes to, share, or delete the highlight.
  • Sticky Note Click the middle icon on the annotation toolbar to add a sticky note to the page. With a sticky note, you can write your thoughts anywhere on a web page.
Dean Mantz

Notely : Student Organisation Made Easy - 0 views

www.notely.net

productivity education school organization web2.0 todo calendar college

shared by Dean Mantz on 30 Jan 09 - Cached
  • Notely is a collection of online tools designed to help all you crazy busy students out there to organise your hectic lives.
  • designed from a student's perspective
afisher5

Getting Started with Diigolet - Diigo help - 0 views

help.diigo.com/...ting-started-with-the-diigolet

Diigo diigolet

shared by afisher5 on 22 Jun 20 - No Cached
  • Tags help you find and organize your bookmarks by letting you select all of your bookmarks with a certain tag or combination of tags. Quickly add relevant tags to a bookmark by clicking on any of the recommended tags that appear under the description field on the “Save Bookmark” pop-up. When you are satisfied with the information in the “Save Bookmark” pop-up, click the “Save Bookmark” button. Now a link to the page is stored in your Diigo library, and the information you entered is stored with it.
  • Highlight Highlighting lets you denote important information on a page, just like highlighting in a book, but with Diigo, the highlighted text will be conveniently saved to your library as well. There are some important things for me to denote on my recipe. My wife doesn’t like pineapple, my grandfather can’t have eggs or chocolate, and I don’t like coconut very much, so I highlight those items on the recipe to let me know I need to deal with them. Highlight by clicking “Highlight” on the Diigolet. Then select the text you want to highlight. The text will be visually highlighted and the text is now stored in your library. It’s that easy. Click the button again to exit highlighter mode. You can also change the color of a highlight by clicking the downward-pointing arrow next to “Highlight” and choosing a color. Colors are useful for differentiating different types of highlights. I will use a different color for each of the different people I need to consider.
  • To add a sticky note to a highlight, simply move your mouse cursor over a highlight. When the little pop-up tab with the pencil on it appears, move the cursor to it and a menu will appear. Choose “Add Sticky Notes”. Now you can type and post a sticky note just like before, but this time it will be tied to the highlighted text.
Maintenance Training

PLC Training Videos - 0 views

www.linkedin.com/...c-training-videos-don-fitchett

plc training videos

shared by Maintenance Training on 17 Jul 15 - No Cached
  • Maintenance Training on 17 Jul 15
     
    Learn the various types of PLC training videos and PLC training video series, and which is best for your particular needs. (Note: PLC = Programmable Logic Controller)
Walter Antoniotti

Excel Statistics Lab Manual - 0 views

www.businessbookmall.com/Excel-Statistics-Book.htm

statistics mathemtics free lab manual Excel

shared by Walter Antoniotti on 13 Nov 08 - Cached
  • Walter Antoniotti on 13 Nov 08
     
    Free Internet lab manual for the free Internet textbook Statistics using The Quick Notes Learning System. Problems are in column A with directions on how to do them. Data is in column B as is a place for Excel to put the answer. User follows the directions, answers are generated by Excel, user interprets the answer. Complete solution provided in the next worksheet.
Sylvia Martinez

Sharing Student Voice at Conferences - 0 views

issuu.com/...g_student_voice_at_conferences

conference free guide panel pdf presentation presenting session student student-led studentvoice teacher tips tricks viewer voice

shared by Sylvia Martinez on 17 Apr 08 - Cached
  • Sylvia Martinez on 17 Apr 08
     
    tips and research about how to prepare students for conference presentations. how it connects to student voice. how to get the most out of the experience for students. special notes about "student panels"
Clif Mims

ClassTools.net: Games for Education - 0 views

www.classtools.net

Wii Games Skills-Practice

shared by Clif Mims on 26 Dec 08 - Cached
  • Clif Mims on 26 Dec 08
     
    Flash games and tools for teachers. The random name-picker alone makes this site a winner. Graphic organizers and custom quizzes put it over the top. [via Vicki Davis] NOTE: These activities alone will not encourage higher order thinking
Clif Mims

Math Arcade on Funbrain... can you win all 25 games? - 0 views

www.funbrain.com/...MathBrain.html

Math Games Elementary Interactive-Whiteboard Wii Skills-Practice

shared by Clif Mims on 26 Dec 08 - Cached
  • Clif Mims on 26 Dec 08
     
    These math games go great with a wiimote and WiinRemote software. NOTE: These activities alone will not encourage higher order thinking.
Clif Mims

Mnemograph: Web Based Timeline Software - 0 views

mnemograph.com

2.0 concept=semantic-mapping dual-coding lesson-plans resources social-studies teaching web-apps

shared by Clif Mims on 01 Apr 08 - Cached
Clif Mims liked it
    • Clif Mims
      Clif Mims on 01 Apr 08
       
      This web application could be used with the following: -Research/ Reports in any content area -Lab reports -Data collection/ analysis (research journal/ log, data trail, notes, formation of ideas and early possible findings, etc.) -Pre- and post-assessment -Ogranizer -Group or whole-class projects -Self-paced instruction -Journal writing exercise spanning an extended timeframe -Group/ Project management
  • Clif Mims on 01 Apr 08
     
    This web application could be used with the following: -Research/ Reports in any content area -Lab reports -Data collection/ analysis (research journal/ log, data trail, notes, formation of ideas and early possible findings, etc.) -Pre- and post-assessment -Ogranizer -Group or whole-class projects -Self-paced instruction -Journal writing exercise spanning an extended timeframe -Group/ Project management -In IDT 7/8052
Clif Mims

EtherPad: Realtime Collaborative Text Editing - 0 views

etherpad.com

Word-Processing Collaboration=Telecollaboration 2.0 Productivity-Tools

shared by Clif Mims on 29 Mar 09 - Cached
  • Clif Mims on 14 Nov 09
     
    "Web-based word processor that allows people to work together in really real-time. When multiple people edit the same document simultaneously, any changes are instantly reflected on everyone's screen. The result is a new and productive way to collaborate on text documents, useful for meeting notes, drafting sessions, education, team programming, and more."
Barbara Lindsey

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

wesch social media web2.0 education teaching academic commons

shared by Barbara Lindsey on 31 Mar 09 - Cached
  • The message of Wikipedia is not “trust authority” but “explore authority.” Authorized information is not beyond discussion on Wikipedia, information is authorized through discussion, and this discussion is available for the world to see and even participate in. This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
  • Many faculty may hope to subvert the system, but a variety of social structures work against them.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
  • ...19 more annotations...
  • The physical structures are easiest to see, and are on prominent display in any large “state of the art” classroom. Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
  • Even in situations in which a spirit of exploration and freedom exist, where faculty are free to experiment to work beyond physical and social constraints, our cognitive habits often get in the way
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • Taken together, this new media environment demonstrates to us that the idea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
  • Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education. In some ways these technologies act as magnifiers.
  • Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5
  • As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
  • We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
  • So while the course is set up much like a typical cultural anthropology course, moving through the same readings and topics, all of these learnings are ultimately focused around one big question, “How does the world work?”
  • Students are co-creators of every aspect of the simulation, and are asked to harness and leverage the new media environment to find information, theories, and tools we can use to answer our big question. Each student has a specific role and expertise to develop. A world map is superimposed on the class and each student is asked to become an expert on a specific aspect of the region in which they find themselves. Using this knowledge, they work in 15-20 small groups to create realistic cultures, step-by-step, as we go through each aspect of culture in class. This allows them to apply the knowledge they learn in the course and to recognize the ways different aspects of culture--economic, social, political, and religious practices and institutions--are integrated in a cultural system.
  • The World Simulation itself only takes 75-100 minutes and moves through 650 metaphorical years, 1450-2100. It is recorded by students on twenty digital video cameras and edited into one final "world history" video using clips from real world history to illustrate the correspondences. We watch the video together in the final weeks of the class, using it as a discussion starter for contemplating our world and our role in its future. By then it seems as if we have the whole world right before our eyes in one single classroom - profound cultural differences, profound economic differences, profound challenges for the future, and one humanity. We find ourselves not just as co-creators of a simulation, but as co-creators of the world itself, and the future is up to us.
  • I have often found myself writing content-based multiple-choice questions in a way that I hope will indicate that the student has mastered a new subjectivity or perspective. Of course, the results are not satisfactory. More importantly, these questions ask students to waste great amounts of mental energy memorizing content instead of exercising a new perspective in the pursuit of real and relevant questions.
  • When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
  • The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.
  • This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases.
Dean Mantz

ALA | AASL Best Web sites for Teaching and Learning Top 25 Award - 0 views

www.ala.org/...bestwebsitestop25.cfm

web2.0 websites learning teaching aasl edtech resources networking

shared by Dean Mantz on 22 Jul 09 - Cached
  • Diigo  Need help in organizing your favorite websites? Diigo is a social bookmarking site that allows users to save websites, as well as tag them, add sticky notes and annotations, and share them with other users in various groups. Tip: Sticky notes are an effective way to start a virtual conversation among teams of students on the merits of a website.
  • Our Story  Create your story! Our Story permits users to develop and save collaborative timelines that can be personalized with annotations, photos, and videos. Stories (timelines) can be printed in book format, archived on DVD, or even sent as postcards. Tip: Teach your students to develop content-specific timelines that are linked to the teaching of research and information literacy skills.
  • Primary Access  Capture your students' imagination with movie narratives based on primary sources. Primary Access is an online tool that allows students and teachers to combine text, visual, and sound elements, which are then combined to convey information about their chosen historical event or time frame. A library of Primary Access movies is available through a catalog by historical time period. Tip: Encourage active learning: have students choose a historical event or time frame to research and synthesize their information through a Primary Access movie.
Ginger Lewman

GradeMate | Free Online Student Organizer - 14 views

www.mygrademate.com

school Grades organizer grademate

shared by Ginger Lewman on 28 Feb 10 - Cached
  • Ginger Lewman on 28 Feb 10
     
    "Organize Your Education!™ GradeMate is a powerful online organizer for teachers and students to keep track of their courses - from managing grades, assignments, and events to sharing files, course notes, and class discussions."
Dean Mantz

100 Web Tools to Enhance Collaboration (Part 1) by Ozge Karaoglu - 18 views

www.techlearning.com/26378

web2.0 collaboration webtools tools resources technology whiteboards techlearning education teaching learning interactive

shared by Dean Mantz on 01 Feb 10 - Cached
  • DabbleBoard is a whiteboard that enables you to visualize, explore and collaborate.
  • CoSketch is another whiteboard that you can collaborate to visualize your ideas and share them as images.
  • Stixy lets you create online bulletin board to collaborate with family, friends, colleagues.
  • ...21 more annotations...
  • Grou.ps lets you create your own social network.
  • create your forum, mailing list, share documents,files and your agenda to organize events, have your own YouTube, share links, bookmarks, photos
  • ImaginationCubed is a multi user drawing tool.
  •  GroupTweet. It lets you create your Twitter account into a group communication tool where everyone in the group uses direct messages
  • Wallwisher is an online notice board maker
  • Nik Peachey's Wallwisher as a great example.
  • PageFlakes is a social personalized homepage
  • WriteBoard is a-web based text documents
  • Wiggio is an online toolkit
  • emails, text messages,voice mails.
  • eep shared calendar,
  • WeToku is an interview tool that automatically records
  • share your notes
  •  Webnote is a tool for taking notes on your computer
  • PalBee is a free online service that allows you to set up online video meetings
  • Phuser is a tool for groups to discuss or work together and privately
  • WikiDot is wiki builder to share content, documents and collaborate with your students, colleagues, friends
  • Creately lets you create professional looking online diagrams with your colleagues
  • DoingText is a web based text editor for collaborative writing.
  •  SpringNote is an online notebook for collaboration.
  • MeBeam is a place where you can create your chat room
  • Dean Mantz on 01 Feb 10
     
    Part 1 of 100 Web Tools to enhance Collaboration
Michael Johnson

Social Media in Learning examples - 11 views

c4lpt.co.uk/...examples2.html

shared by Michael Johnson on 25 May 10 - Cached
  • Michael Johnson on 25 May 10
     
    Examples of how social media can be used for 5 types of learning: IOL - Intra-Organisational Learning - how social media can be used to  keep the employees up to date and up to speed on strategic and other internal initiatives and activities FSL - Formal Structured Learning - how educators (teachers, trainers, learning designers) as well as students can use social media within formal education and training GDL - Group Directed Learning - how groups of individuals - teams, projects, study groups etc - can use social media to work and learn together (Note: a "group" could be as small as two people, so coaching and mentoring falls into this category) PDL - Personal Directed Learning - how individuals can use social media to organise and manage their own personal or professional learning ASL - Accidental & Serendipitous Learning - how individuals, by using social media, can learn without consciously realising it (aka incidental or random learning)
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