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Clif Mims

effective practices using blogs and wikis at the college level - 123 views

We begin a new semester today and this will be the first time that I'll be using a wiki with one of my classes. It is a special topics seminar for graduate students. My intent is to provide them w...

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started by alexandra m. pickett on 03 Jun 08 2 follow-ups, last by Clif Mims on 15 Jul 08
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.
Wanda Terral

YouTube EDU - 0 views

youtube-global.blogspot.com/...ld-of-educational-content.html

youtube edtech flipped

shared by Wanda Terral on 14 Dec 11 - No Cached
  • Wanda Terral on 14 Dec 11
     
    YouTube Blog: Opening up a world of educational content with YouTube for Schools. A great article introducing this new feature from YouTube. I am SOOOOO glad my district's network has unblocked this!
sproblink1

Home Tuition Bangi - 0 views

Are you looking for a private tutor to teach your children or yourself? We have lot of tutors for UPSR, PT3, SPM, STPM and A-Level Home Tuition Bangi. Our private tutor partners are willing to guid...

home tuition bangi home tuition kajang

started by sproblink1 on 26 Aug 15 no follow-up yet
sproblink1

Home Tuition Bangi - 0 views

Are you looking for a private tutor to teach your children or yourself? We have lot of tutors for UPSR, PT3, SPM, STPM and A-Level Home Tuition Bangi. Our private tutor partners are willing to guid...

home tuition bangi home tuition kajang

started by sproblink1 on 27 Aug 15 no follow-up yet
Todd Sanderson

Todd's Teaching & Technology Talk - 0 views

tsanderson.edublogs.org

Blogs Web2.0 Teaching

shared by Todd Sanderson on 13 Mar 09 - Cached
  • Todd Sanderson on 13 Mar 09
     
    My blog mostly about things I'm learning about educational technology, but sometimes about other education topics that strike me as interesting, important or just funny.
Clif Mims

Wii in my Classroom - 1 views

tbarrett.edublogs.org/...wii-in-my-classroom

Wii Teaching Games Educational-Technology Instructional-Technology Technology-Integration Lesson-Plans

shared by Clif Mims on 26 Dec 08 - Cached
  • Clif Mims on 26 Dec 08
     
    Tom Barrett shares examples of ways that he has integrated the use of the Wii with teaching and learning in his classroom.
Clif Mims

Squidoo - 0 views

www.squidoo.com/...clifsnotes

2.0 instructional-design lesson-plans teaching web-apps

shared by Clif Mims on 01 Apr 08 - Cached
Clif Mims liked it
  • Clif Mims on 01 Apr 08
     
    I'm sharing this resource because, in the right context, I see true potential in its integration with teaching and learning. You can read about my ideas for teaching and learning with Squidoo at http://clifmims.com/blog/archives/197.
J Black

Directory of free web2 tools - 82 views

Darren - Thanks! I've added it to several groups. Nice resources! Appreciative of your sharing -- JBlack Darren Walker wrote: > Hi, my name is Darren Walker and I am a secondary school teacher...

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started by Darren Walker on 08 Nov 08 1 follow-up, last by J Black on 19 Feb 09
Shane Stevens

My | Prezi - 0 views

prezi.com/my

presentation

shared by Shane Stevens on 06 Apr 09 - Cached
  • Shane Stevens on 06 Apr 09
     
    A different kind of presentation tool.
  • Shane Stevens on 06 Apr 09
     
    Unique presentation creation online tool
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 9 views

www.connectivism.ca/?p=220

teaching Learning Social Media social networks George Siemens

shared by Michael Johnson on 17 Feb 10 - Cached
  • The model falls apart when we distribute content and extend the activities of the teacher to include multiple educator inputs and peer-driven learning.
  • Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage. Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • Traditional courses provide a coherent view of a subject. This view is shaped by “learning outcomes” (or objectives). These outcomes drive the selection of content and the design of learning activities. Ideally, outcomes and content/curriculum/instruction are then aligned with the assessment. It’s all very logical: we teach what we say we are going to teach, and then we assess what we said we would teach. This cozy comfortable world of outcomes-instruction-assessment alignment exists only in education. In all other areas of life, ambiguity, uncertainty, and unkowns reign. Fragmentation of content and conversation is about to disrupt this well-ordered view of learning. Educators and universities are beginning to realize that they no longer have the control they once (thought they) did
  • ...18 more annotations...
  • I’ve come to view teaching as a critical and needed activity in the chaotic and ambiguous information climate created by networks.
  • In networks, teachers are one node among many. Learners will, however, likely be somewhat selective of which nodes they follow and listen to. Most likely, a teacher will be one of the more prominent nodes in a learner’s network. Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants. The network of information is shaped by the actions of the teacher in drawing attention to signals (content elements) that are particularly important in a given subject area.
  • While “curator” carries the stigma of dusty museums, the metaphor is appropriate for teaching and learning. The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections. As learners grow their own networks of understanding, frequent encounters with conceptual artifacts shared by the teacher will begin to resonate.
  • Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue. Fortunately, the experience of wayfinding is now augmented by social systems. Social structures are filters. As a learner grows (and prunes) her personal networks, she also develops an effective means to filter abundance. The network becomes a cognitive agent in this instance – helping the learner to make sense of complex subject areas by relying not only on her own reading and resource exploration, but by permitting her social network to filter resources and draw attention to important topics. In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter. As should be evident by now, the educator is an important agent in networked learning. Instead of being the sole or dominant filter of information, he now shares this task with other methods and individuals.
  • Filtering can be done in explicit ways – such as selecting readings around course topics – or in less obvious ways – such as writing summary blog posts around topics. Learning is an eliminative process. By determining what doesn’t belong, a learner develops and focuses his understanding of a topic. The teacher assists in the process by providing one stream of filtered information. The student is then faced with making nuanced selections based on the multiple information streams he encounters
  • Stephen’s statements that resonated with many learners centers on modelling as a teaching practice: “To teach is to model and to demonstrate. To learn is to practice and to reflect.” (As far as I can tell, he first made the statement during OCC in 2007).
  • Modelling has its roots in apprenticeship. Learning is a multi-faceted process, involving cognitive, social, and emotional dimensions. Knowledge is similarly multi-faceted, involving declarative, procedural, and academic dimensions. It is unreasonable to expect a class environment to capture the richness of these dimensions. Apprenticeship learning models are among the most effective in attending to the full breadth of learning. Apprenticeship is concerned with more than cognition and knowledge (to know about) – it also addresses the process of becoming a carpenter, plumber, or physician.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • Persistent presence in the learning network is needed for the teacher to amplify, curate, aggregate, and filter content and to model critical thinking and cognitive attributes that reflect the needs of a discipline.
  • Teaching and learning in social and technological networks is similarly surprising – it’s hard to imagine that many of the tools we’re using are less than a decade old (the methods of learning in networks are not new, however. People have always learned in social networks).
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • We’re still early in many of these trends. Many questions remain unanswered about privacy, ethics in networks, and assessment.
  • The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • In order for these networks to work effectively, learners must be conscious of the need for diversity and should include nodes that offer critical or antagonistic perspectives on all topic areas. Sensemaking in complex environments is a social process.
  • Michael Johnson on 17 Feb 10
     
    Discusses the role of teachers in the learning  process through social networks: He gives seven roles 1. Amplifying, 2. Curating, 3. Wayfinding and socially-driven sensemaking, 4. Aggregating, 5. Filtering, 6. Modelling, 7. Persistent presence. He ends with this provocative thought: "My view is that change in education needs to be systemic and substantial. Education is concerned with content and conversations. The tools for controlling both content and conversation have shifted from the educator to the learner. We require a system that acknowledges this reality."
drew polly

Educational technology in ELT: Wordle: my top 7 uses - 5 views

educationaltechnologyinelt.blogspot.com/...wordle-my-top-7-uses.html

web2.0 wordle visualization 3110 brainstorming

shared by drew polly on 10 Dec 09 - Cached
  • drew polly on 10 Dec 09
     
    Uses of Wordle in education.
Michael Johnson

STRIDE Handbook 8: E-Learning ~ Stephen's Web ~ by Stephen Downes - 0 views

www.downes.ca/51318

Twitter Online Learning Books

shared by Michael Johnson on 16 Jan 10 - Cached
  • Michael Johnson on 16 Jan 10
     
    The STRIDE handbook on e-learning has now been released and is an essential introductory resource. The book contains five conceptual overviews, including Perdagogical Affordances by Som Naidu and Managerial Perspectives by Tony Bates. Following are 20 technology-specific chapters, from Electronic Mail by Sanjaya Mishra, my own Blogs in Learning, Social Networking by Terry Anderson, and Twitter by Any Ramsden. Sanjaya Mishra, ed., Indira Gandhi National Open University, January 16, 2010.
Ben Rimes

CALCPAGE 23.0 Shadowfax Cluster Rant 2009-2011: My 21st Century Math Classroom! - 2 views

shadowfaxrant.blogspot.com/...st-century-math-classroom.html

21st century skills youtube edmodo slideshare mathematics ap physics

shared by Ben Rimes on 23 Mar 11 - No Cached
  • Ben Rimes on 23 Mar 11
     
    Great description of how one math instructor is transforming his classroom into a 21st century digital learning environment with the help of Edmodo, Youtube, SLideshare, and more!
Dean Mantz

Education Week: Districts Scrutinizing Teaching Applicants' Potential - 12 views

www.edweek.org/...33hire.h30.html

education districts teaching EducationWeek WashingtonDC candidate interviews

shared by Dean Mantz on 07 Jun 11 - No Cached
  • Dean Mantz on 07 Jun 11
     
    Very interesting and excellent process ( in my eyes) for schools to hire teachers!
Chiki Smith

TheHandbookofCheating Taught Me a Lot - 2 views

TheHandbookofCheating is a very helpful book for me. It gave me ideas how to face cheating partners. This book even taught me how to empathize with them than to lash out right away without hearing ...

relationships advice

started by Chiki Smith on 19 Jul 11 no follow-up yet
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