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Clif Mims

EduDiigo - 0 views

edudiigo.wikispaces.com

2.0 bookmarking digital idt7078 network networking

shared by Clif Mims on 15 Jul 08 - No Cached
  • Clif Mims on 15 Jul 08
     
    The purpose of this wiki is to explore the potential of Diigo in educational settings.
Clif Mims

Ed.VoiceThread - 0 views

ed.voicethread.com

2.0 Audio Images=Photos Dual-Coding Digital

shared by Clif Mims on 26 Apr 08 - Cached
  • Lisa Thumann on 26 Apr 08
     
    from @plugusin on Twitter
  • Clif Mims on 08 Jan 10
     
    Secure VoiceThread network for students and teachers to collaborate and share ideas with classrooms anywhere in the world. Group conversations around images, documents, and videos Messages can be text-based (computer keyboard, phone text), audio (computer mic, telephone call, upload), or video (computer webcam, upload) Can be used to put "instruction" online.
Clif Mims

Pop!Tech - 0 views

www.poptech.org

Conference=Convention Technology Education Educational-Technology Future Reform

shared by Clif Mims on 17 Dec 08 - Cached
  • Clif Mims on 17 Dec 08
     
    A network of remarkable people, extraordinary conferences, powerful ideas and innovative projects that are changing the world.
Clif Mims

SimplyBox - 0 views

simplybox.com/education

Collaboration=Telecollaboration Organizing Research 2.0

shared by Clif Mims on 16 Jul 09 - Cached
  • The most visual free service to Capture, Organize, and Share anything you find on the web. Simple, yet powerful, collaboration around the content YOU find!
  • Clif Mims on 27 Jul 09
     
    It is a free service that allows you to visually capture any part of a web page. As you collect items that you captured, you organize them in boxes. You can then share these items or boxes with friends, colleagues, ... the world. The result is: efficient and visual collaboration around content. We call it: "Content Networking".
Clif Mims

Wiffiti: Feed Your Screens - 1 views

wiffiti.com

2.0 Presentations Video Visualization Network Telecommunication Networking Collaboration=Telecollaboration Cells mobile-technology Word-Processing Conference=Convention

shared by Clif Mims on 18 Jun 09 - Cached
  • Clif Mims on 21 Dec 10
     
    "Wiffiti publishes real time messages to screens in thousands of locations from jumbotrons to jukeboxes, bars to bowling alleys and cafes to colleges. You can interact with Wiffiti from your mobile phone or the web."
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.
Barbara Moose

OnlineProjects4Teachers - Linking Teachers Together - 0 views

onlineproj4tchrs.ning.com

collaboration ning onlineprojects projects teaching Skype technospud onlineprojects4teachers jen'ssessions

shared by Barbara Moose on 01 Sep 09 - Cached
  • Barbara Moose on 01 Sep 09
     
    OnlineProjects4Teachers is a social network on Ning
Clif Mims

OER Commons - 0 views

www.oercommons.org

shared by Clif Mims on 16 Jun 09 - Cached
  • Clif Mims on 16 Jun 09
     
    The worldwide OER movement is rooted in the idea that equitable access to high-quality education is a global imperative. Open Educational Resources are teaching and learning materials that you may freely use and reuse, without charge. OER often have a Creative Commons or GNU license that state specifically how the material may be used, reused, adapted, and shared. As a network for teaching and learning materials, the web site offers engagement with resources in the form of social bookmarking, tagging, rating, and reviewing. OER Commons has forged alliances with over 120 major content partners to provide a single point of access through which educators and learners can search across collections to access over 24,000 items, find and provide descriptive information about each resource, and retrieve the ones they need. By being "open," these resources are publicly available for all to use, and principally through Creative Commons licensing, many thousands are legally available for repurposing, modifying and improving.
Clif Mims

National Lab Day - 2 views

www.nationallabday.org

Math Science Network Networking PBL Technology Technology-Integration

shared by Clif Mims on 08 Mar 10 - Cached
  • Clif Mims on 08 Mar 10
     
    An initiative to build local communities of support that will foster ongoing collaborations among volunteers, students and educators. Volunteers, university students, scientists, engineers, other STEM professionals and, more broadly, members of the community are working together with educators and students to bring discovery-based science experiences to students in grades K-12. When an educator posts a project, our system will help them get the resources needed to bring that project to fruition.
jodi tompkins

Cacoo - Create diagrams online Real time collaboration - 5 views

cacoo.com

mindmap diagrams web2.0 collaboration

shared by jodi tompkins on 11 Jan 10 - Cached
  • Create diagrams online Real time collaboration
  • Dean Mantz on 11 Jan 10
     
    Collaboration via free mind mapping & diagram projects
  • jodi tompkins on 19 Mar 10
     
    Cacoo is a user friendly online drawing tool that allows you to create a variety of diagrams such as site maps, wire framse, UML and network charts..... and it's FREE
drew polly

Take A Field Trip - UEN - 2 views

www.uen.org/...fieldtrips2.shtml

virtual-field-trip project-based-learning 3110 virtualfieldtrips virtualfieldtrip uen

shared by drew polly on 09 Dec 09 - Cached
  • drew polly on 09 Dec 09
     
    Utah Educational Networks' virutal field trip database
Michael Johnson

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDU... - 1 views

www.educause.edu/...162420

Social Media educational technology Learning

shared by Michael Johnson on 19 Jan 10 - Cached
  • Michael Johnson on 19 Jan 10
     
    Great article on possibilities of learning in networked, social media world
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.
Dean Mantz

Upload To Video & Social Networking Sites At Once With TubeMogul - 2 views

www.makeuseof.com/...ial-networking-sites-tubemogul

video socialnetworking upload tubemogul

shared by Dean Mantz on 28 Apr 10 - Cached
  • Dean Mantz on 28 Apr 10
     
    Upload video to various websites using a "one stop" shop application.
Ben Rimes

Home | Jumo - 7 views

www.jumo.com

socialnetworking socialmedia activism poverty social_studies charity philanthropy nonprofit Jumo

shared by Ben Rimes on 07 Jan 11 - Cached
  • Ben Rimes on 07 Jan 11
     
    Social networking site built around connecting people and organizations looking to change the world through social activism. Connect with issues you care about, and projects related to issues of poverty, homelessness, disease, and more.
Ben Rimes

Digizen - 15 views

www.digizen.org

digizen cyberbullying safety etiquette responsibility digital citizenship

shared by Ben Rimes on 14 Jan 11 - Cached
  • Ben Rimes on 14 Jan 11
     
    U.K. based website focused on educating youth, parents, and teachers about being a responsible digital citizen. Digizen includes fantastic video resources, lessons plans, widgets for promoting your good digizen habits, and more. Would be a great place for a teacher to start talking about using the web responsibly, and includes resources for cyberbullying, cyber ethics, appropriateness online, social networking etiquette and more.
Clif Mims

Twitterfall: Tweet Search Visualization - 8 views

twitterfall.com

2.0 Presentations Video Visualization Network Telecommunication Networking Collaboration=Telecollaboration Cells mobile-technology Word-Processing Conference=Convention

shared by Clif Mims on 21 Dec 10 - Cached
  • Clif Mims on 21 Dec 10
     
    "Twitterfall is a Twitter client specialising in real-time tweet searches. New tweets fall into the page. Twitterfall has a huge feature list and there are many actions that can't be done on other clients."
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