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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)
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.
Michael Johnson

Apprehending the Future: Emerging Technologies, from Science Fiction to Campus Reality... - 8 views

www.educause.edu/...171774

Learning educational technology future directions

shared by Michael Johnson on 15 Feb 10 - Cached
  • environmental scan
  • The environmental scan method offers several advantages, starting with the fact that drawing on multiple sources and perspectives can reduce the chances of bias or sample error. The wider the scan, the better will be the chance of hitting the first trace of items that, although small at the moment, could expand into prominence. A further advantage is pedagogical: trying to keep track of a diverse set of domains requires a wide range of intellectual competencies. As new technologies emerge, more learning is required in subfields or entire disciplines, such as nanotechnology or digital copyright policy.
  • Disadvantages of this method start from its strengths: environmental scanning requires a great deal of sifting, searching, and analyzing. Finding the proverbial needle in the haystack isn't useful if its significance can't be recognized. Furthermore, the large amount of work necessary for both scanning and analyzing can be daunting, especially for smaller schools or enterprises.
  • ...3 more annotations...
  • That complexity demands non-simple responses. Each of the techniques sketched above offers one way of helping groups to think through these emergent forces and to apprehend the future. Crowdsourcing, scenarios, prediction markets, the Delphi method, and environmental scanning are complementary strategies. Using several of these methods can teach us to learn about the future in more sophisticated, pro-active ways. If the methods appear strange, resembling science fiction, perhaps that is a sign of their aptness for the future, since the future often appears strange just before it becomes ordinary—or, in our case, just before it becomes a campus reality. As higher education budgets clamp down and the future hurtles toward us, we need these methods and techniques as allies that can help us to survive . . . and to learn.
  • Crowdsourcing, scenarios, prediction markets, the Delphi method, and environmental scanning are complementary strategies. Using several of these methods can teach us to learn about the future in more sophisticated, pro-active ways. If the methods appear strange, resembling science fiction, perhaps that is a sign of their aptness for the future, since the future often appears strange just before it becomes ordinary—or, in our case, just before it becomes a campus reality. As higher education budgets clamp down and the future hurtles toward us, we need these methods and techniques as allies that can help us to survive . . . and to learn.
  • to apprehend the future. Crowdsourcing, sce
  • Michael Johnson on 15 Feb 10
     
    Alexander discusses methods for keeping up with the future of technology and its use in higher education.
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...

Favorite Resources

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

The Three-E Strategy for Overcoming Resistance to Technological Change (EDUCAUSE Quarte... - 0 views

www.educause.edu/...163448

technology adotion education web2.0

shared by J Black on 03 Apr 09 - Cached
  • According to a 2007 Pew/Internet study,1 49 percent of Americans only occasionally use information and communication technology. Of the remaining 51 percent, only 8 percent are what Pew calls omnivores, “deep users of the participatory Web and mobile applications.”
  • Shaping user behavior is a “soft” problem that has more to do with psychological and social barriers to technology adoption. Academia has its own cultural mores, which often conflict with experimenting with new ways of doing things. Gardner Campbell put it nicely last year when he wrote, “For an academic to risk ‘failure’ is often synonymous with ‘looking stupid in front of someone’.”2 The safe option for most users is to avoid trying something as risky as new technology.
  • The first instinct is thus to graft technology onto preexisting modes of behavior.
  • ...6 more annotations...
  • First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This “Three-E Strategy,” if applied properly, has been at the core of every successful technology adoption throughout history.
  • Technology must be easy and intuitive to use for the majority of the user audience—or they won’t use it.
  • Complexity, however, remains a potent obstacle to realizing the goal of making technology easy. Omnivores (the top 8 percent of users) revel in complexity. Consider for a moment how much time some people spend creating clothes for their avatars in Second Life or the intricacies of gameplay in World of Warcraft. This complexity gives the expert users a type of power, but is also a turnoff for the majority of potential users.
  • Web 2.0 and open source present another interesting solution to this problem. The user community quickly abandons those applications they consider too complicated.
  • any new technology must become essential to users
  • Finally, we have to show them how the enhanced communication made possible through technologies such as Web 2.0 will enhance their efficiency, productivity, and ability to teach and learn.
  • J Black on 03 Apr 09
     
    First, a technology must be evident to the user as potentially useful in making his or her life easier (or more enjoyable). Second, a technology must be easy to use to avoid rousing feelings of inadequacy. Third, the technology must become essential to the user in going about his or her business. This "Three-E Strategy," if applied properly, has been at the core of every successful technology adoption throughout history.
Dean Mantz

Interesting Ways | edte.ch - 12 views

edte.ch/interesting-ways

tombarrett web2.0 resources presentations technology interesting blog tools

shared by Dean Mantz on 13 Nov 09 - Cached
  • My Interesting Ways to Use series has been really successful. I measure their success in how useful they are to teachers and other educators in helping with professional development. I say “My” in the loosest sense of ownership really, as with all of the presentations they belong to us all. I just kickstart them and point them off in the right direction.
  • Dean Mantz on 13 Nov 09
     
    "My Interesting Ways to Use series has been really successful. I measure their success in how useful they are to teachers and other educators in helping with professional development. I say "My" in the loosest sense of ownership really, as with all of the presentations they belong to us all. I just kickstart them and point them off in the right direction."
Clif Mims

Twemes.com - 0 views

twemes.com

2.0 Social-Software Networking Blogging Collaboration=Telecollaboration Tagging

shared by Clif Mims on 02 Mar 09 - Cached
  • Clif Mims on 02 Mar 09
     
    Twitter memes. Global tags for Twitter. Twemes.com follows Twitter.com tweets (messages) that have embedded tags that start with a # character. These are sometimes called hashtags but we like to use the term twemes. Through the use of twemes, we can all view what people are talking about across the whole Twitter universe. In some sense, this can be thought of as an adhoc chatroom. We also pull in recent public photos from Flickr and public bookmarks from Del.icio.us. Twemes.com is particularly useful for keeping up on the real-time activities associated with a live event such as a conference.
alexandra m. pickett

Favorite Resources - 125 views

Hi. Here was my top 10 list in february 2008 twitter - http://twitter.com - microblog, community of practice, communication, support Second Life - https://secure-web14.secondlife.com/join/- to cr...

Favorite Resources

started by Clif Mims on 09 Mar 08 5 follow-ups, last by alexandra m. pickett on 09 Apr 08
Ben Rimes

Student Work: Curvefitting With Geogebra « Mr Honner - 9 views

mrhonner.com/...ork-curvefitting-with-geogebra

geogebra trigonometry graphing curves

shared by Ben Rimes on 26 Apr 11 - No Cached
  • Ben Rimes on 26 Apr 11
     
    Creative uses of Geogebra in a math classroom. Students used images and photos from real life, imported them into the application, and then used Geogebra to trace curves, and then fit trigonometric curves to the images using transformations.
Jeff Johnson

CSRIU: Center for Safe and Responsible Internet Use - 1 views

www.cyberbully.org

cyberbullying willard safety internet_safety internetsafety cyberbully bullying csriu

shared by Jeff Johnson on 04 Apr 09 - Cached
  • Jeff Johnson on 04 Apr 09
     
    The Center for Safe and Responsible Internet Use provides research and outreach services to address issues of the safe and responsible use of the Internet. We provide guidance to parents, educators, librarians, policy-makers, and others regarding effective strategies to assist young people in gaining the knowledge, skills, motivation, and self-control to use the Internet and other information technologies in a safe and responsible manner.
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.
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.
Clif Mims

Automatically Pull Data between Different Google Spreadsheets - 3 views

davefoord.wordpress.com/...-different-google-spreadsheets

EdTech Educational-Technology IDT7061 Video Google Spreadsheets

shared by Clif Mims on 28 Aug 16 - No Cached
  • Clif Mims on 28 Aug 16
     
    "One feature of Google spreadsheets is there is a function called ImportRange that allows you to pull data out of one sheet and into another. This can be really useful, if for example you have a spreadsheet that you are using to collaborate with others, and then somewhere along the line you want another person to be able to see some of the data in the sheet but not all of it. e.g. if you are using this to track student grades, you could have a master sheet that you and other tutors can see all of, you could then create a separate sheet for each student, and pull through only the data that refers to them (you then share that sheet with the student) and they have a live constantly updating record of what they have achieved etc."
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.
Dean Mantz

Google For Educators - 5 views

www.google.com/...activities.html

google web2.0 education lessons tools teaching collaboration activities resources learning technology search googledocs googleapps

shared by Dean Mantz on 16 Dec 09 - Cached
  • From search games to presentations on how to use Docs & Spreadsheets with your students, here you can find real-world examples of innovative ways that teachers and librarians are using Google tools to help students learn.
  • Dean Mantz on 16 Dec 09
     
    "From search games to presentations on how to use Docs & Spreadsheets with your students, here you can find real-world examples of innovative ways that teachers and librarians are using Google tools to help students learn"
April H.

Take a Minute to Collect Your Thoughts with Evernote - ProfHacker - The Chronicle of Hi... - 13 views

chronicle.com/...24020

Education resources web2.0 technology tools evernote edtech

shared by April H. on 17 May 10 - Cached
  • April H. on 17 May 10
     
    Guest post at ProfHacker about using Evernote for a workflow. Interesting read and useful (if you use Evernote).
Clif Mims

Dictation - Online Speech Recognition - 3 views

dictation.io

EdTech Educational-Technology IDT7061 Audio Writing

shared by Clif Mims on 28 Aug 16 - No Cached
  • Clif Mims on 28 Aug 16
     
    Speech Recognition in the Browser With Dictation, you can use the magic of speech recognition to write emails, narrate essays and long documents in the browser without touching the keyboard. To get started, just connect the microphone to your computer and click the Start Dictation button. Dictation uses your browser's local Storage to save all the transcribed text automatically as you speak. That means you can close the browser and it will resume from where you left off. Speak in your Native Language You don't have to speak in English as Chrome's engine can recognize quite a few languages including Arabic, Chinese, Spanish, French, German, Italian, Malay, Indonesian and more. Dictation will automatically determine your browser's default language and uses it for subsequent transcriptions.
Filefisher com

Free Download Antivirus Software for Mac & Windows - filefisher.com - 0 views

medium.com/...ws-filefisher-com-14577697416d

download software fast download download latest software download latest version software free download software

shared by Filefisher com on 02 Jun 17 - No Cached
  • Filefisher com on 02 Jun 17
     
    Here Free Download Antivirus Software latest version mention in the list is the majority widely used all over the world for PC Users. The generally used operating systems that use these free…
Jeff Johnson

TED | TEDBlog: 100 Websites You Should Know and Use - 0 views

blog.ted.com/...100_websites_yo.php

education list reference resources technology ted tools websites

shared by Jeff Johnson on 15 Aug 08 - Cached
  • Jeff Johnson on 15 Aug 08
     
    The Web is constantly turning out new and extraordinary services many of us are unfamiliar with. During TED University at this spring's TED2007 in Monterey, Julius Wiedemann, editor in charge at Taschen GmbH, offered an ultra-fast-moving ride through sites in many different areas, from art, design and illustration, to daily news, blogs and curiosity. Now, by popular demand, here's his list of 100 websites you should know and use.
Ben Rimes

Online QDA - Methodologies - 12 views

onlineqda.hud.ac.uk/methodologies.php

qualitative data analysis resources assessment

shared by Ben Rimes on 26 Apr 11 - No Cached
Lisa DuFur liked it
  • Ben Rimes on 26 Apr 11
     
    Resources for understanding and performing qualitative data analysis. Very useful as schools are forced to look more and more at data, and need a way for teachers to effectively use that data to impact instruction.
  • Lisa DuFur on 04 May 11
     
    QDA has become a growing factor in our school system. The data teachers collect and analyze spans from written tests, student response data, individual curricular modules, grade book analytics, state tests, national tests and more. Many teachers are overwhelmed with assessment and data. This site is a wonderful resource to keep in our pockets so that assessment methods and data collected have a quality aspect and can be used as a solid directional arrow for instruction. Much appreciated.
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