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Matt Clausen

ed4wb » Blog Archive » 30 Discussion Starter Videos - 0 views

www.ed4wb.org/?p=171

youtube education professional_development professionaldevelopment video video in the classroom video_in_the_classroom

shared by Matt Clausen on 26 Mar 09 - Cached
  • Matt Clausen on 26 Mar 09
     
    I've bumped into many interesting videos while flowing through the intertubes and I'd like to share some of them here. I'd say they are appropriate for most middle school students, up to adult. You, of course, will know best.
Dean Mantz

Voicethread 4 Education » home - 0 views

voicethread4education.wikispaces.com

storytelling Voicethread wiki education web2.0 digital_storytelling resources tools

shared by Dean Mantz on 24 Aug 09 - Cached
  • Dean Mantz on 24 Aug 09
     
    Hello and welcome to the VoiceThread 4 Education wiki. This wiki was started by Colette Cassinelli but because of contributors like YOU - it has grown to be comprehensive collection of VoiceThread examples from students and teachers of all ages and groups. The purpose of this wiki is to gather examples of how educators are using Voicethread in their classrooms (or for professional development) and to share those examples.
Clif Mims

Timelines.com - 0 views

www.timelines.com

2.0 Mashup Digital Visualization Concept=Semantic-Mapping IDT7078 IDT7052

shared by Clif Mims on 18 Aug 09 - Cached
  • Clif Mims on 18 Aug 09
     
    Collaboratively record, discover and share history.
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

drop.io - 0 views

drop.io

Storage Telecommunication Collaboration=Telecollaboration Podcasting

shared by Clif Mims on 31 Jul 09 - Cached
  • Clif Mims on 31 Jul 09
     
    Use drop.io to privately share your files and collaborate in real time by web, email, phone, mobile, and more.
Clif Mims

Mapwing - 0 views

www.mapwing.com

Virtual-Tours

shared by Clif Mims on 30 Jul 09 - Cached
  • Clif Mims on 30 Jul 09
     
    Build and Share Virtual Tours for Free
Barbara Lindsey

ProProfs: Knowledge Sharing Tools & Free Online Education - 0 views

www.proprofs.com

free online polls flashcards quiz blog wiki

shared by Barbara Lindsey on 11 May 09 - Cached
  • ProProfs provides FREE knowledge sharing tools & FREE online education!
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."
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."
Barbara Lindsey

Turning links into a library with Diigo - 9 views

knowthenetwork.com/...inks-into-a-library-with-diigo

diigo

shared by Barbara Lindsey on 05 Jan 10 - Cached
  • Barbara Lindsey on 05 Jan 10
     
    Great overview of the many benefits to using Diigo to collect, organize and share your bookmarks.
Melody Velasco

Glogster - Poster Yourself | Text, Images, Music and Video - 3 views

edu.glogster.com

glogster web2.0 poster interactive education Technology posters create

shared by Melody Velasco on 10 Dec 09 - Cached
  • drew polly on 10 Dec 09
     
    Educational site for Glogster- create your own poster.
  • Melody Velasco on 14 Dec 09
     
    Glogster.com - Poster yourself - Make your interactive poster easily and share it with friends. Mix Images, Text, Music and Video. It is fantastic!
Clif Mims

Movieclips.com - 15 views

movieclips.com

Video Search Resources

shared by Clif Mims on 13 Jan 10 - Cached
  • Clif Mims on 13 Jan 10
     
    "...a premium online video destination offering audiences the largest and most diverse collection of movie scenes. MOVIECLIPS allows fans to find, watch and share more than 12,000 movie clips from the libraries of six major Hollywood studios..."
Clif Mims

e-Learning for Kids - 6 views

e-learningforkids.org

Kids 2.0 Games Math Elementary Health Science Keyboarding Network Early-Childhood

shared by Clif Mims on 13 Jan 10 - Cached
  • Clif Mims on 13 Jan 10
     
    "We offer free, best-in-class courseware in math, science, reading and keyboarding; and we're building a community for parents and educators to share innovations and insights in childhood education."
Clif Mims

Twiducate.com - Social Networking For Schools - 11 views

www.twiducate.com

2.0 Network Networking Writing Telecommunication Collaboration=Telecollaboration

shared by Clif Mims on 13 Jan 10 - Cached
  • Clif Mims on 13 Jan 10
     
    Teachers can create an online community for their students. "Share inspiration, ideas, reading, thoughts. Post discussions, deadlines, homework. Instrantly create surveys for students. Keep parents informed of daily projects." "Not only will twiducate.com give your students the web 2.0 skills they need, but also expand their reading, writing, thoughts and ideas beyond the classroom setting."
Henry Thiele

FRONTLINE: digital nation: an online interactive learning tool for frontline's digital nation: 21st century schools: learning in the digital age | PBS - 17 views

www.pbs.org/...teachers

googleapps 21stCentury web2.0

shared by Henry Thiele on 03 Feb 10 - No Cached
  • Henry Thiele on 03 Feb 10
     
    Teachers are tapping into technology and digital media for learning. Watch How Google Saved a School and discuss the hype and the hopes for improving education through technology. More and more educators are tapping into the power of digital media and technology for teaching and learning. The variety of information resources available online is simply staggering. Explore how teachers and students are using the power of social media to promote students' active engagement, critical thinking and literacy skills. New Forms of Learning. It doesn't need to happen in school. Because it's visual, interactive and social, learning can happen anywhere with digital media as people collaborate and share about a wide range of topics and issues that matter to them. Technology and School Improvement. Technology may transform schools by promoting student engagement and creativity. But critics fear that too much focus on technology takes attention away from what's really needed to improve schools: capable, well-trained teachers; student-centered learning methods; and smaller class sizes. Hope, Hype and Reality. Are today's learners really different from previous generations? Compelling images of students using digital technology are impressive, but the research evidence on the impact of technology on learning is more mixed. And it's sometimes hard to separate the scholarship from the marketing hype, given the deep investment of technology companies in promoting the idea of technology's transformative potential.
Mitch Weisburgh

Easy way to share documents online - 11 views

www.docuter.com

documents sharing collaboration web2.0 tools

shared by Mitch Weisburgh on 28 Jan 10 - Cached
  • Mitch Weisburgh on 28 Jan 10
     
    upload documents to access online, 200 types of documents
Clif Mims

iPads4Education - 9 views

ipads4education.ning.com

iPad Apps Technology-Integration Network Resources

shared by Clif Mims on 31 Mar 10 - Cached
  • Clif Mims on 31 Mar 10
     
    "This Ning has been created to share best practices and ideas for integrating iPads into instruction."
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