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Hanna Wiszniewska

TechWag » Social Networking in Education - 0 views

techwag.com/...social-networking-in-education

shared by Hanna Wiszniewska on 30 Jan 09 - Cached
  • Hanna Wiszniewska on 30 Jan 09
     
    Social networking in education is a flattener, this breaks down barriers that would otherwise exist between the student, the program and the instructors. This also makes information on demand as long as there is a good way to find that information that students will work with and use. Reliance on the old static school room or black board computer system is not necessarily the way that things are going. Education 2.0 should be breaking down these barriers, and it is great to work for a school that is doing this, because it is all about how people learn, and if people learn, then we are doing our job.
Brand Ideas

Welcome to Uskoob.com - 0 views

www.uskoob.com

networking resourses social teachers

shared by Brand Ideas on 05 Aug 08 - Cached
  • Brand Ideas on 05 Aug 08
     
    Social Network for teachers
  • Brand Ideas on 05 Aug 08
     
    Uskoob is a site committed to Teachers, Join the social network, Upload and share resources. Have fun with others in your profession from across the world.
LUCIAN DUMA

#edtools of the day #schoox your social and #curation edutainment network - 14 views

edtech20curationprojectineducation.blogspot.com/...ay-schoox-your-social-and.html

#edtech20 project social media curation schoox

shared by LUCIAN DUMA on 25 May 11 - No Cached
  • LUCIAN DUMA on 25 May 11
     
    #edtools of the day #schoox your social and #curation edutainment network . For more #edtools https://twitter.com/#!/web20education
anonymous

Amzini | 70+ social networks for education - 0 views

www.amzini.com/education

education web2.0 tools resources teaching learning collaboration

shared by anonymous on 27 Apr 11 - No Cached
  • anonymous on 27 Apr 11
     
    Amzini is a specialized search engine for social networks designed to help you explore, compare, and learn about social networking and social media. This link is to the education category, where you will find social communities for alumni, language, literature, professionals, science, students, & writing.
munishjagbani

Social Bookmarking Site | Get Free Backlinks | Boost SEO Ranking - 0 views

updatesee.com

social bookmarking site free backlinks seo ranking

shared by munishjagbani on 24 Sep 16 - No Cached
  • munishjagbani on 24 Sep 16
     
    UpdateSee - Submit Your Link Free, High Quality Backlinks, Social Networking Sites, Social Bookmarking Site, Get Free Backlinks, Boost SEO Ranking
Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community education wenger collaboration practice learning communities mafla09 actfl09 blended learning

shared by Barbara Lindsey on 03 May 09 - Cached
Dianne Rees liked it
  • Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
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  • Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice. (Wenger 1998: 45)
  • The characteristics of communities of practice According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities: The domain. A community of practice is is something more than a club of friends or a network of connections between people. 'It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people' (op. cit.). The community. 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.). The practice. 'Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction' (op. cit.).
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. And that participation 'refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at the periphery. The things they are involved in, the tasks they do may be less key to the community than others.
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
  • What is more, and in contrast with learning as internalization, ‘learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: 49). The focus is on the ways in which learning is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In other words, this is a relational view of the person and learning (see the discussion of selfhood).
  • 'the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation'. This orientation has the definite advantage of drawing attention to the need to understand knowledge and learning in context. However, situated learning depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education and formal accreditation, they do not analyse how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her colleagues (2001). They examine the work of an innovative school in Salt Lake City and how teachers, students and parents were able to work together to develop an approach to schooling based around the principle that learning 'occurs through interested participation with other learners'.
  • Learning is in the relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people. Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory. Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and her colleagues suggest is that they must prioritize 'instruction that builds on children's interests in a collaborative way'. Such schools need also to be places where 'learning activities are planned by children as well as adults, and where parents and teachers not only foster children's learning but also learn from their own involvement with children' (2001: 3). Their example in this area have particular force as they are derived from actual school practice.
  • learning involves a deepening process of participation in a community of practice
  • Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. These outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. (Lesser and Storck 2001)
  • Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.
Barbara Lindsey

According to Study, Half of U.S. Adults Use Social Media - ReadWriteWeb - 0 views

readwriteweb.com/...us_adults_use_social_media.php

shared by Barbara Lindsey on 09 Aug 08 - Cached
  • Although these numbers look promising for our favorite genre, social media, they should probably be taken with a grain of salt. While we do believe that text messaging is an important method of communication, it doesn't quite fit with what the standard definition of social media is: blogging, social networking sites, and other web properties that engage collective groups of people to drive their content. We would like to see how the numbers really break down among the three "social media" activities they measured, but that data was not immediately available.
    • Barbara Lindsey
      Barbara Lindsey on 09 Aug 08
       
      Really good point.
  • In exploratory qualitative research, we have undertaken indicates the consumer might take a broader view of what social media might mean. For example, it could be taken by consumers to mean any digital form of personal communication that helps enable peer collaboration and sharing. This softer, less-structured definition is possibly useful in determining possible future growth areas of personal social P2P media from a consumer-centric POV."
  • Combined
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  • demographic
Michael Johnson

The Innovative Educator: 5 Things You Can Do to Begin Developing Your Personal Learning... - 2 views

theinnovativeeducator.blogspot.com/...an-do-to-begin-developing.html

PLN Personal Learning Networks Social Media Learning

shared by Michael Johnson on 18 Jul 08 - Cached
  • Lisa Durff on 18 Jul 08
     
    Save Bookmark
  • Michael Johnson on 26 Feb 10
     
    A little on why to develop a PLN and five suggestions for how to do so, including: 1)Join a profession social network 2) Pick a few (five) blogs to start reading 3) set up an iGoogle account and use Google Reader 4) Comment on Blogs you read 5) join Twitter and follow good people.
Dennis OConnor

Five Forms of Filtering « Innovation Leadership Network - 11 views

timkastelle.org/...five-forms-of-filtering

filtering infotention knowledge management information fluency web 2.0

shared by Dennis OConnor on 01 Dec 11 - Cached
  • We create economic value out of information when we figure out an effective strategy that includes aggregating, filtering and connecting.
  • So, the real question is, how do we design filters that let us find our way through this particular abundance of information? And, you know, my answer to that question has been: the only group that can catalog everything is everybody. One of the reasons you see this enormous move towards social filters, as with Digg, as with del.icio.us, as with Google Reader, in a way, is simply that the scale of the problem has exceeded what professional catalogers can do. But, you know, you never hear twenty-year-olds talking about information overload because they understand the filters they’re given. You only hear, you know, forty- and fifty-year-olds taking about it, sixty-year-olds talking about because we grew up in the world of card catalogs and TV Guide. And now, all the filters we’re used to are broken and we’d like to blame it on the environment instead of admitting that we’re just, you know, we just don’t understand what’s going on.
  • The five forms of filtering break into two categories: judgement-based, or mechanical.
  • ...7 more annotations...
  • Judgement-based filtering is what people do.
  • As we gain skills and knowledge, the amount of information we can process increases. If we invest enough time in learning something, we can reach filter like an expert.
  • However, even experts can’t deal with all of the information available on the subjects that interest them – that’s why they end up specialising.
  • There can also be expert networks – in some sense that is what the original search engines were, and what mahalo.com is trying now. The problem that the original search engines encountered is that the amount of information available on the web expanded so quickly that it outstripped the ability of the network to keep up with it. This led to the development of google’s search algorithm – an example of one of the versions of mechanical filtering: algorithmic.
  • heingold also provides a pretty good description of the other form of mechanical filtering, heuristic, in his piece on crap detection. Heuristic filtering is based on a set of rules or routines that people can follow to help them sort through the information available to them.
  • Filtering by itself is important, but it only creates value when you combine it with aggregating and connecting. As Rheingold puts it:
  • The important part, as I stressed at the beginning, is in your head. It really doesn’t do any good to multiply the amount of information flowing in, and even filtering that information so that only the best gets to you, if you don’t have a mental cognitive and social strategy for how you’re going to deploy your attention. (emphasis added)
  • Dennis OConnor on 01 Dec 11
     
    I've been seeking a way to explain why I introduce Diigo along with Information fluency skills in the E-Learning for Educators Course. This article quickly draws the big picture.  Folks seeking to become online teachers are pursuing a specialized teaching skill that requires an information filtering strategy as well as what Rheingold calls "a mental cognitive and social strategy for how you're going to deploy your attention."
Hanna Wiszniewska

Social media - Visual Wikipedia - 0 views

visualwikipedia.com/...Social_media

shared by Hanna Wiszniewska on 10 Jan 09 - Cached
  • Hanna Wiszniewska on 10 Jan 09
     
    Social media - Pownce, Twitter, Facebook, Social network service, Second Life - Visual Wikipedia
Arin Basu

Social media increasingly used to gauge public health - amednews.com - 0 views

www.ama-assn.org/...prsa1107.htm

social media

shared by Arin Basu on 31 Jul 12 - No Cached
  • When Marcel Salathé, PhD, and his colleagues wanted to know the public's thoughts about the influenza A(H1N1) vaccine in 2009, they turned to Twitter.
  • The researchers examined more than 300,000 tweets that mentioned the H1N1 immunization and projected vaccine rates based on Twitter sentiments.
  • Their findings were similar to data the Centers for Disease Control and Prevention gathered through the more traditional approach of phone surveys.
  • ...4 more annotations...
  • growing trend among researchers and health officials to use social media to examine public health and improve it.
  • e when people are happiest -- in the morning and on weekends. A study that appeared online Oct. 3 in Archives of Pediatrics & Adolescent Medicine looked at Facebook messages to help identify college students with drinking problems.
  • using social media for research offers real-time information on a large group of people across the globe. Social networking sites also enable the medical community to distribute health information quickly and inexpensively to the public.
  • During the 2009 H1N1 pandemic, the CDC turned to its Facebook page to educate the public about the virus and the importance of getting vaccinated against it. CDC experts monitored social media chatter on H1N1, which allowed them to quickly correct misinformation. One such rumor the CDC squashed was that people could develop the illness by eating pork.
Michele Hardy

22 Essential Social Media Resources You May Have Missed - 0 views

mashable.com/...social-media-resources-recap-6

social media social networking web2.0 resources

shared by Michele Hardy on 05 Jul 10 - Cached
  • Michele Hardy on 05 Jul 10
     
    social media resources
Christopher Pappas

The Best LinkedIn Groups About eLearning - 0 views

elearningindustry.com/...inkedin-groups-about-elearning

linkedin groups elearning education web2.0 Training Web tools technology course learning resources

shared by Christopher Pappas on 25 Nov 12 - No Cached
  • Christopher Pappas on 25 Nov 12
     
    The Best LinkedIn Groups About eLearning LinkedIn is my favorite social network because the most of its members are acting as professionals! This is why I created a list of the best LinkedIn Groups about eLearning! Would you like to network with Instructional Designers and eLearning professionals? Would you like to find eLearning companies for business collaborations? Would you like to find a temporary or a project based job at the eLearning field? The list of the following Best LinkedIn Groups about eLearning could help you achieve more than that. http://elearningindustry.com/subjects/general/item/383-the-best-linkedin-groups-about-elearning linkedin elearning linkedin groups about elearning best linkedin groups best linkedin group about elearning instructional design freelancers elearning
Clif Mims

ShoutEm - 0 views

shoutem.com

2.0 Social-Software Network

shared by Clif Mims on 03 May 09 - Cached
  • Clif Mims on 03 May 09
     
    Roll your own Microblogging Social Network. Teachers and Schools could use this to setup K-12 PLNs.
Lisa Philpotts

The ECAR Study of Undergraduate Students and Information Technology, 2008 | EDUCAUSE - 0 views

www.educause.edu/...163283

research study education technology web 2.0 social networking teaching

shared by Lisa Philpotts on 11 May 09 - Cached
  • Lisa Philpotts on 11 May 09
     
    "This 2008 ECAR research study is a longitudinal extension of the 2004, 2005, 2006, and 2007 ECAR studies of students and information technology. In addition to studying student ownership, experience, behaviors, preferences, and skills with respect to information technologies, the 2008 study also includes a special focus on student participation in social networking sites."
Wanda Terral

Classroom 2.0 - 6 views

www.classroom20.com

web2.0 education technology socialnetworking

shared by Wanda Terral on 06 Jul 09 - Cached
  • Kathleen Cercone on 06 Jul 09
     
    The community for educators using Web 2.0 and collaborative technologies!
  • Wanda Terral on 15 Dec 11
     
    The social network for those interested in Web 2.0 and Social Media in education.
titechnologies

Choosing the right Engagement Model for Business Software Development - TI Technologies - 0 views

www.titechglobal.com/-business-software-development

#fixedpriceengagementmodel #timeandmaterialengagementmodel

shared by titechnologies on 18 Sep 18 - No Cached
  • titechnologies on 18 Sep 18
     
    Software Development has formed the economic and social face of the planet within the most recent 3 decades. What was once thought of gibber and kept to the elite minds that place humans on the Moon and cracked the German Enigma is currently a well-liked profession that has created landmarks just like the Silicon Valley and icons like Bill Gates and Steve Jobs. With the spurt in revolutionary product ideas within the late 90s, the need to place those 'thoughts' into execution demanded the best development-skills, and this 'request' has been solely developing with time. This conveys us to an aspect of software development that has perpetually been a significant business call for companies - the foremost cost-effective engagement model. Here is what we think regarding selecting the right engagement model: Fixed Price Model Fixing the price is about fixing the project requirements, scope, as well as deadlines. This model can never work while not thorough initial planning, analysis, and estimation sessions. The more planning you do, the better the result. Why is the planning stage so important? The success of the fixed price project is directly proportional to the success of this primary phase. To have a superior control over a greater project, the engagement model may be somewhat changed with deliverables & milestones approach. A customer is charged because the in agreement milestones have come and deliverables are in situ. From that point forward, another stage with its own particular milestones and deliverables can start. For the majority of effectively fixed price projects, discovery phase fills in as the beginning point. Choose Fixed Price Engagement Model when: Requirements are clear, very much characterized and improbable to change You deal with a small or medium project which won't last for more than few months The Pros: It's well-defined and well-negotiated. There's no room for lapses. There is a push to get the total picture of the software even befo
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