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Clif Mims

IDT7078 Google Reader Shared Items - 0 views

www.google.com/...13449449736602677319

2.0 education educational-technology idt7078 instructional-design instructional-technology learning teaching web-apps

shared by Clif Mims on 06 May 08 - Cached
  • Clif Mims on 06 May 08
     
    This Diigo group is for this with an interest in the topic of Teaching and Learning with Web 2.0.
Rhondda Powling

Homework and Practice - Web 2.0 That Works: Marzano & Web 2.0 - 0 views

www.web2thatworks.com/index.php

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shared by Rhondda Powling on 05 Feb 09 - Cached
  • Rhondda Powling on 05 Feb 09
     
    A wiki to support "Using Technology with Classroom Instruction that Works" book...excellent resource of web 2.0 tools and how to use them in the classroom
Michael Johnson

Teaching in Social and Technological Networks « Connectivism - 17 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."
Clif Mims

Adobe - Vlog It! : Create Vlogs, Video Blog Software - 0 views

www.adobe.com/vlogit

Video Blogging Development Instructional-Design Instructional-Technology Educational-Technology

shared by Clif Mims on 07 Apr 09 - Cached
  • Clif Mims on 07 Apr 09
     
    Vlog It creates video blogs faster and easier than traditional video editing software because there's no editing! In fact, it's more like an automatic TV newsroom right inside your computer.
Clif Mims

ignitePhilly - 0 views

www.ignitephilly.org

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shared by Clif Mims on 07 Oct 08 - Cached
  • Clif Mims on 07 Oct 08
     
    If you had five minutes on stage what would you say? What if you only got 20 slides and they rotated automatically after 15 seconds? Around the world geeks have been putting together Ignite nights to show their answers...
Dennis OConnor

E-Learning Graduate Certificate Program: mLearning: Using Mobile Technologies to Enhanc... - 0 views

elearning-certificate.blogspot.com/...ng-mobile-technologies-to.html

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shared by Dennis OConnor on 12 Jan 11 - No Cached
  • Fundamental to the modern definition of mlearning is that it is the learner/learning that is mobile, not the device. In-depth analysis of mobile learning research, trends, instructional strategies, curriculum integration, professional development, and on-the-job training using handheld technology such as the iPad, iPod Touch, iPhone, and smartphones.
  • Dennis OConnor on 12 Jan 11
     
    This is a terrific class taught by author and online educator Ann Bell. Cutting Edge!
Michael Porterfield

CMU class teaches education students using iPod technology | Central Michigan Life - 2 views

www.cm-life.com/...students-using-ipod-technology

cmu class teaches ipod education

shared by Michael Porterfield on 11 Nov 09 - Cached
  • “For them, this is like having a pencil,” said Jan Huffman, an instructor for Teacher Education and Professor Development, who co-teaches the class.
  • The integration is part of a package from turningtechnologies.com. It began offering the iPhone/iPod service this year.
  • Roberts said the miniature computers are used outside the class as well, where students download podcasts of scheduled speakers and instructional videos from iTunes U.
  • ...2 more annotations...
  • Between 35 and 40 percent of the students of EDU 107 had an iPod touch or iPhone when the class began, Roberts said.
  • The registration process to sync the devices with the class consists of at least four steps. And while many students, including Brinson, already owned the needed technology, those who attended the two sections where the Apple devices are mandatory needed to either buy them or rent them from the Central Michigan University Bookstore for $30.
Samuel Tan

Design & Pedagogy | Punya Mishra's Web - 22 views

punya.educ.msu.edu/...design-pedagogy

tpack design

shared by Samuel Tan on 03 Jul 11 - Cached
  • teachers learn technology not by learning specific computer programs, but rather by designing technological solutions to pedagogical problems.
    • Samuel Tan
      Samuel Tan on 03 Jul 11
       
      One core idea behind our professional development efforts must be to help teachers learn better ideation methods, spotting that idea that stands out and develop the idea into a workable solution.
  • little direct instruction
  • spend most of the class time working in small groups engaged in design-based activity
Christopher Pappas

Converting Large Group Classes to Massive Online Courses - 0 views

elearningindustry.com/...es-massive-online-courses-mooc

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shared by Christopher Pappas on 03 Dec 12 - No Cached
  • Christopher Pappas on 03 Dec 12
     
    Converting Large Group Classes to Massive Online Courses Last month, the NY Times declared 2012 as the year of the MOOC. With so many educators and students involved in these courses, we should think about how we can best convert the university course experience to this new, scalable online experience. For simplicity, let's break the process of transferring knowledge into three parts: instruction, coaching, and assessment / feedback. http://elearningindustry.com/subjects/concepts/item/397-large-group-classes-massive-online-courses-mooc
Clif Mims

SlideBoom - 0 views

www.slideboom.com

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shared by Clif Mims on 21 Jul 08 - Cached
  • Clif Mims on 21 Jul 08
     
    Share Live PowerPoint Presentations Online
Clif Mims

A Colorado Conversation » RECORDINGS-ARCHIVES - 0 views

colearning.wikispaces.com/RECORDINGS-ARCHIVES

2.0 curriculum-integration future instructional-design instructional-technology

shared by Clif Mims on 22 Jul 08 - No Cached
  • Clif Mims on 22 Jul 08
     
    Video archive of the 7 presentations
Clif Mims

iPads4Education - 7 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."
Clif Mims

ShowMe - 28 views

www.showmeapp.com/?c=348x

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shared by Clif Mims on 17 Apr 11 - No Cached
  • Clif Mims on 17 Apr 11
     
    "Easily record interactive lessons on your iPad and share them instantly online - reach more students, more easily."
  • David Jones on 21 Aug 15
elliswhite5

Buy Verified Facebook Business Manager - 100% Cheap Verified BM For sale - 0 views

realserviceit.com/...fied-facebook-business-manager

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shared by elliswhite5 on 29 Dec 23 - No Cached
  • elliswhite5 on 29 Dec 23
     
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  • elliswhite5 on 02 Jan 24
     
    How do you get your Facebook business manager verified? You need to apply for a verified account. You will then be required to fill in a form and submit your documents, which may include proof of identity, financial status and tax records. Buy Verified Facebook Business Manager Once your application is approved by Facebook, you will receive an email with further instructions on how to proceed with verification. Buy Verified Facebook Business Manager Verified Facebook Business Manager How do you verify the manager of your Facebook business page? Provide a government-issued ID. Provide your business address. Provide a phone number. Provide a business email address What is the quality of your Facebook account purchases? Our Facebook account sales are the best quality. We sell verified accounts, real accounts and active accounts. We also have a section where you can buy verified Facebook pages from all over the world. These include USA, UK, Australia and Canada as well as other countries such as India or Pakistan etc., so you can choose whichever one suits your needs best! Which facebook business manager for advertising to choose? Facebook Business Manager is a free tool that allows you to manage multiple Facebook pages and Instagram accounts. It makes it easy to create, send and optimize your Facebook ads from one place. Facebook Business Manager allows you to go beyond posting content on your personal profile or business page; it also gives you access to all of the other parts of your account such as Marketplace or Groups. You can add new products or services using this tool as well! The best part about using this platform is that it's completely mobile friendly (meaning no website necessary). All of the controls are at your fingertips when working on any device including tablets and smart phones! What details are required to verify a Facebook Business Manager account? In order to verify a Facebook Business Manager account, you'll need to provide the follo
elliswhite5

Buy Google Verified Reviews - - 0 views

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shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
    What Are Google Verified Reviews? In essence, Google Verified Reviews are a mechanism for Google to confirm that the reviews that show up on a search results page are legitimate and not spam. Google accomplishes this by confirming the reviewer's identification and the fact that they actually have an account with the company they are evaluating. This verification procedure is intended to help raise the caliber of reviews that show up on Google and assist companies in gaining the trust of prospective clients. Buy Google Verified Reviews Customers who see Google Verified Reviews can be sure that the testimonials are from actual clients and not from fictitious accounts. This can increase a company's prospects of gaining more business by fostering trust with potential clients. You may grow your business and establish credibility by using Google Verified Reviews. with prospective clients. To get your clients to leave Google Verified Reviews for your company, follow the above instructions. Why Google Verified Customer Reviews Are Important? Customer reviews are significant, as you are aware as a business owner. After all, one of the key ways that prospective clients find out about your organization is through customer reviews. Also, in today's digital environment, the majority of prospective clients will conduct a fast Google search to read your customer reviews before choosing to do business with you. Buy Google Verified Reviews For this reason, it's crucial to read Google-verified customer reviews. Because Google is the most widely used search engine, having your customer reviews prominently displayed in Google search results might help you draw in more clients. How to Get Verified Google Reviews? A few crucial actions must be taken in order to obtain verified Google evaluations for your company. Making sure that customers can submit reviews on your Google My Business page is the first step. This can be accomplished by claiming your business page and validati
  • elliswhite5 on 25 Mar 24
     
    Buy Google Verified Reviews Introduction In essence, Google Verified Reviews are a mechanism for Google to confirm that the reviews that show up on a search results page are legitimate and not spam. Google accomplishes this by confirming the reviewer's identification and the fact that they actually have an account with the company they are evaluating. This verification procedure is intended to help raise the caliber of reviews that show up on Google and assist companies in gaining the trust of prospective clients. Buy Google Verified Reviews What Are Google Verified Reviews? In essence, Google Verified Reviews are a mechanism for Google to confirm that the reviews that show up on a search results page are legitimate and not spam. Google accomplishes this by confirming the reviewer's identification and the fact that they actually have an account with the company they are evaluating. This verification procedure is intended to help raise the caliber of reviews that show up on Google and assist companies in gaining the trust of prospective clients. Buy Google Verified Reviews Customers who see Google Verified Reviews can be sure that the testimonials are from actual clients and not from fictitious accounts. This can increase a company's prospects of gaining more business by fostering trust with potential clients. You may grow your business and establish credibility by using Google Verified Reviews. with prospective clients. To get your clients to leave Google Verified Reviews for your company, follow the above instructions. Why Google Verified Customer Reviews Are Important? Customer reviews are significant, as you are aware as a business owner. After all, one of the key ways that prospective clients find out about your organization is through customer reviews. Also, in today's digital environment, the majority of prospective clients will conduct a fast Google search to read your customer reviews before choosing to do business with you. Buy Google Verified Re
Clif Mims

Educon 2.1 - 0 views

educon21.wikispaces.com

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shared by Clif Mims on 15 Jul 08 - No Cached
  • Clif Mims on 15 Jul 08
     
    EduCon 2.1 is both a conversation and a conference. And it is not a technology conference. It is an education conference. It is, hopefully, an innovation conference where we can come together, both in person and virtually, to discuss the future of schools. Every session will be an opportunity to discuss and debate ideas -- from the very practical to the big dreams.
social learning

How Mobile Technology is a Game Changer for Developing Africa - 0 views

mashable.com/...mobile-africa

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shared by social learning on 13 Mar 11 - Cached
  • MXIt, a mobile messaging and social networking client, reaches 40% of South Africa’s population according to a company spokesperson, and has teamed up with scores of organizations to provide educational information on everything from mathematics to driving instructions.
Andrew Cock

Learn It In 5 - Home - 22 views

www.learnitin5.com

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shared by Andrew Cock on 14 Aug 11 - Cached
  • Dennis OConnor on 14 Aug 11
     
    Video site dedicated to short instructional tutorials for the technology classroom.  
David Wetzel

Warning: Flipping Your Classroom May Lead to Increased Student Understanding | Teaching... - 30 views

www.teachscienceandmath.com/...ncreased-student-understanding

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shared by David Wetzel on 19 Dec 11 - No Cached
  • David Wetzel on 19 Dec 11
     
    Flipping a classroom is not a teaching technique, it is more in line with a philosophy or way of teaching. It involves using technology as a tool, not the main focus, for helping students increase their understanding of science or math concepts.
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