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Social Media for Teachers: Guides, Resources and Ideas | Edutopia - 0 views

www.edutopia.org/...resources-educators-matt-davis social media technology education resources
shared by Christine Leonzo on 09 Mar 14 - No Cached
  • Christine Leonzo on 09 Mar 14
     
    Great ideas for using social media in school
  • Christine Leonzo on 09 Mar 14
     
    Great ideas for using social media in school
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A Guidebook for Social Media in the Classroom | Edutopia - 0 views

www.edutopia.org/...media-in-classroom-vicki-davis social media classroom technology edutopia education
shared by Christine Leonzo on 09 Mar 14 - No Cached
  • Christine Leonzo on 09 Mar 14
     
    Practical ways to use social media in the classroom.
  • Christine Leonzo on 09 Mar 14
     
    Practical ways to use social media in the classroom.
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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
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Which Social Network Is Right For You? - Social Networks - Lifehacker - 11 views

lifehacker.com/...ocial-network-is-right-for-you twitter buzz facebook web 2.0 social network google web2.0 tools
shared by Michael Johnson on 03 Mar 10 - Cached
  • Michael Johnson on 03 Mar 10
     
    Compares three major social networking tools, Twitter, Facebook, and Buzz.
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Surprising Study: 4 of 5 Professors Embrace Social Media | Higher Ed and Social Media... - 13 views

edudemic.com/...and-teaching-with-social-media Social Media teaching Teaching and Learning educational technology
shared by Michael Johnson on 18 May 10 - Cached
  • Michael Johnson on 18 May 10
     
    It's apparently a common misconception that professors are not willing to embrace social media. According to a new study from the Babson Survey Research Group, more than 80 percent of ...
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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)
  • ...18 more annotations...
  • 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.
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realserviceit.com/...buy-facebook-ads-accounts Education Web2.0 tools technology learning resources teaching immigration visa 2.0
shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
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How to Help Children with Social Needs - 0 views

www.moxiementalhealth.com/...elp-children-with-social-needs moxie mental health positive psychology children social needs
shared by Katrina Miller on 06 Sep 10 - No Cached
  • Katrina Miller on 06 Sep 10
     
    Teach social skills to children which is engaging and uplifting for them. This helps them to solve their problem on their own and manage emotions. Moxie mental health provides tips and tools for kids, parents, teachers for better mental health
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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
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100 Inspiring Ways to Use Social Media In the Classroom | Online Universities - 24 views

www.onlineuniversities.com/...-social-media-in-the-classroom socialmedia web2.0 education classroom teaching twitter facebook social
shared by Rhondda Powling on 26 May 10 - Cached
  • Rhondda Powling on 26 May 10
     
    A variety of uses for social media, linked to real examples by educators in the classroom.
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#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
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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.
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5 EXAMPLES OF SOCIAL MEDIA AND EMERGENCY COMMUNICATION - 0 views

diggiweb.com/ia-and-emergency-communication Social media for emergency
shared by diggiweb on 05 Mar 23 - No Cached
  • diggiweb on 05 Mar 23
     
    Communicating in emergency situations means being quick and quick. But also clear, engaging. This happens, for example, on social media. Some concrete examples?
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realserviceit.com/...buy-twitter-followers Education Web2.0 tools technology learning resources teaching immigration visa 2.0
shared by elliswhite5 on 02 Jan 24 - No Cached
  • elliswhite5 on 02 Jan 24
     
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Craig Watkins: What Schools Are Really Blocking When They Block Social Media - 55 views

www.huffingtonpost.com/...ls-are-really-b_b_1245209.html socialmedia schools block critique huffpost Glastonbury
shared by Barbara Lindsey on 05 Feb 12 - No Cached
  • By blocking social media schools are also blocking the opportunity: 1)    to teach students about the inventive and powerful ways communities around the world are using social media 2)    for students and teachers to experience the educational potential of social media together 3)    for students to distribute their work with the larger world 4)    for students to reimagine their creative and civic identities in the age of networked media
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    We should educate our children about data privacy. Teach them to be responsible in using social media sites. https://sradaza004.wixsite.com/smr4
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Join with over 650 attendees my #co13 class : Top 10 startup social media curation tool... - 13 views

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shared by LUCIAN DUMA on 02 Feb 13 - No Cached
  • LUCIAN DUMA on 02 Feb 13
     
    After the session download free my #co13 presentation from http://bitly.com/LucianeCuratorCO13Presentation
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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."
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