Best content in Teaching and Learning with Web 2.0

Our users can log their ski trip, hiking trip or sightseeing trip, upload it to Breadcrumbs with their photos and videos, and send it to all their friends, who can relive the adventure in 3D. And this is only the start, as we plan to provide our users with a platform to not only edit and maintain tracks, but also to find new places to explore and interact within a social network.
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Breadcrumbs is the first web application of its kind, where users can manage GPS tracks, photos and videos in one place - it can be thought of as 'Flickr for GPS tracks'.
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The key features of Breadcrumbs include:Relive your adventure: Breadcrumbs brings together photos, videos and GPS tracks in one quick and easy process and our 3D playback function brings the track alive. Edit and manage: Breadcrumbs comes with a suite of tools which let users edit and manage their GPS tracks, photos and videos. These include:- Automated geotagging of photos.- Track editing tool to correct GPS points.- Add information to your adventure to help tell the story, such as show where you ate your lunch or spotted some wildlife.- Organize: Breadcrumbs offers a rich set of tools to help users to manage adventures.- Share: Breadcrumbs makes it easy to share adventures, with options including a public page for each track and direct integration with Facebook.
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Our utilization and heavy integration with the Google Earth plugin is also a big bonus for the user. Garmin allows you to look at your data in Google Maps and indeed Google Earth. However, Breadcrumbs builds on this as we have built a track playback feature on top of the plugin which allows you to hit play and replay your trip step by step. It's like watching a movie of your day out! This really does bring the users' GPS data to life especially when sharing with friends and family.
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We are already integrated with one smartphone application allowing the user to push their tracks directly to Breadcrumbs from their phone.
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"The Future of Privacy: How Privacy Norms Can Inform Regulation" - 6 views

www.danah.org/...PrivacyGenerations.html privacy web2.0

shared by Todd Finley on 01 Jan 11 - No Cached

Todd Finley on 01 Jan 11

In online public spaces, interactions are public-by-default, private-through-effort, the exact opposite of what we experience offline. There is no equivalent to the cafe where you can have a private conversation in public with a close friend without thinking about who might overhear. Your online conversations are easily overheard. And they're often persistent, searchable, and easily spreadable. Online, we have to put effort into limiting how far information flows. We have to consciously act to curb visibility. This runs counter to every experience we've ever had in unmediated environments. When people participate online, they don't choose what to publicize. They choose what to limit others from seeing. Offline, it takes effort to get something to be seen. Online, it takes effort for things to NOT be seen. This is why it appears that more is public. Because there's a lot of content out there that people don't care enough about to lock down. I hear this from teens all the time. "Public by default, privacy when necessary." Teens turn to private messages or texting or other forms of communication for intimate interactions, but they don't care enough about certain information to put the effort into locking it down. But this isn't because they don't care about privacy. This is because they don't think that what they're saying really matters all that much to anyone. Just like you don't care that your small talk during the conference breaks are overheard by anyone. Of course, teens aren't aware of how their interactions in aggregate can be used to make serious assumptions about who they are, who they know, and what they might like in terms of advertising. Just like you don't calculate who to talk to in the halls based on how a surveillance algorithm might interpret your social network.

<div class="cArrow"> </div><div class="cContentInner"> In online public spaces, interactions are public-by-default, private-through-effort, the exact opposite of what we experience offline. There is no equivalent to the cafe where you can have a private conversation in public with a close friend without thinking about who might overhear. Your online conversations are easily overheard. And they're often persistent, searchable, and easily spreadable. Online, we have to put effort into limiting how far information flows. We have to consciously act to curb visibility. This runs counter to every experience we've ever had in unmediated environments. When people participate online, they don't choose what to publicize. They choose what to limit others from seeing. Offline, it takes effort to get something to be seen. Online, it takes effort for things to NOT be seen. This is why it appears that more is public. Because there's a lot of content out there that people don't care enough about to lock down. I hear this from teens all the time. "Public by default, privacy when necessary." Teens turn to private messages or texting or other forms of communication for intimate interactions, but they don't care enough about certain information to put the effort into locking it down. But this isn't because they don't care about privacy. This is because they don't think that what they're saying really matters all that much to anyone. Just like you don't care that your small talk during the conference breaks are overheard by anyone. Of course, teens aren't aware of how their interactions in aggregate can be used to make serious assumptions about who they are, who they know, and what they might like in terms of advertising. Just like you don't calculate who to talk to in the halls based on how a surveillance algorithm might interpret your social network. </div>

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q2lwebsite - 20 views

q2l.org q2l games school gaming gamification

shared by Dianne Rees on 31 Dec 10 - Cached

Writing Fun by Jenny Eather - helping kids with how to write using text organizers - an... - 17 views

www.writingfun.com

shared by mbarek Akaddar on 31 Dec 10 - Cached

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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'. 
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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).
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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)
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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.).
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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.
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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
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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.
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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).
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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.
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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.
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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).
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'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).
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There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
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'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).
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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'.
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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.
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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.
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learning involves a deepening process of participation in a community of practice
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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)
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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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BLOGGING 2.0 IN EDUCATION in XXI CENTURY: 3 applications for new twitter who change soc... - 0 views

teacherluciandumaweb20.blogspot.com/...tions-for-new-twitter-who.html hoverme qwerly lazyscope new twitter

shared by LUCIAN DUMA on 30 Dec 10 - No Cached

NESTA - Serious Games - 43 views

www.nesta.org.uk/...serious_games_1

shared by David Conover on 23 Dec 10 - No Cached

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BLOGGING 2.0 IN XXI CENTURY EDUCATION: I wish you a Christmas with peace my friends and... - 1 views

teacherluciandumaweb20.blogspot.com/...u-christmas-with-peace-my.html Christmas Nativity #edtech20 education web2.0 tools technology blog twitter collaboration teaching classroom20live liveclass20 edutalk

shared by LUCIAN DUMA on 25 Dec 10 - No Cached

LUCIAN DUMA on 25 Dec 10

I wish you a Christmas with peace my friends and my #edtech20 PLN ; the Birth of Son of God , the reason for Christmas . I invite you to join #edtech20 facebook page has a new look . Do you like ? If you like please post useful information for teachers related to integrating eSafety of new technologies web 2.0 and social media in education 2.0 . Using #edtech20 hastag http://www.facebook.com/pages/Caransebes-Romania-Dear-members-please-free-to-share-/Web-20-and-new-tehnologies-in-education-still-2010/103495893021586?v=app_186663019975 All the posts will appear on the main page . Let's collaborate and share knowledge toghether also when you join eSafety in #edtech20 PLN http://web20ineducation2010.ning.com/

<div class="cArrow"> </div><div class="cContentInner">I wish you a Christmas with peace my friends and my #edtech20 PLN ; the Birth of Son of God , the reason for Christmas . I invite you to join #edtech20 facebook page has a new look . Do you like ? If you like please post useful information for teachers related to integrating eSafety of new technologies web 2.0 and social media in education 2.0 . Using #edtech20 hastag <a href="http://www.facebook.com/pages/Caransebes-Romania-Dear-members-please-free-to-share-/Web-20-and-new-tehnologies-in-education-still-2010/103495893021586?v=app_186663019975" rel="nofollow" target="_blank">http://www.facebook.com/pages/Caransebes-Romania-Dear-members-please-free-to-share-/Web-20-and-new-tehnologies-in-education-still-2010/103495893021586?v=app_186663019975</a> All the posts will appear on the main page . Let's collaborate and share knowledge toghether also when you join eSafety in #edtech20 PLN <a href="http://web20ineducation2010.ning.com/" rel="nofollow" target="_blank">http://web20ineducation2010.ning.com/</a></div>

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