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Terry Elliott

Cultivating Social Resources on Social Network Sites: Facebook Relationship Maintenance... - 0 views

onlinelibrary.wiley.com/...full

social capital facebook

shared by Terry Elliott on 02 Jul 14 - No Cached
  • hese findings highlight the importance of actively managing, grooming, and maintaining one's network, suggesting that social capital is not generated simply by the existence of connections on a SNS, but rather is developed through small but meaningful effort on the part of users as they engage in relationship maintenance behaviors such as responding to questions, congratulating or sympathizing with others, and noting the passing of a meaningful day. This work contributes to our understanding of relationship maintenance activities in social networks and suggests that the true benefit of social network sites may not just be the technical connections they make possible, but by creating an environment in which meaningful communicative exchanges, and the potential social capital benefits they embody, can flow.
  • Terry Elliott on 02 Jul 14
     
    "these findings highlight the importance of actively managing, grooming, and maintaining one's network, suggesting that social capital is not generated simply by the existence of connections on a SNS, but rather is developed through small but meaningful effort on the part of users as they engage in relationship maintenance behaviors such as responding to questions, congratulating or sympathizing with others, and noting the passing of a meaningful day. This work contributes to our understanding of relationship maintenance activities in social networks and suggests that the true benefit of social network sites may not just be the technical connections they make possible, but by creating an environment in which meaningful communicative exchanges, and the potential social capital benefits they embody, can flow."
  • Terry Elliott on 02 Jul 14
     
    One of the advantages of Diigo is that you can crowdsource annotation.
onewheeljoe

If Thou Beest a Moon Calf…More Stories from My Dark Night of the #CCourse Sou... - 0 views

rhetcompnow.com/...dark-night-of-the-ccourse-soul

shared by onewheeljoe on 14 Sep 14 - No Cached
  • That’s what we want to do. Well…OK, that’s what I in my omniscient infinitude want to do. This is the problem of the connected classroom how can one give up the hiearchy, trusting that the course of things will be taken up in manifold ways and products?
    • onewheeljoe
      onewheeljoe on 14 Sep 14
       
      Self deprecating about your role in the classroom and also reflecting on the need to give up the hierarchy. Can you turn the hierarchy on its head regularly and routinely? 
  • And therein lay the rub: in response to the fear and confusion I sensed in my students I became Uncle “Hub Central”. Understanding how to summarize became an external act outside their own minds consisting of checklists, algorithms, and templates designed to connect the dots that I so faithlessly put on the page. But in the end I believe that summing up needs to be an internal algorithm that rises up as a personal exigency, a massing together of sets of neuronal allies, firing and wiring like a mosh pit of nodal “hands” holding up the crowd surfing madman named Summary.
    • onewheeljoe
      onewheeljoe on 14 Sep 14
       
      Here you are tough on yourself again while the rock and the hard place remain exactly where you found them. In my view, Uncle Hub Central responded with support strategies (I'm shocked to discover your use of the word scaffold, Terry. :) How might you throw out the bathwater of hierarchy while tucking the baby of your support strategies under your arm? If the hierarchy disappeared, how might you leverage your support skill and instinct in a more networked, dynamic way?
  • Meaning making and perhaps internal connecting? A consummation devoutly to be wished.
    • onewheeljoe
      onewheeljoe on 14 Sep 14
       
      How might you insist on the meaning making and internal connecting? Above you showed how you insist on summary. 
  • ...2 more annotations...
  • Best practice/worst practice. The problem with this variant of the post hoc fallacy is that we don’t really know if the strategies all arose as a ‘one off’ case, a sample of one, or as a truly generalizeable theory of action. Heraclitus (and his kissing cousin, Chaos Theory) argues that we really can’t step twice in the same river. In other words, initial conditions are always different from case to case in the dreaded ‘real world’. Those initial conditions almost always lead one astray from the desired results. Post hoc thinking is almost always wrong.
    • onewheeljoe
      onewheeljoe on 14 Sep 14
       
      The best practice/worst practice piece has tremendous power. It is at the core of your reflection and might be at the core of reform. Is this the theme I think it is? 
  • Perhaps I will discover the best case scenario for each of my classes. Perhaps not. Perhaps the success will come in the constant trumpeting of both “baby step” successes as well as “falling and hitting our heads on the coffee table, let’s go to the emergency room” failures. I just need to move my primary default mode from hub to node. They are more responsible for their own learning than I am. I share a duty to them, but the process is messy. We are all moon calves when it comes to learning. Moon calves.
    • onewheeljoe
      onewheeljoe on 14 Sep 14
       
      Your conclusion reads like a beginning to me. How is the hub kidding himself about his role and his impact? How is the node superior as a teacher and learner? 
Terry Elliott

Symphony of Ideas: 2014 - a year of connection, disconnection, and loss - 0 views

ideasymphony.blogspot.jp/...-connection-disconnection.html

ifttt delicious diigo

shared by Terry Elliott on 14 Jan 15 - No Cached
  • 2014 was a year of work. 2015 should be a year of fun. That's my resolution.
    • Terry Elliott
      Terry Elliott on 14 Jan 15
       
      Then you have to play without end or purpose in sight.  That is the infinite game.
  • Indeed, wrestling myself away from my smartphone might be just the signal my muse needs to come around to visit me again
    • Terry Elliott
      Terry Elliott on 14 Jan 15
       
      I am beginning to practice what James Altucher suggests here:  http://www.jamesaltucher.com/2014/05/the-ultimate-guide-for-becoming-an-idea-machine/
    • Terry Elliott
      Terry Elliott on 14 Jan 15
       
      One my ideas was that we could start a 10 Creative Ideas Club using Hackpad.  Here is link to prototype: https://hackpad.com/The-10-Creative-Ideas-Club-lQtZ3D1hY7x
  • Relocating the muse
    • Terry Elliott
      Terry Elliott on 14 Jan 15
       
      Keep jabbing at the dog named Resistance that protects the Muse. Keep jabbing.
  • ...1 more annotation...
  • One of my desires as a teacher and learner is to obscure the artificial boundaries that exist between formal and informal learning, 'school' and 'real life'. Such distinctions between digital connection and analog, 'face to face' connections should also be blurred.
    • Terry Elliott
      Terry Elliott on 14 Jan 15
       
      I think one way to do this blurring is to observe and share more of your own life.  I am beginning a series of posts called "Petty Joys" that chronicle the 'small beer' of my life, stuff I love that doesn't rise to the level of epiphany.  I am blurring the lines so that the editor in my head doesn't send out a rejection letter.  My first petty joy is the peanut butter stirrer. Watch for it.
Terry Elliott

Tutor Mentor Institute, LLC - 0 views

tutormentor.blogspot.com

shared by Terry Elliott on 13 Dec 15 - Cached
  •    Career Ladder - Helping Inner City Youth Through School to Careers by Daniel F. Bassill
    • Terry Elliott
      Terry Elliott on 13 Dec 15
       
      I am reading Henry Jenkins, et al's latest book, Participatory Culture.  Everything I see here fits what I have read so far.  And also asks the question: how do we get youth to participate in this particular culture--the one that moves them through poverty and into careers.   I will have to make this one of the core questions as I read Participatory Culture.
  • "What Will it Take to Assure that all Youth Born or Living in High Poverty are Starting Jobs and Careers by Age 25?"
    • Terry Elliott
      Terry Elliott on 13 Dec 15
       
      Trying to imagine what this meant to me in my life.  I don't think it was the skills so much that my parents gave me as the attitude to keep on.  
  • the ideas exchanged by participants, and the relationships created, are as important as the learning that takes place.
    • Terry Elliott
      Terry Elliott on 13 Dec 15
       
      the "c" in cMOOC stands for 'connectivism', a learning philosophy that argues that connection is the secret sauce the element in the play that makes learning inevitable.  Part of that connection is exchange (what I call reciprocation) and relationship (the fruit of reciprocation).
  • ...5 more annotations...
  • Last night the hangout focused on a platform called Youth Voices, where youth from around the country are connecting and sharing ideas and reflections. 
    • Terry Elliott
      Terry Elliott on 13 Dec 15
       
      I feel badly that I have not made a better attempt to connect/facilitate between others. That's why I tried to get Daniel and Simon together in a Hangout.  
  • encourage him to use concept mapping tools like Kumu
  • I found one under the topic of "How Can We Reduce Costs and Still Get the Care We Need?"  
    • Terry Elliott
      Terry Elliott on 14 Dec 15
       
      A valuable tool.  Here is a quick response: https://farm1.staticflickr.com/741/23114808664_5298e18c36_b.jpg
    • Terry Elliott
      Terry Elliott on 14 Dec 15
       
  • They could be learning many new skills and habits (see article about passionate employee). 
    • Terry Elliott
      Terry Elliott on 14 Dec 15
       
      This has always been an issue in education--where is the best leverage for improving learning? where the best place to use any resource to get the most value?   Is this too narrow a way of looking at the problem?  too bottom line?  Seems to value "cost" efficiency over all other values?   So...do we need to be putting our magic into tutors/mentors and teachers or into learner/employees?
  • This process could engage youth in thousands of locations, focusing on many complex problems, not just health care or poverty.
    • Terry Elliott
      Terry Elliott on 14 Dec 15
       
      I have always been for the idea that learners need to be more responsible for their own learning.  They should begin to be responsible for the problems they generate in their own lives and the ones they see generated around them.  It is the distribution of these problems and the relative inequity of this distribution that is most troubling.  Those who have the greatest opportunity to face the most difficulty problems are also those who are given the least resources to deal with them.  How fair is it to ask children to deal with the large issues of safety, health care, and poverty around them?  
Terry Elliott

Make Cycle #5: Storytelling with Light - #clmooc - 0 views

clmooc.educatorinnovator.org/...ycle-5-storytelling-with-light

shared by Terry Elliott on 14 Jul 14 - No Cached
  • the Free Library of Philadelphia and
    • Terry Elliott
      Terry Elliott on 14 Jul 14
       
      Over 10% of their libraries are closed for varying emergencies. How can they expand services into maker spaces without affecting other services. Political issues here about money.
  • we’re inviting you to think about how you can tell a story using light.
    • Terry Elliott
      Terry Elliott on 14 Jul 14
       
      how does this connect those of us without the tinkering supplies? Same problen from last week, Too damned much friction to participate.
  • deepening the conversation
    • Terry Elliott
      Terry Elliott on 14 Jul 14
       
      Or will we be widening the gap between the tinkering 'haves' and the non-dominant 'have nots'.
  • ...2 more annotations...
  • connecting with stories in our wider communities.
    • Terry Elliott
      Terry Elliott on 14 Jul 14
       
      How about a narrative of the left out, the non-dominant unsupplied.
  • Maker Jawn experiments with creating replicable, scalable spaces and programs that prioritize the creativity, cultural heritage, and interests of diverse communities, embedded directly within the fabric of the library. We cheer-lead latent enthusiasts by providing resources, tools, and an encouraging space. Programming is geared towards for interest driven projects that develop skills, build persistence, and open up new trajectories. We currently offer daily youth Maker programming in ten libraries across Philadelphia.
    • Terry Elliott
      Terry Elliott on 14 Jul 14
       
      Is this boilerplate from a grant application? To be blunt, I haven't the foggiest diea what it means. Which is wierd because the Jawn website is pretty straightforward.
Sheri Edwards

Just Another Writing Hack | Create. Communicate. Connect. - 0 views

mindyaearly.wordpress.com/...comment-page-1

writing hack questions poetry mindyaearly

shared by Sheri Edwards on 14 Jul 14 - No Cached
  • Sheri Edwards on 14 Jul 14
     
    "How do you represent the rhythm of a poem through images and layout? How do you represent the stanzas of a poem through images and layout? How can narrating a poem through images encourage the reader to think on a greater or smaller sense of scale and meaning? How does adding moving images (video) to a poem affect the rhythm and structure of the poem as a whole? How can adding moving images contribute to the intended tone? What about words that defy image, are they really necessary to convey additional meaning? If I think I've successfully figured out a way to visually represent a comma, but my reader doesn't understand that subtle visual as a comma, was my interpretation of a comma unsuccessful? Will anyone realize that the yellow star is a link to a .gif?  What is lost if they don't?  Is it okay if that is lost? "
Sheri Edwards

Meme-Inspired Writing Activities, Part I | Create. Communicate. Connect. - 0 views

mindyaearly.wordpress.com/...ired-writing-activities-part-i

writing meme character clmooc amwriting tweet_favs mindaearly

shared by Sheri Edwards on 02 Jul 14 - No Cached
  • Sheri Edwards on 02 Jul 14
     
    New #writing activity! Fun ways to use #meme to explore #character. #clmooc #amwriting http://t.co/kdmieE6QVP via @wordpressdotcom
Terry Elliott

CLMOOC 2015 - Making Learning Connected - 0 views

clmooc.educatorinnovator.org/2015

shared by Terry Elliott on 30 Jun 15 - No Cached
  • Welcome
    • Terry Elliott
      Terry Elliott on 30 Jun 15
       
  • Make Cycle # 2!
    • Terry Elliott
      Terry Elliott on 30 Jun 15
       
  • compose within
    • Terry Elliott
      Terry Elliott on 30 Jun 15
       
      This "within-ness" is highly problematic.
    • Terry Elliott
      Terry Elliott on 30 Jun 15
       
  • ...2 more annotations...
  • un-introduce ourselves
    • Terry Elliott
      Terry Elliott on 30 Jun 15
       
      I like to un-unintroduce people. Would that be de-remediating?
    • Terry Elliott
      Terry Elliott on 30 Jun 15
       
  • Tar River and UNC-Charlotte Writing Projects
    • Terry Elliott
      Terry Elliott on 30 Jun 15
       
Terry Elliott

Make Cycle #3: Level Up Your Game Design! - CLMOOC 2015 - 0 views

clmooc.educatorinnovator.org/...le-3-level-up-your-game-design

levelupmc3

shared by Terry Elliott on 07 Jul 15 - No Cached
  • Games align with the spirit of the CLMOOC
    • Terry Elliott
      Terry Elliott on 07 Jul 15
       
      How do games align with connected learning principles and values.
  • start with thinking about your favorite game
  • reconstructing it using one or more different media
  • ...8 more annotations...
  • answering these questions: What are the rules of the game? What are the actions (or verbs) you are allowed to take in the game? Is there a “win” state? If so, how do you achieve it?
  • You can start with a drawing, create a flip book, and move to video. You can also take household items and turn them into playing pieces, transforming your kitchen table (or house!) into a game board!
  • love to see how you level up or progress through your game. What actions can you take to move forward?
  • Don’t forget
  • invite you to think about how you can also use your new game design skills to translate, analyze and change a complex issue.
  • hope that you will be inspired to explore a new medium, and create new understanding about what it means to analyze (and change!) a system.
  • Check Out These Resources
  • Books you might want to check out:
onewheeljoe

What's 'Value Added' About Tech Tools in the Classroom? | DMLcentral - 0 views

dmlcentral.net/...ded-about-tech-tools-classroom

shared by onewheeljoe on 24 Jun 15 - No Cached
  • More than any other aspect of digital texts, this sense of malleability is what I find most exciting as an educator because it helps us expand the definition of what constitutes writing and it reminds us that writing, just like all forms of creation, is a social practice in conversation with others in the world around us.
    • onewheeljoe
      onewheeljoe on 24 Jun 15
       
      If all forms of creation are a social practice how do we facilitate and highlight the social aspects of the creative work we do in #clmooc, a space designed for collaboration and connecting. 
Sheri Edwards

Games In The Classroom: What the Research Says | MindShift - 2 views

blogs.kqed.org/...assroom-what-the-research-says

clmooc tweet_favs

shared by Sheri Edwards on 28 Jun 14 - No Cached
  • summarizing a bit of the scant research that’s specific to the classroom
  • According to the SRI study, a simulation differs from a game in that it does not employ a points or “currency” based reward system and it doesn’t have level based achievement goals. In addition, simulations have an “underlying model that is based on some real-world behavior.”
  • there’s no need for more commodified motivation
  • ...6 more annotations...
  • Play is useful because it simulates real life experience — physical, emotional, and/or intellectual — in a safe, iterative and social environment, not because it has winners and losers.
  • The achievement lies in the act of learning and understanding itself.
  • interactive digital tools can offer an efficient means to provide effective contextualized learning experiences.
  • games as most beneficial for “low-performing students,” “students with emotional/behavioral issues,” “student with cognitive or developmental issues.” In other words, students who have been labeled and/or diagnosed because they struggle within the traditional school environment, benefit from game-based approaches
  • Gaming inherently involves systems-thinking which is best taught through collaborative learning.
  • There are connected, networked ways of knowing that will dominate the digital future. Sharing and collaboration go hand-in-hand with integrating non-competitive and non-commodified ways of playing. The way students play and learn today is the way they will work tomorrow.
  • Sheri Edwards on 01 Jul 14
     
    More to consider. Games In The Classroom: What the Research Says | MindShift http://t.co/sn6lHuXAPZ via @MindShiftKQED #clmooc @onewheeljoe
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