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About Scoopler Scoopler is a real-time search engine. We aggregate and organize content being shared on the internet as it happens, like eye-witness reports of breaking news, photos and videos from big events, and links to the hottest memes of the day. We do this by constantly indexing live updates from services including Twitter, Flickr, Digg, Delicious and more. When you search for a topic on Scoopler, we give you the most relevant results, updated in real-time.

Learning as a Network Posted on May 7th, 2009 by Harold Jarche Mohamed Amine Chatti extends the framework on personal knowledge networks with his post on Learning as a Network (follow link for graphic): The Learning as a Network (LaaN) perspective draws together some of the concepts behind double-loop learning and connectivism. It starts from the learner and views learning as the continuous creation of a personal knowledge network (PKN). For each learner, a PKN is a unique adaptive repertoire of: - One's theories-in-use. This includes norms for individual performance, strategies for achieving values, and assumptions that bind strategies and values together (conceptual/internal level) Tacit and explicit knowledge nodes (i.e. people and information) (external level

Twitter: it's a medium not a platform It tweets but it ain't Twitter It tweets but it ain't Twitter So I am on a panel talking about Twitter, while Jemima 'mistress of multi-skilling' Kiss is Tweeting to the few enterprising students who are Tweeting while another is broadcasting it on Qik. Then Anthony Thornton from IPCmedia says "Twitter is a not a platform, it's the medium for short-term communication". And he's right. I have been active on Twitter for a month or so. It is a micro-blogging service that limits messages to 140 characters, but you can link out to other webpages and thus include video/stills.

Resources on writing successful JISC bids (updated) Christina Smart Last modified 01 Jul, 2008 Published 01 Jul, 2008 * Send this page to somebody * Print this page It's that time of year again - bid writing time. Given the number of JISC calls for proposals that are out at the moment I thought I'd update an article I published last year with some links to resources on how to write a good bid.

SmartPen as Digital Ethnography Tool Mar 11th, 2009 by Prof Wesch This little smartpen from livescribe just might revolutionize my note-taking in seminars, discussions, and ethnographic interviews. If you have never seen it before, check out some of the demos on YouTube. In short, it records audio as you write and links what you are writing to the audio (by recording what you write through a small infrared camera near the tip of the pen). When you are done recording you can actually tap the pen anywhere on your page and the pen will play the audio that was recorded at the time you were making that specific pen stroke. Students are already sharing lecture notes in the community section of livescribe.com. As recording devices become increasingly embedded into everyday objects the days of protecting lectures from being recorded seem numbered.

Almost the first thing that gets built when anything needs management is a good measurement system. It allows tuning, enables detection of deviations from norm, and gives feedback on the effect of changes and initiatives. Communities of practice are complex creatures, and thus their measurement is not simple. The number of perspectives that can be used is enormous. At the same time, the availability of data for each of them is very different, and the temptation to use subjective management impressions is high. So the history of CoP management is full of references to indicator-building, to attempts at significant reporting, and to a wide variety of more or less objective measurements. But we have not found a coherent, complete set of measurements that could be used to consistently evaluate not just one CoP, but a set of them, and eventually even to benchmark different ones, along most of the lines that can be affected by management. So we've attempted to put forth a simple, practical list and brief explanation of straightforward indicators that can be implemented in most CoPs, and especially in those with an online component. The first result of it is the linked white paper, but it should not be the last one.

The present and future of Personal Learning Environments (PLE) - 9 comments This post is recast from an assignment I completed about four months ago in a Masters Degree course entitled Innovative Practice and Emerging ICT, in which I investigated what PLEs are meant to be and where they might be going. It was originally part of a class wiki. Contents 1. Introduction 2. Towards a Definition 3. Driving Forces 4. Developments to Date 5. Barriers 6. Future Potential 7. References 8. Web Links Introduction A definition for the term Personal Learning Environment (PLE), remains elusive. Conception about what should constitute a PLE depends on the perspective of the commentator. For example, the priorities for a PLE are different for a tertiary student, a university administrator, an instructor, a working professional, or an adult who persues an eclectic path of lifelong learning. Metaphorically, an individual may engage in a learning process that is either more acquisitional or participatory (Sfard, 1998). There are inconsistencies across these positions about what a PLE should do. But whether constructively and defensively, interest in PLE appears to be growing. At the time of writing this introduction (August 2006), no particular product or service exists that can definitively be categorised as a PLE, although some prototypical work is in progress. An inclusive, authoritative account about PLEs does not yet exist. Only a handful of articles have appeared in the academic and public press about PLEs since the term gained currency in 2004. This article has been compiled after tracking recent conversations in the blogosphere and following social bookmarks.

Twitiquette is not enough DateThursday, May 1, 2008 at 07:46PM Three days of student information system training (as a participant) has given me the opportunity to use Twitter for an extended amount of time. I really, really, really was hoping to get hooked and discover what all the educational excitement is about this tool. But all I am left with are questions about being "Minnesota nice" in a micro-blogging environment and why anyone would use Twitter. I freely admit that I am not the most social of creatures. I am uncomfortable in environments where I don't know the social norms, the accepted rules. So after feeling edgy for a couple days, I started doing a little digging about Twitiquette. (I thought I was clever in inventing the term, but others beat me to it.) Here's a very short list of sources: * The Twitter Fan Wiki, the etiquette page * Stuart Ciske's 5 Essential Twitter Truths. * GrammarGirl's Twitter Style Guide. * David Jakes Tragedy of the Commons * Global Geek News Blog. Twitter Etiquette (Thanks to Darren Draper for last three links.)

I like telling stories. What sort of stories do I like to tell? Stories about days at school, life in the ANZ Bank, stories my father told me, historic sagas and the like. lots of links to digital storytelling later down on the page

I like telling stories. What sort of stories do I like to tell? Stories about days at school, life in the ANZ Bank, stories my father told me, historic sagas and the like.

"Many universities are currently, or have recently, reviewed their enterprise LMS including my own employer. Unfortunately we haven't made our review process public but many universities have been generous enough to provide information about their reviews. The following list are some of the publicly available LMS reviews that I have found. These were really useful in developing and informing our own review and I hope that by bringing them together in one place it will be useful for others. I have provided links to each institutions review documents and a quick summary of their process. I have included the eventual choice of LMS but of course this is a very small sample and shouldn't be taken as being indicative of any particular trend in LMS selection. The list is not presented in any particular order. If you know of any other publicly available LMS review documents please let me know and I will add them."

Academia 2.0: What Would a Fully Interactive Journal Article Look Like May 14th, 2009by Sean Gorman We've been collaborating with our co-founders back at George Mason for the last few months on a paper modeling oil dependency/vulnerability from a geographic perspective. We wrapped up the paper yesterday and it got me thinking about what a fully interactive version of the paper would look like. What if all the maps and charts were embeds? What if you could download all the data sets used for the analysis right from the paper? While many journal have come online and some even in openly accessible venues - I don't think we've really tapped the power of the Web for interactivity, data sharing, innovation, or peer review. Having more interactivity in charts and maps could make research more accessible and engaging. Further, having the data for a paper downloadable could provide better peer review, and create the opportunity to innovate and extend the research. A fellow resercher could have an idea to extend or optimize an equartion test it on the same data set and see if it yielded better results.