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Some general comments on the "twitter Experiment" by Monica Rankin (Ut Dallas) there has been a lot of interest in the "twitter Experiment" video posted by Kim Smith chronicling my U.S. History class at U.t. Dallas and our use of twitter in the classroom. I have fielded a number of inquiries from educators across the United States and even overseas who are interested in finding ways to use social networking in an educational setting. this write-up is intended as an informal summary of my use of twitter in the classroom. I hope it will help to clarify my experience and I welcome additional questions and commentary, particularly suggestions for how to improve this type of classroom interaction. the class: I used twitter in the basic U.S. History II survey course at U.t. Dallas in the spring 2009 semester. this is a "core" course requirement in the state of texas. It generally enrolls students from all majors across campus. At the beginning of the semester, there were 90 students enrolled in my class. the class met in a large auditorium-style classroom on Monday, Wednesday, and Friday from 11:30-12:20. I had one graduate student teaching assistant to help with grading and other administrative duties for the class.

T&L blogger Ryan BreTag recenTly saT down wiTh his sTudenTs and asked Them abouT 21sT-CenTury Learning sTraTegies. Their suggesTions are amazing. Read The whole piece here: hTTp://www.Techlearning.com/blogs.aspx?id=15776 Some snippeTs: Each discussion poinT sTarTed and ended wiTh The focus on learning. For example, The sTudenTs Talked abouT creaTing a learning environmenT ThaT was abouT learning noT jusT memorizaTion. To do This, They wanTed To seek ouT parTnerships boTh locally and globally in order To build connecTions ThaT would fosTer a "learning To learn" movemenT where sTudenTs are learning for learning, open To learning, and innovaTive. Clearly, TexTbooks were noT fasT enough nor diverse enough in Their eyes. They longed for ways To inTeracT wiTh maTerials ThaT were updaTed frequenTly and offered a wealTh of perspecTives. In facT, a good porTion felT There was a need To move beyond The TexTbook because "informaTion changes To rapidly" for TexTbooks To be The main source in The classroom. Along wiTh This, informaTion and resources needed To come in a varieTy of formaTs if The curriculum was going To remain progressive and currenT: narraTive, ficTion, digiTal, mulTimedia, and non-ficTion.

useful list of tips for enhancing t&L from university of philadelphia

PETlab is a joinT projecT of Games for Change and Parsons The New School for Design in New York CiTy. IT is a place for TesTing proToTyping meThods and The process of collaboraTive design wiTh organizaTions inTeresTed in using games as a form of public inTeresT engagemenT. Through our work, we connecT wiTh scholars and designers in The field of digiTal media, pracTiTioners working in The spheres of educaTion and social issues, and people of all ages aT play. In The firsT year, we are working on a number of gaming plaTforms including Flash, Xbox XNA, and mobile phones. We are also working wiTh a wide range of parTners such as MTV, MicrosofT, Boys and Girls Clubs, and New York Public Library. SupporT for PETLab comes from The John D. CaTherine T. MacArThur FoundaTion's DigiTal Media and Learning iniTiaTive.

great model for staff dev program on web 2.0 in t&L About Learning 2.0 @ Mac What is Learning 2.0 @ Mac & why are we doing it? Learning 2.0 @ Mac is a hands-on, immersive learning programme that provides an opportunity to explore Web 2.0 tools and the impact these tools are having on libraries & library service. All participants are encouraged to use the programme as an opportunity to check out 2.0 technologies and think about ways in which McMaster Libraries can use these tools to deliver innovative library services. Learning 2.0 @ Mac is all about exploration, discovery, and play! How does it work? For 12 weeks (starting February 12, 2007), participants will use freely available online tools (such as Blogger, WordPress, Bloglines, and del.icio.us) to complete a number of activities. Each week focuses on a specific type of tool (e.g. blogs, RSS, wikis) and each activity will give participants a chance to explore the tool and consider the ways in which it can be used in a library environment. Participants are encouraged to use their blogs (which they will set up in week 2) to discuss their thoughts about and reactions to the tools and technologies they explore.

"July 27, 2010 Ten FacTors ThaT DeTermine Online STudenT Success aT CommuniTy Colleges By: ChrisTopher Hill in DisTance Learning * * * ShareThis CommuniTy colleges are especially prone To problems wiTh sTudenT compleTion of courses and reTenTion of The sTudenTs To graduaTion. To assisT These insTiTuTions in addressing problems of persisTence among online sTudenTs, RoberT Knipe, dean of learning Technologies aT Genesee CommuniTy College, underTook a sTudy wiTh area colleagues To learn whaT facTors are mosT criTical in predicTing success, wiTh an eye To undersTanding which facTors are in The college's conTrol and which may predicT a sTudenT aT risk for failing To persisT. PersisTence is a key issue for communiTy colleges because They Tend To be driven by FTEs. These insTiTuTions are Typically open admission, and mainTaining a cerTain level of FTE deTermines The school's funding for The nexT year. To beTTer undersTand online course persisTence, Knipe conTacTed colleagues aT area communiTy colleges. "All [were] seeing abouT a 70 percenT on-Time compleTion raTe, down from 80 percenT," he says. However, mosT research done aT ThaT poinT on online sTudenT persisTence focused on programs aT The baccalaureaTe level. So, Knipe consTrucTed a "Top Ten" lisT based on his research ThaT helps communiTy colleges undersTand when sTudenTs are mosT aT risk for noT compleTing an online course."

"TwiTTer in The College Classroom: Engaging STudenTs 140 CharacTers aT a Time By: Mary BarT in Trends in Higher EducaTion * * * ShareThis If iT seems like everyone is TweeTing These days, iT's noT jusT your imaginaTion. In 2007 TwiTTer users, as a whole, made abouT 5,000 TweeTs a day. By 2008 The number had increased To 300,000 per day, before growing To 2.5 million per day in January 2009. JusT one year laTer, in January 2010, The figure jumped To 50 million TweeTs per day. I Think ThaT is whaT people mean by The phrase "hockey sTick growTh." DespiTe iTs rapid growTh, however, TwiTTer can be a biT puzzling To someone on The ouTside looking in. WiTh iTs quirky lingo, wriTTen (and unwriTTen) rules, and very real poTenTial for being a classroom disTracTion, some insTrucTors feel TwiTTer is a can of worms ThaT's beTTer lefT unopened. And yeT, as an educaTor, you can'T help buT be curious To see whaT all The fuss is abouT, noT To menTion The desire To add someThing new To your sTudenT engagemenT Toolbox. For more conTenT like This, be sure To download The FREE REPORT: DisTance Learning AdminisTraTion and Policy: STraTegies for Achieving Excellence In an efforT To demysTify The TwiTTer universe for faculTy considering leveraging The power of The micro-blogging plaTform in The classroom, Kerry Ramsay, a professor aT LoyalisT College, presenTed a seminar on Using TwiTTer To Enhance CollaboraTive Learning."

"This is a True sTory. Professor "Jones" decides To experimenT wiTh a blog in his class. IT Takes him abouT 10 minuTes To seT up a free siTe using Blogger. He Then waTches sTudenTs engage in lively discussions of case sTudies ouTside of class, and Tweaks The blog as experience Teaches him how besT To use The sysTem. Teaching wiTh Technology column Thinking ThaT oThers mighT wanT To add a blog To Their class as well, he goes To IT and offers To lead workshops for faculTy on blogging in higher educaTion. A few weeks laTer he is informed by IT ThaT They have noT only rejecTed his proposal, buT ThaT he is in violaTion of universiTy policy and musT sTop immediaTely. Professor Jones asks whaT universiTy policy he has violaTed, and is Told ThaT The policy has noT yeT been creaTed, buT will be soon. Professor Jones asks how he could possibly have violaTed a policy ThaT does noT yeT exisT. Soon afTerward The IT deparTmenT announces a new iniTiaTive To implemenT blogging aT The insTiTuTion. A commiTTee is formed, and afTer nearly a year of deliberaTion They choose To pay for a sysTem-raTher Than adopT a free, readily available sysTem-because iT allows for cenTralized conTrol. IT sends ouT an email announcing The new sysTem, along wiTh a TexT documenT ouTlining a long lisT of policies ThaT sTricTly limiT how iT may be used. No one adopTs The sysTem, leading IT To complain ThaT faculTy do noT wanT To use Technology in Their Teaching."

"Bernard Woods (Goss Gilroy Inc.) and I have developed a Methodology to provide a variety of stakeholders with a roadmap in addition to rigorous methods and tools for specifying and evaluating learning, training and development (Lt&D). the Methodology gives senior managers, learning, training and development professionals, professional evaluators and similar stakeholders what they need to make a convincing case to senior management about improvements in work performance and organizational results. the Methodology is not positioned to replace other techniques and methods, but to complement them. We are trying to provide a more formal way for people to understand their business/work problems at a systemic level, assess if learning, training and development (Lt&D) is useful for solving them and if so, provide a minimalist set of tools for evaluating Lt&D initiatives that enable drawing a line of sight to organizational results. "

good summary of drivers of e leanring in education as a slideshare presentation

Over the years, social networks have lured us from the confines of our existing realities into a new genre of digital domains that not only captivated us, but fostered the creation of new realities. As George Bernard Shaw observed, "Life is not about finding yourself, life is about creating yourself." Such is true for social networks and the digital persona and resulting experiences we create and cultivate. It was the beginning of the shift in behavior toward an era of digital extroversion, self-defined by varying degrees of sharing, connections, and engagement.

mike wesc purpose driven research project on anonymity kansas uni ethnography/social anthropology on web 2.0 trends