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These pages seek to describe tools that are used by communities of practice, explain how each functions from a community perspective, and suggest why you might select the tool, given your community's orientation and the activities your community wants. The pages attempt to define each tool, describe relevant features, the tool's uses in a community of practice, how the polarities can show up, examples, and resources. Although not all pages conform to a standard, we have developed a Tool Description Template that suggests a standard of completeness for tools pages. A Use in Combination Template suggests how tools are used together in a community context.

"How to Create A Facebook Page Facebook Pages have been getting lots of search engine respect lately. Learn how to create a Facebook Page here, since it's rather difficult to figure out how to do it on your own as a newbie! It's 2010, and I've completely updated this tutorial...enjoy :)"

When times are tough, institutions are under more competitive pressure than ever to do well for their students. Unfortunately this is the precise time when cash is in short supply, faculty workloads may have increased, and development/support staff and budgets are often slashed. For institutions that want to do a more effective job of competing and meeting external demands for quality, it's time for a more frugal approach to innovation. One approach to frugal innovation: help faculty share low-cost, low-risk, easy-to-explain improvements in teaching and learning with each other.  That's really two ideas, and they go well together: Faculty helping each other improve their courses (with a slight assist from staff to help them get together) Low Threshold Activities and Applications (LTAs) -- small steps toward improvement -- that each faculty member can grasp quite quickly and try safely, easily, and inexpensively and that promise real rewards if successful, e.g.  better learning, time-savings.  (For on LTAs, click here.)  "Frugal": These kinds of improvements are a good fit for peer-to-peer assistance because LTAs can be communicated quickly and easily: e.g., in: a casual conversation among faculty, a 5-15 minute workshop scheduled as an agenda item in a departmental meeting and led by a faculty member, a page-long description written by a faculty member and appearing on the web or in a newsletter, an eClip (brief video clip online that explains how to do something or why it's worth doing), or just a few sentences in an email or on a web page.

Welcome to the University's Personal Information System. These pages allow you to access your own information, as stored by the University. The system ensures that the data we store is accurate - feedback is encouraged and links allow you to inform us of updates and changes. Check the message board for updates.

BozPages are simple one-off Pages of RSS feeds, so you can keep track of a bunch of web Pages in one place.

"Grand Valley State University Social Media Guidelines As a public institution, Grand Valley State University's purpose is to educate and inform. This coincides with the spirit of social media, to share the wealth of knowledge for the common good. For this reason, Grand Valley maintains official pages on various social media platforms. You can find links to those pages at: www.gvsu.edu/socialmedia. They have been set up and are maintained for the purpose of disseminating information and connecting people to the university and its services. Although you are encouraged to use social media in your work, please respect university time and resources as you provide or read content. Our first priority is to execute the business of the university so find the right balance to do this. If you are an avid user, please consider two accounts - one you maintain for the university and one for your personal use outside of work."

Terms and conditions, Warwick Blogs [c] A blog is a personal web page and the University is not responsible for any of the content contained in a blog, nor does the University assert any ownership over blog content. There may be some exceptions to this rule, where a blog is being written by University staff for some official purpose, but such exceptions will be individually identified and do not affect the general principle that responsibility and ownership of a blog rest with its author(s). Even though blogs are personal web pages, the university's acceptable use policy still applies. In particular, this implies that:-

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.

answers to questions from Twitter on teen practices Before I headed to Atlanta to do fieldwork, I asked folks who follow me on Twitter (@zephoria) what questions I should ask teens. Many of the questions that I received were more general questions about teens, rather than questions for teens. Still, I'm going to take a stab at very briefly answering some of the questions that I received based on what I know and what I learned. I am not answering the larger questions that would require pages and pages and my apologies if my short answers are not sufficient but I wanted to at least respond. Thank you all who contributed questions and my apologies if I didn't answer yours. To all who asked questions about Twitter: average teens don't use Twitter. They may in the future, but they do not now. Those who do are early adopters and not representative of any mainstream teen practice. Because of Oprah and celebs, some teens are starting to hear about it, but they don't understand it and they aren't using it.

"How I create and publish podcasts posted in open source, podcasting | Jason Kern recently asked me to share information about how I create and publish podcasts here on "Moving at the Speed of Creativity," and rather than send that info to just him I thought I'd create a post to share these links and procedures. Since I've developed these procedures over time it's entirely possible there are much better ways to do this, so if you have suggestions and input on alternative podcasting possibilities I'd love to hear it. I published my first podcast on August 3, 2005, and since that time have utilized a variety of different podcasting tools and websites. Rather than share an exhaustive list of all those links (some of which are included in my Intro to Educational Podcasting wiki page and Intermediate/Advanced Topics in Podcasting page) I am going to attempt to share briefly the software, websites, and other resources I utilize now to podcast, as well as an outline of the steps I follow in podcasting today."

"The Cognitive Edge Network is evolving a series of open source methods based on naturalising sense-making through the Method Development Cycle. The full list of methods can be accessed here. The Method Template is designed to provide some guidance to users of the Cognitive Edge Wiki and also a cut and paste capability to assist in setting up a new page. In general the following principles should be followed: 1. Consistency: should be consistent with the principles of naturalising sense-making. In other words it should avoid idealistic approaches based on defining future states rather than enabling evolution 2. Minimalism: a method template should contain the essence of the method and should be written so that a practitioner can quickly glance through the sheet (especially the work flow) during use without the need to navigate through a large amount of text. 3. Use HTML: additional material, illustrations, detailed check lists, supporting documents, action forms or whatever can also be stored as files or as new articles and then referenced from the method document. 4. Object based: methods should be descrete items, which can easily be combined with other methods. As such they should be codified at a level which allows that. Assemblies can be written up as Offerings 5. Non-specificity: as far as possible do not make the method description specific to a particular application area or industry sector. If there is a good example of the application then create a new article and create a link to that article 6. Avoid recipes: the Cognitive Edge method is object based, it is not a recipe. We expect adaption in context. Methods should therefore not read like recipes, or encourage people to repeat past practice. The method document is an original from which context specific practice can be developed. "

"Welcome to Roundhouse, a student-led journal at the University of Leeds. Roundhouse has been discursively edited, peer reviewed and developed by Critical Theory students from the Politics and International Studies Department at the University of Leeds. The seminal edition of the Roundhouse journal showcases nine articles from recent graduates examining the 'applied turn' in Critical Theory along with an editorial statement of principles and is available from this page in the left-hand sidebar."

"The helpful advice from designer and executive director John McWade from Before & After is one of the most useful websites out there. I'm a huge fan of John's simple, straight forward approach to graphic design and teaching. His advice is always very practical and he has helped thousands and thousands of people over the years communicate more clearly by learning the essentials of graphic design. John even contributed a lovely four-page spread about using images in presentations which appears in the Presentation Zen Design book."

"Project Management with Interactive Gantt from Smartsheet Where am I? This is a web page for Smartsheet, the easiest, fastest way to manage tasks, projects, issues and resources! Our interactive Gantt makes it easy to setup your project and task dependencies and adjust the details as plans change. "

There are growing expectations among college students to be able to access and manage their course materials over the World Wide Web. In its early days, faculty would create web pages by hand for posting this information. As Internet technologies and access have matured over the past decade, course and learning management systems such as Blackboard and Web CT have become the norm for distributing such materials. In today's Web 2.0 world, wikis have emerged as a tool that may complement or replace the use of traditional course management systems as a tool for disseminating course information. Because of a wiki's collaborative nature, its use also allows students to participate in the process of course management, information sharing, and content creation. Using examples from an information technology classroom, this paper describes several ways to structure and use a wiki as a course management tool, and shares results of a student survey on the effectiveness of such an approach on student learning. Keywords: Wiki, Course Management, Collaboration, Web 2.0, Content Creation, Student Learning.

How To Embed Audio In A Wordpress Blog Trust you will enjoy and benefit from this short little video I just uploaded on YouTube showing how to insert mp3 audio files into your Wordpress posts and pages.

Add Multimedia to Your Site with One Click. Apture provides the first rich communication platform allowing publishers and bloggers to easily turn flat pages of text into multimedia experiences.

Rolling Your Own Newsroom by Robert Passarella Financial professionals by their very nature are news junkies. I've always enjoyed building my own quick tools to parse information and share it with my co-workers, friends, and family. When I was at Bear Stearns I built a few subject-related iGoogle tabs and shared them with clients or co-workers. I looked at these tools as the poor man's version of Bloomberg, since you could cobble together Yahoo or Google finance data with news feeds to make a focused custom page. Recently my friends and family were asking me how to keep track of the "Wall Street Crisis." I gave them sites and feeds--but they kept asking me for what I was reading. I spend a considerable amount of time reading, watching, and listening to news all day long. I email, Twitter, and forward links and stories throughout the day. So in essence, I am my own news editor. I enjoy tools like Snackr (thanks Marshall) which allows me to have a real time ticker-like interface for my feeds, and digg the giant social news filter. But one of the key tools I love to use is Google's Reader.

Newspapers on Drupal This is a place for people working at newspapers running on - or planning to run on - Drupal to share ideas, problems and solutions. Help us build resource pages like these: What can Drupal do for my newspaper site? Media sites using Drupal / Newspaper showcase video Modules for newspapers Learning resources

December 2005/January 2006 | Volume 63 | Number 4 Learning in the Digital Age Pages 8-13 Listen to the Natives Schools are stuck in the 20th century. Students have rushed into the 21st. How can schools catch up and provide students with a relevant education? Marc Prensky School didn't teach me to read-I learned from my games. -A student Educators have slid into the 21st century-and into the digital age-still doing a great many things the old way. It's time for education leaders to raise their heads above the daily grind and observe the new landscape that's emerging. Recognizing and analyzing its characteristics will help define the education leadership with which we should be providing our students, both now and in the coming decades. Times have changed. So, too, have the students, the tools, and the requisite skills and knowledge. Let's take a look at some of the features of our 21st century landscape that will be of utmost importance to those entrusted with the stewardship of our children's 21st century education. Digital Natives