Group items tagged

"Ever wondered how students really act online? What they're actually sharing with their friends? Heck, if they're even using their real name and other information? Chances are good about 1 of every 4 teens seem to have a 'fake' social media account with false information. There's a lot more to this new privacy study on what teens actually share by the Pew Research Center that you should check out too."

"Published on 8 Jan 2015 'I saw your willy' NSPCC - Be Share Aware. We tell our children it's good to share - but online it's different. In fact sometimes it can be dangerous. That's why we're asking parents to be Share Aware - and keep children safe online. Find out more here: http://bit.ly/1tPXBVj"

"Diigo is a powerful information capturing, storing, recalling and sharing tool. Here are just a few of the possibilities with Diigo: Save important websites and access them on any computer. Categorize websites by titles, notes, keyword tags, lists and groups. Search through bookmarks to quickly find desired information. Save a screenshot of a website and see how it has changed over time. Annotate websites with highlighting or virtual "sticky notes." View any annotations made by others on any website visited. Share websites with groups or the entire Diigo social network. Comment on the bookmarks of others or solicit comments to your shared bookmarks."

There is much discussion about the ability we now have to share our ideas and our work with colleagues over the internet. An issue that arises though is that some people are reluctant to share. Rajesh Setty comments on this in the accompanying blog post.

"Typing your own name into Google may be an eye-opening experience. Even if your personal information isn't easily accessible, your computer may be sharing information about habits, preferences and activities that you'd prefer to keep private. Here's how to keep a lid on what your computer shares about you with strangers."

Queensland University of Technology recognises the important role social media technologies play in enabling people not only to communicate and collaborate with each other, but also to create, share and consume content. The uptake of social media has opened up new ways of learning and teaching for educational communities to experience new ways of communicating. The rapid growth in Web 2.0 tools and other emerging technologies, often located outside university managed environments, has occurred alongside the steady growth in blended learning in higher education, with students becoming increasingly active communicators, collaborators and creators of content in a virtual community. Learning and teaching activities now take place both in physical and virtual spaces with a range of tools, including learning management systems, other university supported applications and tools, and, increasingly, a variety of public domain social media (Facebook, Twitter, blogs, wikis, mashups, video-sharing sites, etc.). These guidelines aim to provide guidance to QUT teaching staff and students in the use of social media that adds value to the educational experience, whilst being mindful of the University's duty of care and legal obligations.

"Creative Commons (CC) is often seen as a social movement, dismissed by critics as a tool for hobbyists or academics who do not sell their creations to make a living. However, this paper argues that the licensing of creative copyright works under a CC licence does not preclude commercial gain. If used wisely, CC licences can be a useful tool for creators in their quest for commercial success. In particular, this paper argues that the sharing of creative works online under a CC licence allows creators to circumvent traditional distribution channels dominated by content intermediaries, whilest maintaining a level of control over their copyright works (i.e. explicitly reserving some rights but not all rights). This will be illustrated by case studies on how CC is being used by content creators and intermediaries respective". Download PDF

Definetheline.ca: Clarifying the Blurred Lines between Cyber-bullying and Socially Responsible Digital Citizenship. Welcome to Definetheline.ca. The objective of our research team at McGill University is to share our expertise with policy-makers, teachers, parents, educators and youth (11 - 17) in user-friendly ways that help all stakeholders engage, learn from, and share resources on our website. We also have a fun section for children (ages 5 - 11) that will promote responsible, thoughtful and considerate digital citizens from an early age. Defining Digital Citizenship and Socially Responsible Online Communication: Social media and a range of digital technologies provide enormous opportunities for peaceful and supportive global interaction, international learning collaboration and fruitful educational partnerships. Every digital user has the potential to reach communities in all corners of the world through transformational online leadership and responsible digital citizenship by embracing the fundamental principles that underlie constitutional rights to free expression, privacy, safety, fair and equality.

"ABC Pool is a social media site where you can share and engage with creative work and collaborate with the people who make it. It's a place to upload images, text, audio, and video. Anyone, any age, anywhere can contribute to Pool. Pool is run by the Australian public broadcaster and has a number of projects to which you can contribute independently or co-create with others. It's a place to meet collaborators, and Creative Commons licensing provides a way to share your work in a safe legal framework. All Pool members are asked to follow the guidelines and to report inappropriate items or comments."

An interesting way to use Thinglink and share portfolio and video work. Could be used in a K-12 setting to share teacher and/or student development.

Teens share a wide range of information about themselves on social media sites;1 indeed the sites themselves are designed to encourage the sharing of information and the expansion of networks. However, few teens embrace a fully public approach to social media. Instead, they take an array of steps to restrict and prune their profiles, and their patterns of reputation management on social media vary greatly according to their gender and network size. These are among the key findings from a new report based on a survey of 802 teens that examines teens' privacy management on social media sites

"From cyberbullying and photo sharing to digital footprints and online safety, the Connecting Families program helps parents and kids address important topics and have meaningful conversations about making great choices in their digital lives. This free, year long program includes everything parent facilitators need to encourage their schools and communities to use connected technologies in ways that are both fun and safe. Our resources include a step-by-step hosting guide, conversation topics, and printable resources to share -- all carefully researched and crafted by Common Sense educational technology experts. Get started with the Program Overview, and then follow the steps below."

"This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students' reactions and online activity while using a range of social media and Web 2.0 tools. The authors use Graham Nuthall's (2007) "lens on learning" to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning."

No! You can't just take it! No! You can't take it, because you found it on Google! No! You can't just right click>save>use, just because you can! No! You can't just pretend that you created it! No! You can't make money off my work that I shared FREELY under certain conditions! No! You can't just take it…even in the name of education! No! You can't just take it… even if AND ESPECIALLY BECAUSE you are a teacher!

Excellent post by Trisah, ETL523 201630 student - shows how digital citizenship means participation and involvement and shares how this can be done in a meaningful way.

Excellent slideshow by @langwitches sharing new curriculum objectives to support globally connected learning.

Shares a set of principles around connected learning

In this post I'll outline how educators can develop their own PLE, where to start, and I'll provide specific action steps, and what tools to use. First though, I'll share three convincing reasons why we should get serious about PLEs-why they aren't just for students.

"Let's face it: Technology and etiquette have been colliding for some time now, and things have finally boiled over if the recent spate of media criticisms is anything to go by. There's the voicemail, not to be left unless you're "dying." There's the e-mail signoff that we need to "kill." And then there's the observation that what was once normal - like asking someone for directions - is now considered "uncivilized." Cyber-savvy folks are arguing for such new etiquette rules because in an information-overloaded world, time-wasting communication is not just outdated - it's rude. But while living according to the gospel of technological efficiency and frictionless sharing is fine as a Silicon Valley innovation ethos, it makes for a downright depressing social ethic."