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Maria José Vitorino

To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views

www.educause.edu/...209321

faculty opensource copyright resources tools share web2.0

shared by Maria José Vitorino on 22 Aug 10 - Cached
  • Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
  • Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
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  • These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
  • They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
  • For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
  • Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
  • Daryl Bambic on 22 Aug 10
     
    Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • Maria José Vitorino on 18 Dec 10
     
    University context for open sources, sharingand digital trends era
Ross Davis

islt9440 - Group 7: Diigo for Education - About diigo.com - 86 views

islt9440.wikispaces.com/About+diigo.com

technology diigo

shared by Ross Davis on 15 Nov 10 - No Cached
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page
  • The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.comDiigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with similar interests and follow specific people and sites. Teachers can register for an educator account that allows a teacher to create accounts for an entire class. In an education account, students are automatically set up as a Diigo group which allows for easy sharing of documents, pictures, videos, and articles with only your class group. There are also pre-set privacy settings so only the teacher and classmates can see the bookmarks and communications. This is a great way to ensure that your students and their comments are kept private from the rest of the Internet community. Diigo is a great tool for teachers to use to have students interact with material and to share that interaction with classmates. Best Practices for using Diigo tools Tagging Tool Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students. This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.Highlighting Tool Diigo highlighting tool allows the teacher or student to highlight in an article or a web page . 1The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points. Sticky Notes Tool The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students. Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading. Students could use sticky notes to peer edit and make comments on other student's work through Google docs. These are just a few ideas of how to apply the diigo tools to your teaching practices. Both students and teachers benefit form using these tools. The variety of uses or practices give both groups a hands on way of dealing with text while making it more efficient. Bookmark/Snapsho
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  • islt9440 - Group 7: Diigo for Education guest · Join · Help · Sign In · Join this Wiki Recent Changes Manage Wiki Group 7 Project HomeDiigo RSS FeedsSample Lesson Plans Social Studies Spanish Math (Functions) Math (Geometry) Collaboration Pages Collaboration Home Job Assignments Project Info Lesson Plan Ideas About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.com Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with si
  • Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark
  • and tag websites
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students.This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.
  • The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
  • Chuck Baker on 15 Nov 10
     
    My group for my grad class, "Learning with the Internet" created this wiki about using and implementing Diigo in the classroom.
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 26 Sep 10 - Cached
  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
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  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
  • Carole Redline on 27 Sep 10
     
    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Martha Hickson

Share huge files in seconds with JUST BEAM IT. - HOME - Edgalaxy: Where Educa... - 81 views

www.edgalaxy.com/...seconds-with-just-beam-it.html

file_sharing

shared by Martha Hickson on 19 Jul 12 - No Cached
  • Martha Hickson on 19 Jul 12
     
    share files with large audiences on the web.  You simply drag the file you want to share to the web browser page of Just Beam It and then within seconds it will generate a unique URL that you can email or share with whoever you wish that will take you directly to your file.
tapiatanova

A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of High... - 98 views

chronicle.com/...129609

social network sociallearning Social Media learning education millenials socialnetworking socialbookmarking pln ple optometry

shared by tapiatanova on 08 Nov 11 - No Cached
Kate Pok liked it
  • Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Agreed, for connectivism see also www.connectivism.ca
  • External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
    • tapiatanova
      tapiatanova on 03 Jan 14
       
      yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
  • Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
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  • back-channel conversations
  • While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
    • trisha_poole
      trisha_poole on 08 Nov 11
       
      An effective use of Twitter that can be translated to classrooms.
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      All classrooms?
    • John Dorn
      John Dorn on 09 Nov 11
       
      classrooms where students are motivated to learn. Will this work in a HS classroom where kids just view their phones as a means to check up on people? Maybe if they can see "cool" class could be if they were responsible for the freedoms that would be needed to use twitter or other similar sites.
  • Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
  • A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
  • Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
  • Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
  • Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
  • The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
       
      Yes, but what is the relation between such writing and ("proper"?) academic writing?
  • Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
  • Daniel Spielmann on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • John Dorn on 09 Nov 11
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  • tapiatanova on 03 Jan 14
     
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
Martin Burrett

DropCanvas - 103 views

dropcanvas.com

file sharing files collaborative

shared by Martin Burrett on 07 Jun 12 - No Cached
  • Martin Burrett on 07 Jun 12
     
    This is a beautifully simple site for sharing files over the web. Just drag the files into the window to upload it. Then share the link to share the page of files. You add or delete files at any time. A sign in is not require, but you get more functions if you register for free. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Martin Burrett

Minus - Share files simply - 53 views

min.us

sharing photos image share file sharing

shared by Martin Burrett on 28 Jun 11 - No Cached
  • Martin Burrett on 28 Jun 11
     
    Probably the easiest way to share files and media online. Just drag your photos onto the site and a album will be created with a link to share. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Martin Burrett

Drawpr - the easy way to share files - 58 views

drawpr.com

file file sharing url links

shared by Martin Burrett on 04 Nov 11 - No Cached
  • Martin Burrett on 04 Nov 11
     
    This is a simple, drag-drop-share file sharing tool. Generate a url to your file and share with everyone. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Martin Burrett

Dropbox - Simplify your life - 95 views

www.dropbox.com

storage backup sharing links collaboration sync

shared by Martin Burrett on 28 Aug 10 - Cached
    • Kalin Wilburn
      Kalin Wilburn on 19 May 11
       
      Use dropbox to keep track of files you need at home, work, and anywhere else you might be. It provides you the ability to access your files from any location, allow others to "drop" files into your dropbox, and to share any files you have placed in there. You can use it for student work or just as a personal productivity tool.
    • Kalin Wilburn
      Kalin Wilburn on 19 May 11
       
      It has to be downloaded on your computer so if you want to use this at school you will need your tech coordinator's permission.
    • S. Cosmo
      S. Cosmo on 06 Sep 11
       
      But you can use it at school with the access to the web page...
    • smithirowa24
      smithirowa24 on 07 Jan 12
       
      Dropbox synchs with your smart phone like an iphone, and it also synchs with tablets like the ipad.  This way I can carry my files no matter where I am.
    • Bill Shelly
      Bill Shelly on 19 Jun 12
       
      Try this in combination with dropitto.me. Awesome!
    • benjaminv
      benjaminv on 19 Sep 12
       
      I am not sure, but the idea of bringing referals to increase storage are awesome.
    • 玉昆 吴
      玉昆 吴 on 03 Feb 20
       
      Great application
  • Glenn Hervieux on 28 Aug 10
     
    This is an amazing solution for storing, sharing, and back up your data. The ability to access files from any computer & mobile devices makes this a great solution. Up to 2GB storage free! Learn more about the public folder to share files with others, while keeping your other files private. I have it on both my Apple computers and on two PCs. This rocks!
  • ...2 more comments...
  • Cathy Edwards on 29 Aug 10
     
    I love my Dropbox!! It makes life so much easier!
  • Jonathan Wylie on 29 Aug 10
     
    I have it too, and have used it for a couple of years now to go between my mac at school and PC at home. I recently blogged about it here: http://www.educationtechnologyblog.com/1/post/2010/08/dropbox-for-educators.html
  • Glenn Hervieux on 29 Aug 10
     
    @Jonathon, thanks for sharing the blog post. I'll pass that along to others. @Cathy, thanks for confirming it's been a useful tool.
  • Martin Burrett on 08 Jul 11
     
    One of the leading and best online file storage option. It works across many different devices and is great for teachers who like to travel light. Download required. Basic package is free with 'paid for' option with more storage. Easily share files with others. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Kathy Malsbenden

Social Bookmarking 2.0: Research, Share and Collaborate Online Using Diigo - Jason Rhod... - 48 views

jrhode.tumblr.com/diigo

diigo bookmarking social research tools web2.0 education

shared by Kathy Malsbenden on 19 May 10 - Cached
  • Kathy Malsbenden on 01 Jun 10
     
    Do you struggle to keep track of all your favorite Web sites and other online resources? Would you like to share the links to your favorite online resources with your colleagues or students? Using Diigo, you can both easily bookmark your favorite online resources in the cloud and annotate, share, and collaborate in new ways! This hands-on session will introduce the Diigo collaborative research tool and explore several practical applications for implementing collaborative resource sharing in the classroom.
Don Doehla

Small Byte #2-Scrible | Fluency21 - Committed Sardine Blog - 21 views

fluency21.com/...small-byte-2-scrible

web3.0 semanticweb linkeddata internetofthings computer edtech education technology

shared by Don Doehla on 11 Jun 13 - No Cached
  • Don Doehla on 11 Jun 13
     
    Scribble is a great tool for preparing web-based readings for engaging students more attentively in their inquiry. Great tool to support close reading and CCSS. Scrible is a free online tool for saving, organizing, annotating, and sharing websites for online research projects and web quests. It saves a copy of each page you annotate in your personal Scrible library, so that even if the original web pages you've made notes on go down, your saved pages and your notes still exist. You can post your work on Facebook or Twitter, and you can also share your Scrible pages with short links that you generate with the click of a button. Check it out for yourself at www.scrible.com.
Maggie Tsai

Diigo: a match made in SHEEN Sharing heaven? « SHEEN Sharing - 2 views

sheensharing.wordpress.com/...h-made-in-sheen-sharing-heaven

diigo education netvibes edudiigo

shared by Maggie Tsai on 17 Jun 09 - Cached
  • Diigo is like a next generation Delicious: it’s social bookmarking with the ability to also append comments and discussions on resources to the resources links, and to highlight and comment on sections of resources you’ve linked to.  Being a Web2.0 tool, you can then expose these resources, comments, discussions and highlights to other applications using feeds and widgets.  This means that the ECN can use Diigo to share resources and their experiences with them in one common place, but the results of this can be picked up and exposed in any site or repository.
  • instead of saving your favourites or bookmarks in your browser, you save them to your account on the website; this way, it doesn’t matter what computer you are on, you can always access them.  You can import your browser bookmarks
  • Diigo is a next-generation social bookmarking site.  It includes features for sharing and exposing annotations of, discussions around, and highlighted portions from resources, as well as really useful group features, allowing groups with specific interests to discuss and share resources.
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  • Diigo and Netvibes We’re trialling using Netvibes as a central gathering and dissemination point for resources shared and recommended via the ECN.  Netvibes lets you put any number of “blocks” or widgets into it so it’s a one-stop-shop with little windows into feeds and pages and tools from other sites. You can put a block in Netvibes from a Diigo group; you’ll see resources shared publicly within that group, along with tags, descriptions, comments, discussions, and highlighted portions of those resources. For each resource you can either view all the Diigo commentary on the resource, or view the resource directly (you can toggle easily between these in Netvibes). You can link straight from that block by tag, by user, by group, and by resource, and go straight into the relevant place in Diigo. You can have a block in Netvibes showing a public group’s  forum discussions. You can have a block in Netvibes showing your resource list slideshow. You can have blocks in Netvibes based on feeds for specific tags, e.g. a block showing everything tagged “employability”.  This means you can have a fairly fine-grained structure within Netvibes, making it easier for visitors to the Netvibes page to find things on the main topics of interest.
Martin Burrett

Just Beam It - 134 views

justbeamit.com

file share sharing file sharing

shared by Martin Burrett on 17 Oct 11 - No Cached
  • Martin Burrett on 17 Oct 11
     
    A nice simple tool for sharing files. Just drag the file into the window and share the link to download. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Marc Patton

Quia - 47 views

www.quia.com

Teaching_Ideas Teaching_Tools Mathematics Online_Learning_Environments

shared by Marc Patton on 13 Jun 11 - Cached
  • Anne-Mette Krejberg on 13 Jun 11
     
    Quia web - create your own ... costs 49$ 
  • Marc Patton on 07 Sep 12
     
    IXL Practice makes perfect, and IXL makes math practice fun! IXL allows teachers and parents to monitor the progress of their students and motivate them through interactive games and practice questions. Widely recognized as the Web's most comprehensive math site, IXL offers a dynamic and enjoyable environment for children to practice math. Students who use IXL are succeeding like never before. Quia Web Quia Web provides educators with learning tools to create, customize, and share their curriculum online. Quia Web pioneered and brought the "create-your-own" concept to educators around the world-giving them the freedom to go beyond publisher-provided materials and create their own interactive, online experiences for their students. Quia Books Quia Books are Web-based versions of workbooks and textbooks, and are produced in partnership with the world's leading publishers. Built on our award-winning technology platform, Quia books engage students and make the learning process more satisfying through interactive exercises replete with vibrant color, sound, and images. Educators reap the timesaving benefits of computer-based grading and tracking and can fully customize Quia books based on individual course materials.
Marita Thomson

http://net.educause.edu/ir/library/pdf/ELI7054.pdf - 48 views

net.educause.edu/...ELI7054.pdf

diigo socialbookmarking collaboration

shared by Marita Thomson on 31 Aug 11 - Cached
  • Marita Thomson on 31 Aug 11
     
    Collaborative annotation tools, such as Diigo, Reframe It, MyStickies, and Google Sidewiki, expand the concept of social bookmarking by allowing users not only to share bookmarks but also to digitally annotate web pages. Rather than simply pointing to particular web pages, collaborative annotation lets users highlight specific content on a web page and add a note explaining their thoughts or pointing to additional resources. Users highlight text or images, add their own comments, and share those annotations with colleagues and friends of their choosing.
Martin Burrett

Kicksend - File Sharing - 4 views

kicksend.com

file sharing file download app document

shared by Martin Burrett on 07 Aug 11 - No Cached
  • Martin Burrett on 07 Aug 11
     
    This is a good downloadable file sharing app for your desktop, online or on your mobile. Drag files into the window to begin uploading, then just share the link. Easy! http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Sarah Horrigan

Phil's JISC CETIS blog» Blog Archive » Repositories and the Open Web - 9 views

blogs.cetis.ac.uk/...cetisrow

NTUEDU NTUSHARE CETIS repositories openlearning openaccess sharing reuse learning education elearning online jisc news

shared by Sarah Horrigan on 25 Feb 10 - Cached
  • Sarah Horrigan on 25 Feb 10
     
    On the 19 April, in London CETIS are holding a meeting in London on Repositories and the Open Web. The theme of the meeting is how repositories and social sharing / web 2.0 web sites compare as hosts for learning materials: how well does each facilitate the tasks of resource discovery and resource management; what approaches to resource description do the different approaches take; and are there any lessons that users of one approach can draw from the other?
Carol Mortensen

EdTech Toolbox: Ultimate Web 2.0 List - 139 views

edtechtoolbox.blogspot.com/...web-20-tools_04.html

web2.0 tools edtech toolbox education list Resources web 2.0

shared by Carol Mortensen on 09 Jul 11 - No Cached
  • place to share e-learning and Web 2.0 tools for education. Computers and laptops in education are important only when used with good pedagogy. Digital content and creation is an important part of the process for educators in the 21st century
  • Carol Mortensen on 09 Jul 11
     
    "A place to share e-learning and Web 2.0 tools for education. Computers and laptops in education are important only when used with good pedagogy. Digital content and creation is an important part of the process for educators in the 21st century."
  • Carol Mortensen on 09 Jul 11
     
    Great collection! I'll be lost in this list for days!
Michael Sheehan

Learning Never Stops: Curate.us - Clip and share anything from the web - 72 views

seekoutlearning.blogspot.com/...p-and-share-anything-from.html

learning clip share anything web

shared by Michael Sheehan on 05 Mar 13 - No Cached
  • Michael Sheehan on 05 Mar 13
     
    Another excellent resource for sharing web content.
Carol Mortensen

Five Best Photo Sharing Web Sites - 83 views

lifehacker.com/...e-best-photo-sharing-web-sites

photography sharing lifehacker photos tools web2.0 web Bookmarks_Menu

shared by Carol Mortensen on 26 Jul 11 - Cached
  • Carol Mortensen on 26 Jul 11
     
    "YouSendIt, a popular service for sending large files to others, has recently added Dropbox-like online storage and syncing. A few big differences: an affordable unlimited storage plan, better sharing control, and document signing."
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