There are better forums for discussion than online discussion forums. The discussion forum is a ubiquitous component of every learning management system and online learning platform from Blackboard to Moodle to Coursera.
as though one relatively standardized interface can stand in for the many and varied modes of interaction we might have in a physical classroom
The point is not to reproduce what occurs in the physical classroom, but to provide support for discussion that takes advantage of the digital environment.
Too much of an idyllic view of the physical classrom. If what is said here about it where the case in the mayority of cases, the world would be a much better one.
While some might argue that the 140-character limit doesn’t allow for deep inquiry, we disagree. Twitter, rather, becomes a tool for a collective inquiry, creating depth through the metonymic relationship between tweets and between tweets and what they link to.
"There are better forums for discussion than online discussion forums. The discussion forum is a ubiquitous component of every learning management system and online learning platform from Blackboard to Moodle to Coursera."
Teaching Wikipedia in 5 Easy Steps:
*Use it as background information
*Use it for technology terms
*Use it for current pop cultural literacy
*Use it for the Keywords
*Use it for the REFERENCES at the bottom of the page!
4 ways to use Wikipedia (hint: never cite it)
Teachers: Please stop prohibiting the use of Wikipedia
20 Little Known Ways to Use Wikipedia
Study: Wikipedia as accurate as Encyclopedia Britannica
Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006
And:
Yes students, there’s a world beyond Wikipedia
**Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response.
Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia.
-0-
Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our
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By Valerie Strauss
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05:00 AM ET, 09/07/2011
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Excellent perspective on "The 'W' Word" - use it wisely for what it is - high school and college kids shouldn't be citing any general knowledge encyclopedias for serious research - but that doesn't mean there aren't some excellent uses for it.
Granted, there are no papers to grade, and assignments aren’t free-form, but how does one professor handle so many students?
We had four teaching assistants, and my initial plan was that they would spend a lot of time on the discussion forum, answering questions. One night in the early days, I was on the forum at 2 a.m. when I saw a student ask a question, and I was typing my answer when I discovered that another student had typed an answer before I could. It was in the right direction, but not quite there, so I thought I could modify it, but then some other student jumped in with the right answer. It was fascinating to see how quickly students were helping each other. All we had to do was go in and say that it was a good answer. I actually instructed the T.A.’s not to answer so quickly, to let students work for an hour or two, and by and large they find the answers.
Most students who register for MOOCs don’t complete the course. Of the 154,763 who registered for “Circuits and Electronics,” fewer than half even got as far as looking at the first problem set, and only 7,157 passed the course. What do you make of that?
EdX operates under an honor code, with no way to verify that the student who registered is the one doing the work. Is that likely to change?
It’s quite possible employers would be happy with an honor certificate. We’re looking at various methods of proctoring. We have talked about people going to centers to take exams. There are also companies that use the cameras inside a laptop or iPad to watch you and everything else that’s happening in the room while you take an exam, and that may be more scalable.
And because we will have all this data on how students actually use our materials, there are opportunities for research on learning. We can watch how many attempts students made before they got an exercise right, and if they got it wrong, what they used to try to find a solution. Did they go to the textbook, go back and watch the video, go to the forum and post a question?
Just to answer my own question, I've just found that a moderator has the ability to delete individual comments on a page if viewing them from the expand button on the bookmark in the groups page (a...
All of them responded that Twitter allows them to build connections with educators beyond those in their immediate vicinity. These connections are purposefully made as a way to find and share resources and to provide and receive support. For example, Participant 8 stated, “My primary purpose is to connect with other teachers, so that I can learn from them and share resources that I find.” Similarly, Participant 9 wrote, “I am the only biology teacher at my school. I use it [Twitter] as a means of obtaining advice, resources and collaboration…I also use it to find out about new tech tools.”
Twitter has helped me to build a strong professional reputation
they follow educators. They also follow content experts and others who share professional interests.
Participants explained that they choose to follow people who are open, positive, and constructive.
“If their tweets seem to be of interest - providing ideas or resources, as opposed to just opinion - I will network with them.” Similarly, Participant 6 stated, “I look for people who interact and don't just post links.”
those they trust
Since Twitter is considered to be a social networking website, one aspect of this study looked at dialogue that transpired between followers to show evidence of collaborative conversations rather than unidirectional sharing of information.
Survey results show that nine out of ten of the respondents were able to give concrete examples of collaboration that occurred with fellow Twitter users.
These examples included ideas such as creating units, sharing of resources, students collaborating on projects between classrooms, exchanging professional materials and readings, writing book chapters, and even co-presenting at conferences.
beyond 140-character messages. That teachers moved discussions to forums that allow for deeper discussion and expansion of ideas is encouraging; Twitter does not seem to be a place to collaborate in depth, but rather to make those initial connections - a "jumping off" point.
how using Twitter has benefited them professionally. Four unique themes emerged from their responses:
Access to resources
Supportive relationships
Increased leadership capacity
Development of a professional vision
practical resources and ideas as a benefit.
opportunities for them to take leadership roles in developing professional development, organizing conferences, publishing, and grant writing.
This research study provides new insight into how teachers use social networking sites such as Twitter for professional purposes.
They allegedly received a complaint from someone at the base who said the picture made “me feel terribly uncomfortable, disheartened and disappointed.”
Diigo in Education is not an appropriate forum for promoting political views. Perhaps there's another Diigo group that's a better fit for this link/comment.
I agree with Martha, this is not a forum for promoting political views. I find your comments and links especially distasteful, full of hate and prejudice.
Please find another way to look at and interact with the world.
Sorry Martha. Thanks for bringing this to my attention. I just realized that comment was public; it was meant to be private and an expression of frustration (and sarcasm) over all the issues of privacy and freedom of speech discussed in the news this week. Just trying to make sense it all. I haven't done much on Diigo outside of bookmarking, so I'm still trying to understand how this part of the site works.
Webster, I'm sorry I offended you. That's not my intent. If you find my links distasteful, you don't need to review them. I'm simply bookmarking troublesome subjects I see to further investigate whether or not I should be concerned, what I should believe, and if I need to take any form of action within my own community. I have a right to be concerned: every time I turn on the news, another issue of privacy and freedom of speech is being trampled on by our government.
Bookmarking sources and highlighting ideas that stand out in an effort to further investigate the validity of the sources and see what other sources say to counter is not hateful and full of prejudice: it's simply a process by which one can attempt to find hope to better understand a topic. That's really all that's going on here.
Hope I've clarified my intent and appeased you both by removing my comment. Again, thanks Martha for your kind reminder.
As somewhat of a Johnny-come-lately to this group, since hearing of new Diigo outline functionality AND planned deprecation of Diigo lists, I believed this group would focus on the transition in Di...
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
COURSE OBJECTIVES:
This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience.
The central objective of this course is to provide students with community experiences and reflection opportunities that
examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and
marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site
(including Title I K-12 schools, youth programs, health services, social services, environmental programs, government
agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our
community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a
deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community.
The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to
each student‟s program of study and career exploration.
STUDENT LEARNING OBJECTIVES:
Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local
community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our
community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating
civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be
introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized
populations, as well as the correlation with greater societal issues.
INTERNSHIP RESPONSIBILITIES:
Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in
the course)
On a blog, the main author is on a pedestal, and blogs tend to favor posts which
reflect the self-importance of the blogger or comments which tend toward
extremism
What makes social networking for professional development so powerfu
not geographically or physically bounded
takes place 24X7
llows for asynchronous contribution
contribution by those who would never previously have written an article for a
journal or made a formal presentation
Comments on the founding of Classroom 2.0 and how teachers who were not previously participating in online social networking were more comfortable using the Classroom 2.0 site than maintaining and otherwise participating in blogs
NSDL recently underwent a reorganization into discipline subsections with intense work by degree candidates. One of them from WCU was denied credit for work and publication because there were no page numbers. The head of the project called her advisor and fixed the problem, but they rethought the model and added separate online journals for contributors. At this point, the chemistry portal is a model of how the whole thing should turn out. http://chemdl.org
It has moodle modules, a textbook, lessons, virtual labs. I will link to a google spreadsheet with all URIs in a few days. Right now my kids are putting it together. ;-) Bob
"Vyew allows you to meet and share content in real-time or anytime. Upload images, files, documents and videos into a room. Users can access and contribute at anytime.
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A great site for collaborating online. Work on documents together in real time, video chat and share your screen with others are just a few features that make this a great site for tutoring, meetings and webinars.
http://ictmagic.wikispaces.com/ICT+&+Web+Tools
The point is not to reproduce what occurs in the physical classroom, but to provide support for discussion that takes advantage of the digital environment.
"There are better forums for discussion than online discussion forums. The discussion forum is a ubiquitous component of every learning management system and online learning platform from Blackboard to Moodle to Coursera."
