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-
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By Valerie Strauss
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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.
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.
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.
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.
The Top 200 Education Blogs
All those interested in education-we've got you covered. From humor blogs on college life to one stop shops for school athletics to blogs all about education policy and new technologies, if there's a good education blog out there, you can bet it made our list. We've also mixed in a handful of exceptional web tools and sites that we thought deserved a spot in the top 200.
News & Trends - Teaching - Learning - Professor Blogs - College - Campus Life - School Athletics - International & Study Abroad - E-Learning - Administrators and Departments - Technology & Innovation - Admissions & Rankings - Internet Culture - Education Policy - Specialty - Library & Research - Librarian Blogs - Miscellaneous
Both schools have been supporters of the "Drop Everything and Read" concept. Observations over time have been that it has become a relatively passive activity - a good one - but still in need of something.
So, they're going to experiment with a concept that they're calling "Drop Everything and Blog". The logic is one of scaffolding the concept. You can't really blog unless you have something to blog about. So, the initial attempt will be to have students and teachers blog about favourite books that they've read. Once blogged, classmates will be encouraged to read the original post and comment on it.
Bring your "drop everything and read" literacy sessions up a notch -- how about "stop everything and blog".
My personal suggestion with this -- use Google Documents and allow the option of simultaneous collaboration.
Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
“Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
Five ideas to enable educators to develop and model a purposeful and professional digital footprint. 1-Model responsible footprinting with your own practices in blogging, commenting, social networking, and picture posting. 2-If you have established a professional blog, share it widely and proudly such as placing it in your email signature (if your employer will let you) and as Jeff Utecht suggests include your blog url when you comment on others blogs and in other forums. This enables others to see best practices and is a great way to get the conversation started. 3-Google yourself (aka ego surfing). If you have something posted online that you'd be uncomfortable having a current or future student, parent, colleague, or employer find, delete it (if you can) or request that it be deleted. There are ways an aggressive internet detective can still find this information, but most won't go through the trouble and the mere fact that you deleted it shows some level of responsibility. 4-If you do have online personal information and/or interests you wouldn't want discovered, use an unidentifiable screen name/avatar. This means you may need to update your screen name/avatar in your existing online presence. 5-Engage in the conversation and professionally comment, reply, and present online, onsite, and at conferences.
Why I Like Prezi
In my life, I have given a *lot* of presentations. In high school, they were presentations on group projects. In university, they were presentations on research projects. At Google, they're presentations on how to use our APIs. When I first started giving presentations, I used Powerpoint, like everyone else. But I kept thinking there must be a better way, and I experimented with other options - flash interfaces, interactive Javascript apps. Then I discovered Prezi, and it has become my presentation tool of choice.
Prezi is an online tool for creating presentations - but it's not just a Powerpoint clone, like the Zoho or Google offering. When you first create a Prezi, you're greeted with a blank canvas and a small toolbox. You can write text, insert images, and draw arrows. You can draw frames (visible or hidden) around bits of content, and then you can define a path from one frame to the next frame. That path is your presentation. It's like being able to draw your thoughts on a whiteboard, and then instructing a camera where to go and what to zoom into. It's a simple idea, but I love it. Here's why:
It forces me to "shape" my presentation. A slide deck is always linear in form, with no obvious structure of ideas inside of it. Each of my Prezis has a structure, and each structure is different. The structure is visual, but it supports a conceptual structure. One structure might be 3 main ideas, with rows of ideas for each one. Another might be 1 main idea, with a circular branching of subideas. Having a structure helps me to have more of a point to my presentations, and to realize the core ideas of them.
It makes it easy to go from brainstorming stage to presentation stage, all in the same tool. I can write a bunch of thoughts, insert some images, and easily move them around, cluster them, re-order them, etc. I can figure out the structure of my presentation by looking at what I have laid out, and seeing how they fit together. Some people do this
It is FUN! Fun!….. I hear your sceptical exclamation!! However, it is
wonderful when students think they are having so much fun, they forget that they
are actually learning. A favourite comment on one of my blog posts is: It’s
great when kids get so caught up in things they forget they’re even learning…
by jodhiay
authentic audience – no longer working for a teacher who checks
and evalutes work but a potential global audience.
Suits all learning styles – special ed (this student
attends special school 3days per weeek, our school 2 days per week, gifted ed, visual students,
multi-literacies plus ‘normal‘
students.
Increased motivation for writing – all students are happy to
write and complete aspects of the post topic. Many will add to it in their
own time.
Increased motivation for reading – my students will happily spend a lot of
time browsing through fellow student posts and their global counterparts. Many
have linked their friends onto their blogroll for quick access. Many make
comments, albeit often in their own sms language.
Improved confidence levels – a lot of this comes through comments and
global dots on their cluster maps. Students can share their strengths
and upload areas of interest or units of work eg personal digital
photography, their pets, hobbies etc Staff are given an often rare insight into
what some students are good at. We find talents that were otherwise unknown and
it allows us to work on those strengths. It allows staff to often gain insight
to how students are feeling and thinking.
Pride in their work – My experience is that students want their blogs to
look good in both terms of presentation and content. (Sample of a year 10 boy’s work)
Blogs allow text, multimedia, widgets, audio and images – all items that
digital natives want to use
Increased proofreading and validation skills
Improved awareness of possible dangers that may confront them in the real
world, whilst in a sheltered classroom environment
Ability to share – part of the conceptual revolution that we are entering.
They can share with each other, staff, their parents, the community, and the
globe.
Mutual learning between students and staff and students.
Parents with internet access can view their child’s work and writings – an
important element in the parent partnership with the classroom. Grandparents
from England have made comments on student posts. Parents have ‘adopted’
students who do not have internet access and ensured they have
comments.
Blogs may be used for digital portfolios and all the benefits this
entails
Work is permanently stored, easily accessed and valuable comparisons can be
made over time for assessment and evaluation purposes
Students are digital natives - blogging is a natural element of
this.
Gives students a chance to
show responsibility and trustworthiness and engenders
independence.
Prepares students for digital citizenship as they learn cybersafety and
netiquette
Fosters peer to peer mentoring. Students are happy to share, learn from and
teach their peers (and this, often not their usual social groups)
Allows student led professional development and one more……
Students set the topics for posts – leads to deeper thinking
Good reasons to allow student blogging Point being if it's fun they will love doing it, while enriching their knowledge at the same time.\nA great slant on multitasking.
Blogs went largely unchallenged until Facebook reshaped consumer behavior with its all-purpose hub for posting everything social. Twitter, which allows messages of no longer than 140 characters, also contributed to the upheaval.
quick updates
If you’re looking for substantive conversation, you turn to blogs
With blogging you have to write
Some people write some phrases or some quotes, but that’s it
bloggers often use Facebook and Twitter to promote their blog posts to a wider audience. Rather than being competitors, he said, they are complementary.
While the younger generation is losing interest in blogging, people approaching middle age and older are sticking with it.
"Maybe it is something to do with starting something new, but when I started thinking about my new role as Head of Science, I thought I should write a blog. This led me to re-discover the blog I had wanted to start before starting teaching. Unsurprisingly, I failed to keep going with the blog during the first chaotic years of teaching, but now I think it will be really useful and so I am going to stick with it this time! Since the previous post was 5 years ago, I thought I would start with a very general blog about five of the big lessons I have learnt since starting teaching."
If you are fearful of Facebook and MySpace then you need to create an Edmodo account. Edmodo was designed specifically for educational purposes. You must be a teacher, student, or parent to gain access. It allows you all the amenities of those other social networking sites but with a lot more security/privacy.
Yes, it is free and you can manage student accounts. It is only open to those you invite in and only educators may obtain an account. You may monitor and moderate all conversations, administer quizes, embed media, etc. The groups feature is very effective and you may grant access to your group to other classes. We just had 700+ students interacting in a global collaboration project, Digiteen.
Students do not need an email address to use Edmodo, so under 13 is OK for CIPA. It looks much like Facebook, so kids love it and parents need some education on it as they fear it at first. Parents can get monitoring access so they may monitor their child's activity. It is a great tool to show parents how social media is used in education.
Writing becomes authentic and important because it is something that a 'real' audience is going to see!
The cool thing about this is that family members can far more easily be involved in her learning and in providing regular feedback than they could be if her writing was only contained in the traditional paper journal.
What an easy way to have parental involvement! This would solve some of that issue of parents not knowing what their children are doing at school or what is going on when the child gets older and more close-lipped.
Don't we ALL benefit from somebody interacting with us and commenting on our thinking?
Grandparents and other relatives rarely have an opportunity to observe or see what their grandchildren are doing in school. The student blogs also allows them to be a part of our classroom community.
Looked at this class blog. Wouldn't this be a wonderful exercise? The teacher could blog, the students could blog on personal level but also have a class blog which is a place for inspiration for writing exercises (thinking like a language arts/writing/reading teacher here) when students don't have their own inspiration/focus for creative writing.
This blog would also be a great place to steal ideas! :)
When I visit with teachers and suggest they have students create a web site or blog as an educational tool, often the teacher will tell me he/she doesn't have time to read/monitor that. However, most teachers have students complete writing assignments and turn them in for a grade - lab reports, essays, reports, etc. So, wouldn't this also be a way for students to create such assignments?
This article shows the versatility of the 3rd grade students' blogs - one reported on planet studied, one on animal, etc. So, it wouldn't have to just be a place for creative writing/online writer's notebook!
SUNDAY, MAY 17, 2009
Creating a Wordsearch using Google Spreadsheets
I'm a fan of alternative learning and testing techniques. Back when I was the teaching assistant for the "History of Video Games" class (yes, that's a real class), I gave the final exam as an illustrated crossword puzzle. It was surprisingly hard to find software for creating that crossword, so I hoped to make a Spreadsheets gadget to make it easier. Unfortunately, crossword-solving algorithms that run entirely in JavaScript are hard to find, and I gave up and went for second best: a wordsearch gadget. (A big thanks to Robert Klein for the wordsearch JavaScript library.)
Here are steps for using the gadget:
Create a new spreadsheet, and put a list of words in the first column. (Or, alternatively, use an existing spreadsheet that has a column of words you're interested in). My sample spreadsheet has a simple animals wordlist:
Click on the "Insert" menu and then select "Gadget..." This presents you with various categories of gadgets to choose from (similar to the iGoogle directory). My gadget isn't yet in the gallery, so you'll need to select "Custom" and then type in the URL to the gadget:
The gadget will appear embedded in the current worksheet, and it will prompt you to select a range of data to send to the gadget. Select all the cells that contain the desired words, and you should see the Range text field update with the range. If it doesn't work, you can always manually type it in.
You can now customize the number of rows and columns. The default is 10 by 10, but if you have more words, you likely want a larger wordsearch. Click "Apply", and see the generated output.
You have a few options for how you use the wordsearch. You can play with it immediately, inside that gadget, or you can use the option on the gadget menu to move the gadget to its own sheet and use it there. Note that each time you reload the spreadsheet, the wordsearch will be randomly generated with a new layout - so
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:
AbstractNormal subjects
and patients with adult-onset diabetes received 10 gm. of aspirin in four days.
On the fourth day, the fasting serum glucose and the glucose response to oral
glucose were decreased in both groups. These changes were associated with
increased levels of serum insulin and pancreatic glucagon, although the glucagon
responses to oral glucose were unchanged. In the diabetic patients, aspirin
therapy was followed by a decreased glucose response to I.V. glucose and by the
appearance of an early insulin peak, which could not be demonstrated before
treatment. Aspirin did not affect the I.V. glucose tolerance in normal subjects,
although it did enhance the early insulin peak. A decrease in the fasting levels
of free fatty acids was noted in both groups, whereas the fasting level of
triglycerides decreased only in the diabetic patients. Cholesterolemia did not
change in either group. A few preliminary observations indicate that, in normal
subjects, ibuprofen and ketoprofen, two other presumed prostaglandin inhibitors,
did not affect fasting glycemia, glucose tolerance, or the insulin response to
glucose. No changes were noted after the administration of placebo.
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
Reply
With Quote
11-08-2010 #2
trinitarian3n1
D.D. Family Moderator
Join Date
November 2007
Location
In the mitten, USA
Age
41
Posts
> 100
About
T2 dx 3/07, tx w/very lo carb D&E Met, bolus R
Blog Entries
127
That's a
hefty dose of aspirin.
John
C.A clean house is the sign of a broken computer.Last HgbA1c - 5.5%
2/2011
Reply
With Quote
11-08-2010 #3
MCS
D.D. Family
Join Date
August 2010
Posts
> 100
About
T2, trying to live a healthy life
Yes it
is, 650mg 4 times a day. I wonder if they did that to make sure they had a
response and if there is a break point of some lower dose. I am on 325 once a
day now. Been that high in the past for other things, lots of ringing in the
ears when you get that high of a dose.
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
Reply
With Quote
11-08-2010 #4
furball64801
D.D. Family
Join Date
December 2009
Posts
> 100
About
type 2 25 yrs mother aunt type 2 thin 50 yrs
Blog Entr
The therory is that it helps to
regenerate the once turned off Beta cells, not over working the exiting ones.
This is just one article I found, they are many, most of them concern Salsalate
a drug used for arthritis. It works by lowering the inflammation of the liver
and pancreas. Lowers IR, its a pretty interesting concept based largerly on
inflammation of one muscles and organs.
Originally
Posted by jeanne wagner
i know for heart health they recommend the baby 81 mg a day.
I would think you wouldn't have a stomach lining left if you took that on a
daily basis. Also just because it stimulates insulin doesn't mean it is a good
thing. Sulfonyureas also overstimulate insulin and there is some thought they
lead to beta cell burnout. I think it is better to find things like metformin
that make you more sensitive to the insulin you naturally
make.
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
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11-08-2010 #7
MCS
D.D. Family
Join Date
August 2010
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T2, trying to live a healthy life
Here is
a few more articles concerning NSAID's and insulin if you are
interested.http://www.annals.org/content/152/6/346.abstracthttp://onlinelibrary.wiley.com/doi/1...026.x/abstracthttp://www.theannals.com/cgi/content/abstract/44/7/1207
Last A1C
4.8No Rx, Diet modification, exercise, Supps and HerbalsI
am a retired
HYPOGLYCEMIC
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MCS was thanked for this post by:
Nan-OH
11-08-2010 #8
CalgaryDiabetic
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diabetic since 1997, on insulin 2000
Guarantied tummy
ulcer with so much aspirin.
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11-09-2010 #9
MCS
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
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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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me
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last edit by
cmh459
Sunday,
7:53 pm
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36
revisions
Tags
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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.
I'm interested to see where this conversation goes next. There's some great information and pointers here. Thanks for the blog link, Andy. I'll be keeping up with what you're writing. In just ove...
Being a blogger isn’t just about publishing posts.
It’s also about reading others posts, taking time to comment on their posts (in meaningful ways), engaging with your readers by commenting back when they leave comments — being a good blog citizen.
Because reading posts that talks about other bloggers or their posts but doesn’t include links to them is really frustrating for readers. Readers like to follow the links and check out the information in more detail but without the links they can’t!
nowadays increasingly readers are reading blog posts by links shared on twitter rather than RSS. So it is now a good idea to tweet when you’ve written a new post.
If you’re not currently using twitter – here’s how to get started.
A Teaching blogger's dream is about to begin. Someone once said that until something is shared it is just and idea that no one cares about. Blogging in Education is really getting popular now. Many teachers now have their own blog.
Hussey, T. (2010). Create your own blog. Indianapolis, Indiana: Pearson Education.
Hi Joshua, I think it's because my sticky note was private. For some reason my Diigolet wouldn't let me add a public one, but if you are able to make your one public that should do it. Hopefully!
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.
Account
