Tinderbox “the tool for notes.”
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Taking Lecture and Class Notes - 68 views
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Useful site with handouts for students on note-taking.
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lino - Sticky and Photo Sharing for you - 169 views
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Online stickies similar to Wallwisher, but with more options for notes and attachments. - ...1 more comment...
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Lisa, the more I play around with linoit, the more I like. Thank you for the post. -
Web based cork board - kind of neat way to share ideas
wePapers - PSY 100 LAB 2 UKY Summer 2010 - 12 views
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Creating the world's biggest study group - a Univ of KY student sharing his notes from PSY 100 Lab from Summer 2010
Taking the Information Plunge With Tinderbox | Mac.AppStorm - 146 views
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The power of Tinderbox comes from its ability to display those notes in a number of different and helpful ways, and its array of mechanisms for manipulating those notes.
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Tinderbox is a toolbox full of tools that let you play with information. DevonThink Pro is a better tool for research, particularly when linked with Devon Agent, OmniOutliner is a better outliner, Scrivener is a better writing tool, and Omnigraffle does a better job of drawing. All of these tools are great, but while they overlap some, they don’t cover everything Tinderbox does.
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Thoreau - Walking - Webtext - 41 views
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When I go out of the house for a walk, uncertain as yet whither I will bend my steps, and submit myself to my instinct to decide for me, I find, strange and whimsical as it may seem, that I finally and inevitably settle south-west, toward some particular wood or meadow or deserted pasture or hill in that direction. My needle is slow to settle—varies a few degrees, and does not always point due south-west, it is true, and it has good authority for this variation, but it always settles between west and south-south-west. The future lies that way to me, and the earth seems more unexhausted and richer on that side. The outline which would bound my walks, would be, not a circle, but a parabola, or rather like one of those cometary orbits, which have been thought to be non-returning curves, in this case opening westward, in which my house occupies the place of the sun. I turn round and round irresolute sometimes for a quarter of an hour, until I decide for the thousandth time, that I will walk into the south-west or west. Eastward I go only by force; but westward I go free.
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West = new + free, East = old + constrained Not a reference to world history, but to the American context (West = frontier). The Americas were the West (to Europe) and the West was America (as Turner/Billington argue).
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I must walk toward Oregon, and not toward Europe. And that way the nation is moving, and I may say that mankind progress from east to west.
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See above...
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Corkboard.me - Shareable sticky notes web-app. - 149 views
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"The simplest way to manage life, work and play."
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This is a great yet simple tool to use. The chat in real time feature has lots of potential. I've used Wallwisher for this style of communication/collaboration in the past, but CorkboardMe seems a better alternative (although Wallwisher is completely free and allows privacy settings/security measures to be taken without additional cost.)
MySchoolHelp - 42 views
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Easily share notes with your class with this great site. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
PLN Challenge: How do I organize? | What Else -- - 51 views
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easy as your ABCs
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Add a highlight to a webpage
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Comment in the webpage and in the description box about what you learned.
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Introduction to Diigo and group for sharing resources with our edublog challenge PLN
The Lowdown on Longhand: How Writing by Hand Benefits the Brain - 7 views
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Handwritten class notes, lab notebooks, study guides are important.
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Handwritten class notes, lab notebooks, study guides are important.
Free Technology for Teachers: 7 Tools for Adding Questions and Notes to Videos - 131 views
This Is How The Way You Read Impacts Your Memory And Productivity - 17 views
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Studies have shown that taking notes by longhand will help you remember important meeting points better than tapping notes out on your laptop or smartphone. The reason for that could be that “writing stimulates an area of the brain called the RAS (reticular activating system), which filters and brings clarity to the fore the information we’re focusing on
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says one explanation for the benefit of reading analog books may come down to something called metacomprehension deficit. “Metacomprehension refers to how well we are ‘in touch with,’ literally speaking, our own comprehension while reading,” says Mangen. “For instance, how much time do you spend reading a text in order to understand it well enough to solve a task afterwards?”
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“Length does indeed seem to be a central issue, and closely related to length are a number of other dimensions of a text, e.g., structure and layout. Is the content presented in such a way that it is required that you keep in mind several occurrences/text places at the same time?” says Mangen. In other words, she says, complexity and information density may play a role in the importance of the medium providing the text.
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Print on Post-Its template - 53 views
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"A simple template allowing you to print on to post-it notes. Includes instructions."
Sticky Notes - Diigo help - 82 views
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Testing notes
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Please make test corrections
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Do we read differently on paper than on a screen? - 9 views
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In total, there are more than 180 researchers from 33 different countries participating in the COST-initiated research network E-READ, reading in an age of digital transformation. This network examines the effects and consequences of digital developments in terms of reading.
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It is not a case of "one size fits all," but patterns are beginning to emerge from empirical research into the subject. The length of the text seems to be the most critical factor. If the text is long, needs to be read carefully and perhaps involves making notes, then studies show that many people, including young people such as students, still often prefer a printed book, even if it is available as both an e-book and in electronic formats with options for making notes, enabling the user to search for and highlight the text digitally. This is not the case when it comes to shorter texts.
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When reading long, linear, continuous texts over multiple pages that require a certain amount of concentration, referred to as "Deep Reading," the reader often experiences better concentration and a greater overview when reading from a printed medium compared to a screen. When we are reading from a screen, only one section can be seen at a time and the available reading surface area is limited. If you read a printed medium such as a book, several text areas are available simultaneously and it feels easier to form an overview and make notes in the margins.
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60second Recap® Video Notes. Everything you need to wow your English teacher! - 111 views
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Be sure to diigo this site! You'll love it!! It recaps all your "favorite" novels! - ...3 more comments...
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Jenny goes beyond the books to help you excel in class. Tips on reading, writing, and more. -
While it certainly satisfies a new low in apathy and lethargy, eclipsing the likes of Sparks and Cliff Notes, it does present an outstanding project idea for a literature class.
ASCD Express 13.16 - The Keys to Content-Area Writing: Short, Frequent, and Shared - 17 views
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Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning.
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If we continue to believe that we must collect and grade every piece of student writing, our exhaustion will result in students writing far less. Sure, if necessary, we can award points, checks, or stamps, but these should simply be records of whether the students gave a good-faith effort (full credit) or not (no credit), not grades that attempt to assess the writing (Vopat, 2009).
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Offer students an intriguing content-area prompt. For example, if the topic was e-waste, you might ask students to write about the importance of e-devices in their own lives or you might project a photograph of a mountain of discarded, obsolete cell phones. Let students think and write for a minute or two. Then, working with a partner, have each student read aloud what they wrote and discuss their ideas. Another very social writing activity is written conversation. Starting in groups of three or four, students silently respond to a content-related prompt, writing for several minutes until most class members have about a third or half a page of writing. Then, within the group, students pass their papers to their right. Now, each student must read the previous writer's thoughts and expand the conversation by exploring ideas and asking questions. After a few minutes of writing, papers are passed again, and the conversation continues to blossom as more and more ideas and responses are added. When the paper returns to the owner after several passes, each student gets to read a very interesting conversation that began with their initial written response. Of course, this written conversation could continue as an out-loud discussion, as well.
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"Examine your students' background knowledge on a new topic of study by asking them to write about it. Pass out index cards and instruct students to fill only one side with their related thoughts and experiences. Provide a minute to write followed by a minute to discuss their ideas with a nearby partner. Collect the cards and set them aside until the end of the unit. Then, ask students to revisit their original notes and, on the backs of their cards, describe how their thinking has expanded or changed on this issue. The initial card writing gives you an insight into background knowledge, while the final card writing offers students insight into their thinking and learning."
using diigo with students - 568 views
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...
started by Andy Whiteway on 16 Mar 09
8 follow-ups, last by Katt Blackwell-Starnes on 11 Oct 09
Jeff Ferrell liked it
National Center for Education Statistics, The Nation's Report Card: Writing 2011 - 2 views
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Asa Spencer of the Thomas B. Fordham Institute writes in the Education Gadfly Weekly: "Traditionalists cringe, tech buffs rejoice: This latest NAEP writing assessment for grades eight and twelve marks the first computer-based appraisal (by the "nation's report card") of student proficiency in this subject. It evaluates students' writing skills (what NAEP calls both academic and workplace writing) based on three criteria: idea development, organization, and language facility and conventions. Results were predictably bad: Just twenty-four percent of eighth graders and 27 percent of twelfth graders scored proficient or above. Boys performed particularly poorly; half as many eighth-grade males reached proficiency as their female counterparts. The use of computers adds a level of complexity to these analyses: The software allows those being tested to use a thesaurus (which 29 percent of eighth graders exploited), text-to-speech software (71 percent of eighth graders used), spell check (three-quarters of twelfth graders), and kindred functions. It is unclear whether use of these crutches affected a student's "language facility" scores, though it sure seems likely. While this new mechanism for assessing kids' writing prowess makes it impossible to track trend data, one can make (disheartening) comparisons across subjects. About a third of eighth graders hit the NAEP proficiency benchmark in the latest science, math, and reading assessments, compared to a quarter for writing. So where to go from here? The report also notes that twelfth-grade students who write four to five pages a week score ten points higher than those who write just one page a week. Encouraging students to put pen to paper (or fingers to keyboard) is a start."
Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views
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students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
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Step away from problematising writing and toward it being normal to seek help
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mechanical errors r
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errors in the microstructure of writing
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