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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.
  • ...9 more annotations...
  • 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.
Matt Renwick

E-Portfolios Link Academic Achievements to Career Success -- Campus Technology - 35 views

campustechnology.com/...vements-to-Career-Success.aspx

academic achievements career success

shared by Matt Renwick on 17 Jun 15 - No Cached
  • Another area that's still hazy is the e-portfolio feedback system. As Pirie put it, "If I have no audience for what I'm doing, why should I care?" But the question is, who should do the reviewing and provide the feedback to the student — faculty members, the program adviser, somebody from the career services department or peers in the program?
    • Matt Renwick
      Matt Renwick on 17 Jun 15
       
      Audience
  • "We don't know what the right choice or mix of reviewers is," she conceded, "but we do know [e-portfolios] should be reviewed on a regular basis" to get specific feedback to the student around content, structure and overall usability.
    • Matt Renwick
      Matt Renwick on 17 Jun 15
       
      Purpose
  • And there are questions around expanding the usage of e-portfolios within the online program. "Are we missing pieces?" asked Pirie. "What touchpoints are the most essential for the students throughout that three-year process?"
    • Matt Renwick
      Matt Renwick on 17 Jun 15
       
      Audience
  • ...1 more annotation...
  • the renewed focus on e-portfolios will help students reconnect with "their own purpose," Enders said. "That purpose is unique to them. It takes a lot of work and time to develop self-awareness about your strengths and passions and then understand why you're on this planet.
  • Matt Renwick on 17 Jun 15
     
    Access-Purpose-Audience all addressed in this IHE ePortfolio system plan.
Martin Burrett

SoapBox - Transform your lecture in real-time - 9 views

gosoapbox.com

feedback questions lecture cpd audience

shared by Martin Burrett on 09 Oct 11 - No Cached
  • Martin Burrett on 09 Oct 11
     
    This is a superb tool for ensuring that your audience are keeping up with your lecture. The audience can post questions without interrupting and interact in real time in many other ways. Great for CPD trainers and Teachmeets. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Glenn Hervieux

Thinking with Crash: Commenting, Part I - 23 views

ednagelhout.blogspot.com/...commenting-part-i.html

blogging writing comments

shared by Glenn Hervieux on 11 Feb 13 - No Cached
  • Glenn Hervieux on 11 Feb 13
     
    For me, commenting is no different from any other type of writing, driven by the same goals and motivations. Writing is, first and foremost, about audience, purpose, and context. This means, of course, that commenting is about the potential for more explicit/direct engagement in ways that other more formal writing opportunities are not. This means, to me, that the writing (the commenting) requires both a more direct and a more nuanced consideration of audience, purpose, and context. Read more about commenting and interacting with others in blogging and other online conversations.
Leslie G. Perry

School Shuts Down Elementary Student's Blog On Cafeteria Food (Update: Ban Lifted!) | E... - 35 views

edudemic.com/...neverseconds-blog

blogging blog writing

shared by Leslie G. Perry on 06 Jul 12 - No Cached
  • Leslie G. Perry on 06 Jul 12
     
    The impact of blogging - a real audience and a chance to engage with an authentic audience.
Cheryl Colan

Google Moderator - 86 views

www.google.com/moderator

google moderator backchannel discussion GoogleApps surveys crowdsourcing feedback

shared by Cheryl Colan on 02 Jul 10 - No Cached
  • Paul Bogush on 02 Jul 10
     
    Let your audience decideGet to know your audience by letting them decide which questions, suggestions or ideas interest them most.Everyone's voice is heardThe voting box at the top of page focuses attention on submissions recently added and on the rise, making it simple and easy to participate.Be creativeInclude people in your preparation for lectures, interviews and hard decisions or work together to organize feature requests and brainstorm new ideas.
  • Cheryl Colan on 03 Oct 11
     
    "Get to know your audience by letting them decide which questions, suggestions or ideas interest them most. " This page kicks it off. Click the "Learn more" link to go to the how-to page.
Jon Orech

Clive Thompson on the New Literacy - 3 views

www.wired.com/...st_thompson

writing literacy research

shared by Jon Orech on 26 Aug 09 - Cached
  • The fact that students today almost always write for an audience (something virtually no one in my generation did) gives them a different sense of what constitutes good writing. In interviews, they defined good prose as something that had an effect on the world. For them, writing is about persuading and organizing and debating, even if it's over something as quotidian as what movie to go see. The Stanford students were almost always less enthusiastic about their in-class writing because it had no audience but the professor: It didn't serve any purpose other than to get them a grade.
    • Ed Webb
      Ed Webb on 26 Aug 09
       
      Quite so. This is one reason I have students blog where practicable.
  • The brevity of texting and status updating teaches young people to deploy haiku-like concision.
    • Ed Webb
      Ed Webb on 26 Aug 09
       
      Twitter to haiku, Not such a leap, after all: Hone your brevity
  • When Lunsford examined the work of first-year students, she didn't find a single example of texting speak in an academic paper.
    • tom campbell
      tom campbell on 29 Aug 09
       
      Stanford 1st year students - check the applicant profile - http://www.stanford.edu/dept/uga/basics/selection/profile.html These are among the top tiered students in the country.
  • ...9 more annotations...
  • know is that knowing who you're writing for and why you're writing might be the most crucial factor of all.
  • young people today write far more than any generation before them
  • (something virtually no one in my generation did) gives them a different sense of what constitutes good
  • kids today can't write—and technology is to blame.
  • "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions
  • Before the Internet came along, most Americans never wrote anything, ever, that wasn't a school assignment
  • Lunsford's team found that the students were remarkably adept at what rhetoricians call kairos—assessing their audience and adapting their tone and technique to best get their point across.
  • students today almost always write for an audience
  • (something virtually no one in my generation did) gives them a different sense of what constitutes good
Marc Patton

TodaysMeet - 35 views

www.todaysmeet.com

Teaching_Tools Online_Learning_Environments Language_Arts Science Mathematics Social_Studies

shared by Marc Patton on 25 Feb 10 - Cached
  • Brian Mull on 25 Feb 10
     
    TodaysMeet helps you embrace the backchannel and connect with your audience in realtime. Encourage the room to use the live stream to make comments, ask questions, and use that feedback to tailor your presentation, sharpen your points, and address audience needs.
  • Marc Patton on 19 Jul 12
     
    TodaysMeet helps you embrace the backchannel and connect with your audience in realtime.
Glenn Hervieux

Using Pre-Needs Assessment for Effective PD | Edutopia - 61 views

www.edutopia.org/...ment-effective-pd-lisa-johnson

professional development planning assessment

shared by Glenn Hervieux on 26 Jan 15 - No Cached
  • Glenn Hervieux on 26 Jan 15
     
    "I've had the pleasure to deliver and be part of countless sessions and workshops, and I can tell you from first-hand experience that there is nothing worse than a presenter who doesn't know his or her audience. Adult learners carry with them a very diverse set of skills and needs. To prepare a one-size-fits-all (or most) session does everyone a disservice. Whether you work in a district as an instructional support staff or you provide ancillary development as a contractor, the three tools and tactics featured in this post will provide an effective means to gauge the needs of your audience and chart your course to effectively support them."
Jeff Andersen

35 Podcast Stats That Advertisers Need to Know in 2020 - 1 views

blog.hubspot.com/...podcast-stats

podcast resources

shared by Jeff Andersen on 25 Mar 20 - No Cached
  • Jeff Andersen on 25 Mar 20
     
    If you're trying to connect with younger audiences, like millennials or Gen Z, odds are you've thought about creating a podcast for your brand. I probably don't need to tell you that podcasting takes time and effort. Not only do you have to figure out which topics will intrigue and captivate audiences, but you'll also have to take time to book guests, record interviews, and build a solid recording space where you can create high-quality audio content.
Bob Rowan

Learning Catalytics - 36 views

learningcatalytics.com

Audience Response System ADVIS Retreat assessment education

shared by Bob Rowan on 20 Jan 12 - No Cached
  • Bob Rowan on 20 Jan 12
     
    Powerful audience response system presented by Dr. Erik Mazur at 2012 ADVIS Technology Retreat. Offers a wide variety of questions that students can answer using their mobile devices or laptops
Joseph Gonzales

Arts institutions cultivate Latino audiences as traditional base dwindles « B... - 3 views

northwestern.news21.com/...s-as-traditional-base-dwindles

Latino Audience Development

shared by Joseph Gonzales on 22 Jun 12 - No Cached
  • Joseph Gonzales on 22 Jun 12
     
    It's been described as the best party in town. Not exactly the image "opera outreach program" conjures for most people, but with live music, animated conversation and authentic paella, the Austin Lyric Opera's La Noche de Opera feels more like a family gathering than an organized event, which chair Amalia Rodriguez-Mendoza says is part of its charm.
jodi tompkins

Lesson: The Funtion of Images in Text - 31 views

www.kn.sbc.com/...lvfunction.html

visualliteracy

shared by jodi tompkins on 27 Jan 10 - Cached
  • show students
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  • show students
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  • Example - An image can be used to show what an idea might look like. The picture may be used to illustrate a concept that is being described within a text or strengthen a point of which the author is trying to persuade his or her audience
  • Evidence - An image can be used to add new information. The picture may be used to represent data that is being described within a text or highlight one aspect of an argument of which the author is trying to persuade his or her audience.
  • Expression - An image can be used to express a feeling or attitude. The picture may be used to stylize information that is being described within a text or make an ironic or emotional comment on the point of which the author is trying to persuade his or her audience. Suggested Procedure
  • show students
  • show students
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  • jodi tompkins on 27 Jan 10
     
    5 e's of visual literacy. a lesson plan on using photos in social studies, science, and comm arts classes
paul lowe

Web 2.0 Storytelling: Emergence of a New Genre (EDUCAUSE Review) | EDUCAUSE CONNECT - 3 views

connect.educause.edu/...47444

educause web2.0 webtools storytelling stories microcontent social_media social_networks

shared by paul lowe on 01 Nov 08 - Cached
  • A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid—perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that’s what a story used to be, and that’s how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.
  • paul lowe on 01 Nov 08
     
    A story has a beginning, a middle, and a cleanly wrapped-up ending. Whether told around a campfire, read from a book, or played on a DVD, a story goes from point A to B and then C. It follows a trajectory, a Freytag Pyramid-perhaps the line of a human life or the stages of the hero's journey. A story is told by one person or by a creative team to an audience that is usually quiet, even receptive. Or at least that's what a story used to be, and that's how a story used to be told. Today, with digital networks and social media, this pattern is changing. Stories now are open-ended, branching, hyperlinked, cross-media, participatory, exploratory, and unpredictable. And they are told in new ways: Web 2.0 storytelling picks up these new types of stories and runs with them, accelerating the pace of creation and participation while revealing new directions for narratives to flow.
Sharin Tebo

Guide: Using the SAMR Model to Guide Learning | That #EdTech Guy's Blog - 74 views

thatedtechguy.wordpress.com/...e-samr-model-to-guide-learning

edtech SAMR technology technology integration

shared by Sharin Tebo on 25 Oct 15 - No Cached
  • The SAMR Model (above) was developed by Dr. Ruben Puentedura. It enables educators to analyse how effective their use of technology is on teaching and learning.
  • – Enhancement (Substitution and Augmentation) – technology is used just to enhance a task
  • – Transformation (Modification and Redefinition) – tasks are designed in a way which would not be possible without the use of technology
  • ...9 more annotations...
  • Substitution – at this stage, technology is simply used as an alternative tool for completing the original task with no real change in the tasks function.
  • Example: instead of writing by hand, learners use an app like Pages to type up a report.
  • Example: once again, if students are creating a document on Pages, using the collaborative tools available on iWork for iCloud, learners can work on a document together. Peers could add feedback comments to the document in real time which could be responded to, which would improve the end product further.
  • Augmentation – here, technology is still used as a direct substitute like above, however it offers improvements in terms of the function of the task.
  • Example: again using Pages, however making use of features like spellchecking function or importing images to enhance the end product.
  • Modification – it is at this point where technology starts to enhance teaching and learning. It requires tasks to be redesigned, in order to make the most of the technology available.
  • it still does not improve the students learning experience.
  • Redefinition– this is the point at which technology really enhances the learning experience for students and has the greatest impact. Through the use of technology, educators are able to design tasks that were previously impossible.
  • Example: like before, learners may be collaborating on a document in Pages. However, this time the end product will be uploaded to a website or perhaps a class blog. Students are usually excited by the prospect of their work being on display in a classroom, so the use of a real audience is huge for them. Furthermore, this builds their literacy skills as they need to consider the audience that they’ll be writing to and adapt their work accordingly. Finally, this opens up the possibility of feedback from this global audience which they can respond to.
  • Sharin Tebo on 25 Oct 15
     
    SAMR Explained with Definitions and Application Examples
onepulledthread

Learning Technologies Resouces to Explore - Faculty eCommons - 2 views

facultyecommons.com/resouces-to-explore

learning technologies faculty semantic web wikidata Relfind

shared by onepulledthread on 23 Mar 13 - No Cached
  • onepulledthread on 23 Mar 13
     
    higher ed audience, but generally useful.  several  interactive data resources with good potential
Roland Gesthuizen

Oral Presentation Rubric - ReadWriteThink - 1 views

www.readwritethink.org/...presentation-rubric-30700.html

rubric assessment free download pdf oral Literacy presentation

shared by Roland Gesthuizen on 03 Jun 13 - No Cached
  • Roland Gesthuizen on 03 Jun 13
     
    "This rubric is designed to be used for any oral presentation. Students are scored in three categories-delivery, content, and audience awareness."
Celia Emmelhainz

» Napster, Udacity, and the Academy Clay Shirky - 1 views

www.shirky.com/...apster-udacity-and-the-academy

shared by Celia Emmelhainz on 08 Feb 13 - No Cached
    • Celia Emmelhainz
      Celia Emmelhainz on 08 Feb 13
       
      And we've done all of that with education!
  • An organization with cost disease can use lower paid workers, increase the number of consumers per worker, subsidize production, or increase price
  • Cheap graduate students let a college lower the cost of teaching the sections while continuing to produce lectures as an artisanal product, from scratch, on site, real time
  • ...9 more annotations...
  • We ask students to read the best works we can find, whoever produced them and where, but we only ask them to listen to the best lecture a local employee can produce that morning.
    • Celia Emmelhainz
      Celia Emmelhainz on 08 Feb 13
       
      Which is why I think amazing lectures and lecture-notes followed by in person discussion could be powerful. Like a reading group (aka english class) but for video.
  • he very things the US News list of top colleges prizes—low average class size, ratio of staff to students—mean that any institution that tries to create a cost-effective education will move down the list.
  • hese are where most students are, and their experience is what college education is mostly like.
  • a good chunk of the four thousand institutions you haven’t heard of provide an expensive but mediocre education
  • That’s because the fight over MOOCs is really about the story we tell ourselves about higher education: what it is, who it’s for, how it’s delivered, who delivers it.
  • OOCs expand the audience for education to people ill-served or completely shut out from the current system, in the same way phonographs expanded the audience for symphonies to people who couldn’t get to a concert hall, and PCs expanded the users of computing power to people who didn’t work in big companies. Those earlier inventions systems started out markedly inferior to the high-cost alternative: records were scratchy, PCs were crashy. But first they got better, then they got better than that, and finally, they got so good, for so cheap, that they changed people’s sense of what was possible
  • n the US, an undergraduate education used to be an option, one way to get into the middle class. Now it’s a hostage situation, required to avoid falling out of it.
  • Open systems are open. For people used to dealing with institutions that go out of their way to hide their flaws, this makes these systems look terrible at first. But anyone who has watched a piece of open source software improve, or remembers the Britannica people throwing tantrums about Wikipedia, has seen how blistering public criticism makes open systems better.
Mariusz Leś

The Nerdy Teacher: What Makes Project Based Learning Effective? #Edchat #EngChat - 132 views

www.thenerdyteacher.com/...es-project-based-learning.html

Edchat Twitter learning project

shared by Mariusz Leś on 28 Nov 11 - No Cached
  • Mariusz Leś on 28 Nov 11
     
    1. OWNERSHIP is key. For this project, the students were not listening to me on why Twain was or was not a racist, they were showing me and the rest of class what they thought. They were invested in winning their argument. They knew that their work was going to determine if he was guilty or not. Although I gave the assignment, the students were in charge the rest of the way. It was their project and they wanted to do it win. When students feel they own what they are doing, they will work harder. When the audience is larger, they want to impress everyone. These are not crazy ideas, they are the results of owning the work they are doing. OWNERSHIP is a major factor in the value of PBL. 2. CREATIVITY is the another major part of the PBL and is closely linked with OWNERSHIP. Students were allowed to be creative in their work as a lawyer or witness. Witnesses needed to stay within character, but could add their own elements on the witness stand. Allowing the students to create gives them a bigger sense of OWNERSHIP. 3. Another part of the PBL is the COLLABORATION. Students were working with each other trying to decide the best plan of attack. Witnesses would meet with their lawyers and discuss how the questions they were going to ask and how they should dress. The Jury worked on group projects researching the previous public opinions on Twain and his writing. Students were sharing ideas freely with one another. I had three sections of American Lit at the time, so I had three trails running. Lawyers would help others in the other classes and trash talk the opposing lawyers as well. It was all in good fun, but the collaboration had students working hard with one another to accomplish this goal. 4. Depending on how you set up your project, CRITICAL THINKING, is also an important part of PBL. With my Twain Trail, students needed to think about both sides of the argument. Students needed to prepare their witnesses for potential cross-examination questions. They needed to
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