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Joanna Gerakios

Dewey Browse - 66 views

www.deweybrowse.org/index.html

education dewey Classification websites

shared by Joanna Gerakios on 14 Jul 10 - Cached
  • Joanna Gerakios on 14 Jul 10
     
    Web Sites Classified by the Dewey Decimal Classification System for Grades K-12 Created and Maintained by Gail Shea Grainger
Jodi Bacon

Encyclopedia of life - 1 views

Www.eol.org

Classification Kingdoms

shared by Jodi Bacon on 07 Apr 11 - No Cached
  • Jodi Bacon on 07 Apr 11
     
    Classification of life by contributors
Martin Burrett

Classification Game - 94 views

www.sciencenetlinks.com/...Classification.swf

game classification animals plants science

shared by Martin Burrett on 05 Jul 11 - No Cached
  • Martin Burrett on 05 Jul 11
     
    A useful science game where users classify living things by clicking on them. http://ictmagic.wikispaces.com/Science
Beth Panitz

The proposed DSM-5 changes with regard to ASD | Autism Support Network - 30 views

www.autismsupportnetwork.com/...m-5-changes-regard-asd-3478294

autism disability asd

shared by Beth Panitz on 06 May 12 - No Cached
  • Beth Panitz on 06 May 12
     
    The American Psychiatric Association (www.apa.org) is responsible for writing and publication of the DSM. At the bottom of this blog find their proposed changes to autism spectrum disorders (ASD), as copied from their website. In a nutshell, effective with the release of DSM-5 in May 2013 we will change the way we describe autism-related disabilities to the singular "Autism Spectrum Disorder." Clients will no longer be diagnosed as having "autism" versus "PDD-NOS" or "Asperger Syndrome" as all of these different classifications will officially go away. However, individuals with ASD will be referred to as having one of three severity levels (see chart at end). Read more: http://www.autismsupportnetwork.com/news/proposed-dsm-5-changes-regard-asd-3478294#ixzz1u366XxQO
Holly Barlaam

ARKive - 76 views

www.arkive.org/about

ecology biodiversity endangered endangered species conservation biology life science

shared by Holly Barlaam on 09 May 11 - Cached
  • Gerald Carey on 09 May 11
     
    "A vast treasury of wildlife images has been steadily accumulating over the past century, yet no one has known its full extent - or indeed its gaps - and no one has had a comprehensive way of gaining access to it. ARKive will put that right, and it will be an invaluable tool for all concerned with the well-being of the natural world." Sir David Attenborough Wildscreen Patron
  • Holly Barlaam on 28 May 11
     
    Information and wonderful photography on endangered species. Information includes stats about each species, such as its classification, range, habitat, threats, current endangered status, conservation efforts, etc. The photos/videos are amazing.
Jodi Bacon

Tree of life - 2 views

Www.tolweb.org

Kingdoms

shared by Jodi Bacon on 07 Apr 11 - No Cached
  • Jodi Bacon on 07 Apr 11
     
    Classification and evolution
Kelvin Thompson

Introducing the Digital Learning Quadrants - 120 views

www.danpontefract.com/?p=1309

eme5050 digital learning digital learning quadrants quadrant digital learning

shared by Kelvin Thompson on 21 Oct 11 - No Cached
  • Kelvin Thompson on 21 Oct 11
     
    An alternative schema to the "digital native" vs. "digital immigrant" dichotomy. Emphasis is placed upon one's own adaptation to technology-rich culture using the axes of "access" and "participation" to form a classification quadrant.
Mark Glynn

(32) (PDF) Gamification in Education: A Systematic Mapping Study | Gennady Agre - Acade... - 11 views

www.academia.edu/...ion_A_Systematic_Mapping_Study

paper 2015 dicheva dichev angelova gamification

shared by Mark Glynn on 22 Oct 19 - No Cached
  • Mark Glynn on 22 Oct 19
     
    "While gamification is gaining ground in business, marketing, corporate management, health insurance,ecology and wellness initiatives, its application in education is still an emerging trend. This article presents a study of the published empirical research on the application of gamification to education.The study is limited to papers that discuss explicitly the effects of use of game elements in specificeducational contexts. It employs a systematic mapping design. Accordingly, a categorical structure forclassifying the research results is proposed based on the extracted topics discussed in the reviewed papers. The categories include gamification design principles, game mechanics, context of applyinggamification, consisting of type of application, educational level, and academic subject,implementation and evaluation. By mapping the published work to the classification criteria andanalyzing them, the study highlights the directions of the currently conducted empirical research onapplying gamification to education. It also indicates some major obstacles and needs, such as the needfor a proper technological support, the need for controlled studies demonstrating reliable positive ornegative results of using specific game elements in particular educational contexts, etc. Although mostof the reviewed papers report promising results, more substantial empirical research is needed todetermine whether both extrinsic and intrinsic motivation of the learners can be influenced bygamification"
Martin Burrett

A Touch of Class - 108 views

www.sciencenetlinks.com/...class.html

science animals plants classification games biology

shared by Martin Burrett on 27 Aug 11 - Cached
  • Martin Burrett on 27 Aug 11
     
    A clicking 'Guess Who' game where you have to select the correct creatures for the characteristic. ictmagic.wikispaces.com/science
Richard Fanning

A short introduction concerning the implementation of the Horizon system at t... - 4 views

liber-maps.kb.nl/...popla11.htm

Horizon automation ILS

shared by Richard Fanning on 29 Jul 10 - Cached
  • Horizon is a third generation system
  • marketed by Ameritech Library Services, a subsidiary of the Ameritech Corporation, one of the world's largest communication companies
  • new system Horizon was built on the Marquis, Dynix library system, and is being developed by Ameritech Library Service in collaboration with the University of Chicago and Indiana University. It was first introduced in the USA in 1991
  • ...7 more annotations...
  • Horizon is a fully integrated client/server library management system, providing a graphical user interface for the library, and offering the functionality and standards required for an open system, including Web access, Z39.50 standard for information exchange, the TCP/IP communication standard, UNIX and Windows NT for portability. Horizon uses the SQL database management system, available from Sybase or Microsoft.
  • the main hardware is a SUN computer Sparc Server 1000 with a UNIX Solaris 2.5 operating system
  • the centre of any library system is the cataloguing module.
  • Cataloguing and Authority Control contain the bibliographic database used by all Horizon modules
  • project will contain four stages of activity. Three of them include:
  • the preparation of standardised cataloguing rules and their implementation working out subject classification exchange of records among different systems preparation of legal and financial responsibilities collecting money for buying software and technical equipment etc. (we have already received $705,000 from the Mellon Foundation) implementation of system testing of the National Catalogue module schedule preparation for creation of databases users' training
  • Generally speaking, the main points of plan in Nicholas Copernicus University Library have been successfully realised. The progress is visible. Since September 1998 new modules have been implemented and tested. In the opinion of our users they work quite well. Of course, problems arise from time to time, and sometimes they are quite troublesome, but they are solved on a daily basis.
  • Richard Fanning on 29 Jul 10
     
    Horizon library automation system
Michelle Lynn

Best Practices - 2 views

www.amphi.com/...bestpract.htm

shared by Michelle Lynn on 06 Nov 08 - Cached
  • the first great thing about Diigo is that your bookmarks follow you wherever you go.  When you bookmark a site using your Diigo account, you can have access to it at work, home, the computer lab or library.  The other great thing is that once you bookmark it, you can share your book mark links with students and colleagues and they can all have access to your sites.   
    • Amy Cordova
      Amy Cordova on 17 Nov 08
       
      This would be the first reason to use Diigo in the classroom
  • The next big plus to Diigo is that you get to “tag” the sites you want to bookmark.  A tag is the classification system you determine so you can organize your bookmarks and find the link the next time you need it; this is known as a folksonomy. 
  • On the sticky note the teacher could ask questions and Diigo allows people to comment and reply to the questions on the sticky note.  Students could also add sticky notes for other students to comment on as well.  Another way to use the highlighting tool is that students could go through an article and highlight all of the vocabulary that they didn’t know and learn what it means prior to reading the article.  Or students could put sticky notes about questions they have when reading the text. 
    • yang hongmei
      yang hongmei on 23 Nov 08
       
      在便条中,教师可以提出问题,其他人可以通过便条回复.学生通读全文,高亮显示他们不懂的内容,在正式阅读前把它们学会.学生还可以在阅读时就他们不懂的部分添加便条提问.对教师而言,利用diigo获取学生在阅读时的所想也是很重要的.
  • ...1 more annotation...
  • But, now let’s get to the “social” part of social bookmarking.  Let’s say you find a really awesome site for your unit on Greek Mythology, and you tag it on Diigo.  You see when you look at your bookmark list that 72 other people have tagged that exact same site.  You can see the lists of the other people who have tagged that site, and you might discover a 6th grade teacher in Wisconsin who has an amazing list of Greek mythology sites that you didn’t even know about.  Now you have taken advantage of the social part of the bookmarking process by adding some of those bookmarks to your list. 
  • Maggie Tsai on 06 Nov 08
     
    Diigo - 21st Century Tool for Research, Reading and Collaboration
  • ...1 more comment...
  • Kristen Rush on 10 Nov 08
     
    Why Diigo?
  • Amy Cordova on 17 Nov 08
     
    Diigo - 21st Century Tool for Research, Reading and Collaboration
  • yang hongmei on 23 Nov 08
     
    diigo的应用文章 great
Joanne Ivarson

Virtual Field Trips | SimpleK12 - 26 views

www.simplek12.com/virtualfieldtrips

shared by Joanne Ivarson on 09 Sep 09 - Cached
  • Cindy Sheets on 04 Feb 11
     
    Simplek12's long list of virtual field trips
  • ...1 more comment...
  • Holly Barlaam on 17 Apr 11
     
    A large collection of links to virtual "field trips". Not sure they all technically fall under the "field trip" classification, but it is a good collection of sites nonetheless. Covers all subject areas, but here are some examples for science: biomes, biomes of North America, clouds, constellations, Mars, microbe zoo, and many more.
  • meldar on 22 Feb 12
     
    Pretty good listing of virtual field trips put together by subject area.
  • Joanne Ivarson on 15 Mar 12
     
    Virtual field trips
anonymous

Biodiversity Snapshots | Home - 60 views

biodiversitysnapshots.net.au/...home.htm

snapshots biodiversity news resources

shared by anonymous on 08 Mar 11 - No Cached
  • anonymous on 08 Mar 11
     
    Biodiversity Snapshots will help you to learn more about the animals around us every day by combining mobile technology and science. We provide you with a field guide, identification tool and way to record your observations all on a mobile device - your phone, netbook, or tablet. You make the observations and participate as a citizen scientist.
  • Bob Calder on 10 Mar 11
     
    Also take a look at the Encyclopedia of Life eol.org and their associated podcasts. There are efforts to create comprehensive collections in several places. There is even a game that helps classification efforts for children that want to add to the sum of human knowledge.
Chris Resner

Web 2.0 Tools - 178 views

www.only2clicks.com/...ChrisResner

web2.0 resources tools

shared by Chris Resner on 12 Dec 12 - No Cached
  • Chris Resner on 12 Dec 12
     
    Web 2.0 tools that are useful to teachers and students by classification and category
  • Michele Redding on 13 Dec 12
     
    Thanks Chris, appreciate your work!
  • Michelle Kassorla on 13 Dec 12
     
    Wonderful guide. I went through and pinned everyone of them on my Teaching with Technology Pinterest! LOL http://pinterest.com/mkassorla/teaching-with-technology/
joygrecowelch

Classroom Collaboration Using Social Bookmarking Service Diigo | EDUCAUSE - 26 views

er.educause.edu/...cial-bookmarking-service-diigo

ETC645 Lesson1 Assignment PLE ETC655

shared by joygrecowelch on 23 Oct 18 - No Cached
  • disadvantages
  • Building a list of important bookmarks not only is time-consuming, but the list is only available on the individual user's computer. Large collections of bookmarks can quickly become unmanageable and disorganized. Users may not remember why they created a bookmark or what part of the page they were trying to save.1
  • Web 2.0 tools
  • ...1 more annotation...
  • ocial bookmarking has advantages over the traditional schemes, principally because it relies on a web-based system of classification known as folksonomy. Tags are collaboratively created and managed to annotate and categorize web content.
Adrienne Michetti

Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views

jcmc.indiana.edu/...steinkuehler.html

games gaming social

shared by Adrienne Michetti on 19 Nov 09 - Cached
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      This is, I think, why I'm more keen on today's social networks than I am on games -- games do not provide deep emotional support.
  • "bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Putnam - need to check this article. Interesting; not sure I agree.
  • ...80 more annotations...
  • According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
  • The evidence to date is mixed
  • A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      SO True
  • It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
  • combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
  • By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
  • loosely structured by open-ended narratives
  • They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
  • from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
  • the conclusions of both studies were remarkably aligned.
  • the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Love this quote.
  • demonstrate the "effects" of game play vs. no game play.
  • first project was a traditional effects study
  • second project, a qualitative study of cognition and learning in MMOs (
  • ethnography
  • sociocultural perspective
  • as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
  • a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
  • brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
  • the exaggerated self-consciousness of individuals.
  • In what ways might MMOs function as new third places for informal sociability?
  • virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
  • in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
  • eight defining characteristics of third places
  • there is no default obligation
  • To oblige any one person to play requires that explicit agreements be entered into by parties
  • the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
  • Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      and this is why, in my opinion, you will never see games in school. The game cannot be the Third Place because school is a Second Place.
  • Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
  • the relationships that play-partners have with one another offline are often "leveled" within the online world
  • an individual's rank and status in the home, workplace, or society are of no importance
  • appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
  • conversation plays an analogous role
  • "In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
  • third places must also be easy to access
  • such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
  • accessible directly from one's home, making them even more accommodating to individual schedules and preferences
  • barriers to initial access.
  • "What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
  • "It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
  • affective sense
  • As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
  • engendering a sense of reliable mentorship and community stability.
  • Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
  • In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
  • Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
  • Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
  • The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
  • the home-like quality of third places in rooting people
  • Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
  • create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
  • Are virtual communities really communities, or is physical proximity necessary?
  • Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
  • Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
  • operates cyclically within social networks because of their associated norms of reciprocity
  • bridging social capital is inclusive.
  • This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
  • On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
  • bonding social capital is exclusive.
  • social superglue.
  • it can also result in insularity.
  • shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
  • Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
  • One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
  • While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
  • Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
  • It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
  • It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
  • In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
  • However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
  • Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
  • Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
  • Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
  • is to what extent such environments shift the existing balance between bridging and bonding
  • In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
  • Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
  • it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
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