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afager212

Using Social Bookmarking in Schools and with your Students- Part Two | Silvia Tolisano-... - 17 views

    • afager212
       
      Could be a useful tool when just starting
  • Remember that it is NOT about the tools we use with our students, but the skills we are exposing them to and want them to get proficient in.
  • need to evaluate and interpret information tag bookmarks (their own and/or the ones collected by their teacher) summarize bookmarks (their own and/or the ones shared by teacher) take advantage of “experts in the field” (by subscribing to their RSS for specific tags) learn to search for relevant information beyond “googling” collaborate with other members of a study group (local or global)
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  • a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together.
  • Handout_SocialBookmarkingRoles.pdf
L Holwerda

A Social Network Can Be a Learning Network - Online Learning - The Chronicle of Higher ... - 28 views

  • Social bookmarking. When you save a Web site as a favorite or bookmark, it's added to a list that stays within that browser. Use another computer, and you don't have access to that bookmark. When you use a social-bookmarking service, you save your bookmarks on that server, making them available to you wherever you access the Web, and allowing you to share them with others. Ask your students to create accounts on a social-bookmarking service and to bookmark Web sites, news articles, and other resources relevant to the course you're teaching. Create a unique "tag" for your course and have your students use it, so that their bookmarks can be easily found. Ask students to apply multiple tags to the resources they bookmark, as a way to help them locate their bookmarks quickly and to prepare them for the kind of keyword searching they'll need to do when using library databases. If you're teaching a face-to-face or hybrid class, be sure to spend some class time having students share their latest finds, so they can see the connections between this work outside class and classroom discussions. 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.
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    great ideas of how and why use social networking tools, twitter, soical bookmarking, blogging, collaborative writing (google docs)
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    social bookmarking
Suzie Nestico

Social Bookmarking Session at ISTE - 99 views

  • Feeding to Delicious (you can do both)F. Auto-posting to your Blog
  • F. Site Communities and Tag Communities
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    Vicki Davis' ISTE workshop on Diigo and Social Bookmarking. Includes outline of workshop and research summary.
Ann Steckel

Social Bookmarking with Diigo - Derek Bruff - 116 views

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    Good example of a teacher's observations about starting to use Diigo for social bookmarking
Tamara Connors

Digitally Speaking / Social Bookmarking and Annotating - 58 views

  • Diigo's "group forums" are threaded, allowing users to start new strands or to reply to strands started by others.
  • powerful learning depends on the quality of the conversation that develops around the content being studied together. 
  • This handout--including a description of each role and a group sign-up sheet---can be used with student social bookmarking efforts: Handout_SocialBookmarkingRoles.pdf
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  • Captain Cannonball should find four or five key points in a shared reading to highlight and craft initial questions for other readers to consider
  • hallenging the thinking of peers in the conversation.  Directly responding to comments made by others, the Provocateur works to remind everyone that there are two sides to every story.    
  • for connections.  Middle Men
  • question statements made and conclusions drawn throughout a shared reading.
  • dentify important "takeaways" that a group can learn from
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    Fred, What an incredible resource. It has changed my thinking about collaborative annotation technologies. Thank you! -tbf Todd Finley http://bit.ly/Hfs8N
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    The driving force behind the Web 2.0 revolution is a spirit of intellectual philanthropy and collective intelligence that is made possible by new technologies for communication, collaboration and information management.  One of the best examples of collective intelligence in action are the wide range of social bookmarking applications that have been embraced in recent years.
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