Group items tagged

research sharing. Each class has their own private group, and we have one group for all our classes. And I belong to several groups, including Classroom 20, Diigo in Education , and EdTechTalk. I’ve created a group for the Teacher Challenges, called “ebchallenge” if you decide to join Diigo. That way, our new PLN we are building can share resources with each other.

certain topics, specific tools (like Google Apps).

Now that I’ve got you thinking, Diigo has a free and premium version — and teachers should apply for the education version. My language arts students use Diigo for research, note-taking, and writing feedback and

t that is just for Tools — Animoto, Wallwish, etc. I also may put how-to pages there, or in my How-To List. I have lists for lessons,

Comment in the webpage using the Sticky Note feature and in the description box about what you learned when you click bookmark. Save.

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Agenda -

PLN:

Experts:

Livebinder:

Experts & Websites:

PLN

Experts & Websites:

Livebinders:

PLN

Experts & Websites:

Livebinders:

PLN Personal Learning Network

PLN: Personal Learning Network

Experts & Websites:

Livebinders:

eWomen

back-channel conversations

While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter

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."

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.

Guides

hese guides to find out how other educators have used social media and other tools to grow their personal learning networks.

Use these popular social media tools for learning to grow and take advantage of your network with the latest technology.