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Maggie Tsai

Academic Productivity » Diigo - Web Highlighter and Sticky Notes, a delicious... - 0 views

www.academicproductivity.com/...ticky-notes-a-delicious-killer

diigo review

shared by Maggie Tsai on 02 Apr 09 - Cached
  • In my experience, what makes diigo better? it saves the content of the page you bookmark, not only the link. Magnolia used to do that before they lost all their user’s data You can highlight! Important, as sometimes you don’t remember what was interesting in a page Posts are Private by default There’s a bunch of community features behind it. Example: pop psych you can post to other sites, including delicious (they are an example of openness)
  • On top of all this, there’s another feature that may well become revolutionary: adding sticky notes to pages, in a way that other people can see it. When using the Diigo toolbar, you can see what other people have highlighted, and also comments (sticky notes) they added. That means that you are no longer limited to leaving comments on blogs, you can do so in any type of page (even static pages). Diigo enables you to drop your comment exactly where it is relevant, not at the end of a long list.
  • All in all, I’ve never seen an entrance in a monopolized market (social bookmarking) with this strength and resolution. Diigo is very impressive, and my bookmarking tool of choice.
Maggie Tsai

The new Diigo is a major improvement | technology - 68 views

iserotope.com/w-diigo-is-a-major-improvement

diigo review V6 meta search

shared by Maggie Tsai on 23 Aug 13 - No Cached
  • The default (see the M?) is called “Meta Search,” which locates search terms both in post titles and annotations. It’s so good that I made the big decision to get rid of tags altogether. Tags weren’t helping me organize my clips very well, and I figure that I can use Diigo lists if I want to curate and save a “best-of” collection. If you don’t like the Meta Search, you can also search by tags or by full text (if you have Diigo Premium.)
  • Diigo has also improved its already-excellent Chrome extension. Seriously, this is one of the most useful extensions out there. Here are some of its features: Save a webpage to Diigo, Annotate a page, Save the page to read later (I prefer Pocket), Take a screenshot (genius), Share the page via Twitter, Facebook, Google+, Gmail, or an annotated link. I can’t say enough good things about the extension. No other service allows you to annotate the Internet as smoothly as Diigo does. Once you start highlighting or taking notes, up comes the “Annotation Toolbar,” which lets you change the highlight color and write a sticky note. Or you can reorganize the clip by changing the title, adding tags, and sharing to a list or a group.
Maggie Tsai

My E-Learning Journey: My Favorite Free Web 2.0 Tools - 4 views

mediaspider1.blogspot.com/...avorite-free-web-20-tools.html

diigo education review

shared by Maggie Tsai on 31 Oct 08 - Cached
  • Diigo - fab social bookmarking site for teachers. Added features include sticky notes, highlighting, great groups to join and the list feature which lets you create a feature list of sites and then you can play them like a powerpoint presentation to a class.
Mary Beth Messner

250+ Places for Free Books Online - 184 views

www.techsupportalert.com/...0-places-free-books-online.htm

Ebook Library Read

shared by Mary Beth Messner on 10 Nov 10 - Cached
  • This is a listing of 260 sites that legally offer free books (eBooks) for download or for online viewing.
  • Because this page is becoming extremely long I have switched the genre sections to their own pages.  Please check these separate pages out if you are interested in a particular genre as they have some links that have not been added to this main list as of yet and they also have links to audio books.
Jess Hazlewood

"Where's the Writer" TETYC March 2014 - 43 views

DIIGO_FILE_HOME/1dj8a/b5ju

shared by Jess Hazlewood on 03 Sep 14 - No Cached
  • “Responders Are Taught, Not Born”
  • We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
  • We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
  • ...33 more annotations...
  • class suggests that the writer’s question
  • This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
  • we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
  • dynamic list that students freely update throughout the semester on the class classro
  • organize the questions within categories such as tone, content, evidence-based support, style, and logistics
  • The end result is a robust list of questions for writers to ask of their respondents.
  • in-class discussion about effective and less effective questions for writers
  • raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
  • : pointing, summarizing, and reflecting
  • Students’ comments often point to their struggle to position themselves in peer response.
  • “What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
  • it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
  • devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
  • , “Feedback: What Works for You and How Do You Get It?”
  • highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
  • we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
  • While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
  • this information is limited to the instructor’s manual
  • llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
  • You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
  • uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
  • he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
  • “Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
  • dependent on what parts of the textbook they choose to read
  • point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
  • there is no mention that writers might use them for purposes of soliciting feedback.
  • we see an opportunity for modeling that is not fully realized.
  • we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
  • textbook authors offer few examples for how to get specific feedback
  • Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
  • we worked to understand how textbooks highlight the writer’s role in peer response.
  • We wanted to know what books tell writers about asking questions
  • lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
  • Jess Hazlewood on 03 Sep 14
     
    Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
Comrad Compadre

Bertrand Russell's Inductivist Turkey - 3 views

mashimo.wordpress.com/...nd-russells-inductivist-turkey

philosophy

shared by Comrad Compadre on 13 Aug 17 - No Cached
  • The turkey found that, on his first morning at the turkey farm, he was fed at 9 a.m. Being a good inductivist turkey he did not jump to conclusions. He waited until he collected a large number of observations that he was fed at 9 a.m. and made these observations under a wide range of circumstances, on Wednesdays, on Thursdays, on cold days, on warm days. Each day he added another observation statement to his list. Finally he was satisfied that he had collected a number of observation statements to inductively infer that “I am always fed at 9 a.m.”. However on the morning of Christmas eve he was not fed but instead had his throat cut. It doesn’t matter how many cases we list during our inductivist reasoning, nothing guarantees that the next case will lay in this inference we deducted from our observations, as the possible experiments and observations are infinite by number and type. The only valid scientific method is to test the theory using the assertions which can be deduced.
  • Comrad Compadre on 13 Aug 17
     
    gathering information only increases your chances of being right but there are never any guarantees.
Peter Beens

100+ Google Tricks That Will Save You Time in School | Online Colleges - 199 views

www.onlinecolleges.net/...t-will-save-you-time-in-school

Google education list tips

shared by Peter Beens on 26 Oct 09 - Cached
  • Do a timeline search. Use "view:timeline" followed by whatever you are researching to get a timeline for that topic
  • Invite others. If you have events on your calendar that you want to invite others to join, just add their email address under Add Guests within the event.
  • Use the school year calendar template. Have an easy to use school year calendar through Google Docs by following these instructions.
  • ...10 more annotations...
  • Use the
  • Use the school year calendar template . Have an easy to use school year calendar through Google Docs by following these instructions.
  • Use the school year calendar template. Have an easy to use school year calendar through Google Docs by following these instructions.
  • Use the school year calendar template. Have an easy to use school year calendar through Google Docs by following these instructions
  • boost. Use the school year calendar template. Have an easy to use school year calendar through Google Docs by following these instructions.
  • Use the school year calendar template. Have an easy to use school year calendar through Google Docs by following these instructions.
  • Create online surveys for research projects. Quickly and easily create online surveys for any research project that requires feedback from others. The answers are saved to your Google Docs account.
  • Calculate with Google. Type in any normal mathematical expressions to get the answer immediately. For example, "2*4" will get you the answer "8." Time. Enter "what time is it" and any location to find out the local time.
  • Calculate with Google. Type in any normal mathematical expressions to get the answer immediately. For example, "2*4" will get you the answer "8." Time. Enter "what time is it" and any location to find out the local time.
  • Incorporate Google Calendar and Docs on your Gmail page. Have access to recent documents used in Google Docs and get an agenda of upcoming activities you have on Google Calendar with small boxes added to your Gmail page. Go to Labs to select this option.
  • Ann Darling on 31 Oct 09
     
    huge list of google stuff, absolutely amazing
anonymous

The Coach in the Operating Room - The New Yorker - 37 views

www.newyorker.com/...personal-best

coaching teaching professional development

shared by anonymous on 14 Dec 16 - No Cached
Xiaojing Kou liked it
  • I compared my results against national data, and I began beating the averages.
    • anonymous
      anonymous on 14 Dec 16
       
      this is one of the most important reasons for data and using the data to help guide instruction
  • the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
    • anonymous
      anonymous on 14 Dec 16
       
      Why wouldn't we want a coach? Our supervisor or administrator often serves as an evaluator but might not have the time due to time constraints to serve as an effective and dedicated coach. Yet, a coach doesn't have to be an expert. Couldn't the coach just be a colleague with a different skill set?
  • They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
    • anonymous
      anonymous on 14 Dec 16
       
      PROFOUND!!!
  • ...31 more annotations...
  • always evolving
    • anonymous
      anonymous on 14 Dec 16
       
      Please tell me what profession isn't always evolving? It something isn't evolving, it is dying! So, why doesn't everyone on the face of the earth - regardless of his/her profession or station in life - need coaching periodically to help them continue to grow and evolve?
  • We have to keep developing our capabilities and avoid falling behind.
  • no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
  • outside ears, and eyes, are important
  • For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
    • anonymous
      anonymous on 14 Dec 16
       
      So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
  • California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
    • anonymous
      anonymous on 14 Dec 16
       
      Of course they are more effective! They have a trusted individual to guide them, mentor them, help sustain them. The coach can cheer and affirm what the teacher is already doing well and offer suggestions that are desired and sought in order to improve their 'game' and become more effective.
  • they did not necessarily have any special expertise in a content area, like math or science.
    • anonymous
      anonymous on 14 Dec 16
       
      Knowledge of the content is one thing and expertise is yet another. Sometimes what makes us better teachers is simply strategies and techniques - not expertise in the content. Sometimes what makes us better teachers could simply be using a different tool or offering options for students to choose.
  • The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
    • anonymous
      anonymous on 14 Dec 16
       
      The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
  • teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
    • anonymous
      anonymous on 14 Dec 16
       
      This could provide specific categories to offer teachers a choice in what direction they want to go toward improving - especially important for those who want broad improvement or are clueless at where to start.
  • must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
  • most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
    • anonymous
      anonymous on 14 Dec 16
       
      Progression
  • The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
    • anonymous
      anonymous on 14 Dec 16
       
      The coach also makes you aware of where you are excelling!
  • So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
  • “What worked?”
    • anonymous
      anonymous on 14 Dec 16
       
      Great way to open any coaching conversation!
  • “How could you help her?”
  • “What else did you notice?”
    • anonymous
      anonymous on 14 Dec 16
       
      These questions are quite similar to what we ask little children when they are learning something new. How did that go? What else could you do? What could you do differently? What more is needed? What would help?
  • something to try.
    • anonymous
      anonymous on 14 Dec 16
       
      Suggestions of something to try! Any colleague can offer this - so why don't we ask colleagues for ideas of something to try more often?
  • three colleagues on a lunch break
  • Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
    • anonymous
      anonymous on 14 Dec 16
       
      I probably need this printed out and stuck to the monitor of my computer or tattooed on my hand!
  • “listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
    • anonymous
      anonymous on 14 Dec 16
       
      patient, engaged listening
  • coaching has definitely changed how satisfying teaching is
  • trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
    • anonymous
      anonymous on 14 Dec 16
       
      Encouraging people to think - it is important to teach and encourage thinking rather than teaching them WHAT to think!
  • a whole list of observations like this.
  • one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
  • watch other colleagues operate in order to gather ideas about what I could do.
    • anonymous
      anonymous on 14 Dec 16
       
      This is one of the greatest strategies to promote growth - ever!
  • routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
    • anonymous
      anonymous on 14 Dec 16
       
      I always hate seeing a video of me teaching but I did learn so much about myself, my teaching, and my students that I could not learn in any other way!
  • I know that I’m learning again.
  • It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
    • anonymous
      anonymous on 14 Dec 16
       
      But it still works and is effective at nudging even those who are fabulous to be even better!
  • modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
  • coaching may prove essential to the success of modern society.
  • We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
  • anonymous on 14 Dec 16
     
    Valuable points about coaching - makes me want my own coach!
Siri Anderson

film | story - Home - 87 views

www.filmstory.org

film history world_geography World_History database resource

shared by Siri Anderson on 20 May 12 - No Cached
  • Martin Burrett on 20 May 12
     
    Explore world history through movies using this useful guide. Search by country or time period. http://ictmagic.wikispaces.com/History
  • Siri Anderson on 25 May 12
     
    This new repository for information holds great promise for teachers going forward. They are in the process of adding essays reviewing the context and themes in the films they've listed. A tool worth bookmarking.
L Holwerda

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

chronicle.com/...129609

social bookmarking online learning education

shared by L Holwerda on 08 Nov 11 - No Cached
  • 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.
  • Julie Whitehead on 08 Nov 11
     
    great ideas of how and why use social networking tools, twitter, soical bookmarking, blogging, collaborative writing (google docs)
  • L Holwerda on 08 Nov 11
     
    social bookmarking
tanya miller

Teacher Console | Diigo - 185 views

www.diigo.com/...console

shared by tanya miller on 12 Jul 10 - Cached
    • Cheri Krockover
      Cheri Krockover on 16 Feb 11
       
      One class with 2 groups
    • Ben Nason
      Ben Nason on 16 Feb 11
       
      You are given one class. From there you can add as many groups as you want
    • William Giancoli
      William Giancoli on 09 Mar 11
       
      Is anyone else experiencing difficulty adding students and groups?
    • Steve Weller
      Steve Weller on 24 Mar 11
       
      Does anyone know why diigo is listed as a proxi server?
    • mike
      mike on 13 Apr 11
       
      anyone not able to add students with existing email accounts?
    • Carol Lautenbach
      Carol Lautenbach on 02 Aug 11
       
      My Assistant tried to add a batch of students and nothing showed up in the end. Hmmmm....
    • Susan Gorman
      Susan Gorman on 11 Aug 11
       
      testing
    • Tony Loughland
      Tony Loughland on 09 Sep 11
       
      how do you move bookmarks around between groups?
    • Adrienne Christiansen
      Adrienne Christiansen on 12 Sep 11
       
      I'd like to know how to move bookmarks from my individual Diigo to my course diigo. Help?
    • hieu hieu
      hieu hieu on 30 Oct 11
       
      hieu
    • Gregg Fletcher
      Gregg Fletcher on 07 Jan 12
       
      Can anyone tell me why these sticky notes are on my library screen.  I did not realize this screen was open to the world.
    • bryan pasquale
      bryan pasquale on 11 Jan 12
       
      they were marked as public
    • Sheila Grimm
      Sheila Grimm on 19 Jan 12
       
      Any advice for a brand new user? I am trying to create a group for students who need extra help studying for those high stakes tests.
    • Elizabeth Achor
      Elizabeth Achor on 05 Mar 12
       
      I'm lovin' it!
  • Group Name
    • tamacek
      tamacek on 19 Sep 11
       
      use this one
    • Diane Shryock
      Diane Shryock on 15 Nov 11
       
    • Deb Little
      Deb Little on 27 Jul 12
       
      I am confused.
    • tanya miller
      tanya miller on 11 Dec 12
       
      Can students create groups within the class group that I set up?
  • Options
    • mesturas sanchez canton
      mesturas sanchez canton on 13 Jan 12
       
      Aanimádevos a utilizar os marcadores sociais. é unha boa forma de organizar as nosas preferencias na rede
    • Jennifer Strickland
      Jennifer Strickland on 19 Jan 12
       
      i am trying this out
    • Robert Guihan
      Robert Guihan on 29 Aug 12
       
      I have found this useful. I am mostly a fly on the wall but many members have shared excellent websites and articles.
  • ...3 more annotations...
    • Tara Park
      Tara Park on 17 May 11
       
      This is a test
    • anonymous
      anonymous on 12 Jul 11
       
      this is a test 2
    • Eleanor Cerny
      Eleanor Cerny on 18 Jul 11
       
      tesing.....
    • Kristine Rebstock
      Kristine Rebstock on 12 Sep 11
       
      Test
    • hieu hieu
      hieu hieu on 30 Oct 11
       
      test
    • teacherlisa
      teacherlisa on 13 Nov 11
       
      text
    • Dinah Hunt
      Dinah Hunt on 07 Dec 11
       
      practice test for class demo
    • Sandy M
      Sandy M on 11 Dec 11
       
      test sticky
    • Noe Granado
      Noe Granado on 13 Feb 12
       
      I received the test...
    • Noah Ralston
      Noah Ralston on 20 Feb 12
       
      Did I pass or fail the test?
    • José Serruto
      José Serruto on 24 Feb 12
       
      Very interesting
  • As an educator, your account has been given special privileges to create / manage student accounts and class groups (student email addresses not required.)
  • StudentTestGroup (4 members)
  • Cheri Krockover on 16 Feb 11
     
    Class with 2 groups
  • ...20 more comments...
  • Ben Nason on 16 Feb 11
     
    Class with 2 groups
  • William Giancoli on 09 Mar 11
     
    Class with 2 groups
  • Steve Weller on 24 Mar 11
     
    Class with 2 groups
  • Ms. Dillon on 06 Apr 11
     
    Class with 2 groups
  • mike on 13 Apr 11
     
    Class with 2 groups
  • kris james on 22 Apr 11
     
    Class with 2 groups
  • Carol Lautenbach on 02 Aug 11
     
    Class with 2 groups
  • Susan Gorman on 11 Aug 11
     
    Class with 2 groups
  • Tony Loughland on 09 Sep 11
     
    Class with 2 groups
  • Adrienne Christiansen on 12 Sep 11
     
    Class with 2 groups
  • tamacek on 19 Sep 11
     
    Class with 2 groups
  • hieu hieu on 30 Oct 11
     
    Class with 2 groups
  • Diane Shryock on 15 Nov 11
     
    Class with 2 groups
  • Gregg Fletcher on 07 Jan 12
     
    Class with 2 groups
  • bryan pasquale on 11 Jan 12
     
    Class with 2 groups
  • mesturas sanchez canton on 13 Jan 12
     
    Class with 2 groups
  • Jennifer Strickland on 19 Jan 12
     
    Class with 2 groups
  • Sheila Grimm on 19 Jan 12
     
    Class with 2 groups
  • Elizabeth Achor on 05 Mar 12
     
    Class with 2 groups
  • Deb Little on 27 Jul 12
     
    Class with 2 groups
  • Robert Guihan on 29 Aug 12
     
    Class with 2 groups
  • tanya miller on 11 Dec 12
     
    Class with 2 groups
Maggie Tsai

OPLS blog » Diigo - Delicious killer? - 0 views

blogs.ibo.org/...diigo-delicious-killer

diigo education review

shared by Maggie Tsai on 19 Nov 08 - Cached
  • Although it pains me to say it, I think there is something better than Delicious out there. I first came across Diigo in the summer and have been playing with it on and off ever since.  Social bookmarking has been an absolute godsend to education and Delicious was at the forefront of that - but, in my view, it’s been surpassed. I had high hopes of the latest version when it was released at the end of July, but, to be honest, they just focused on the instructional design and look-and-feel rather than functionality.  You still can’t create groups or lists, or send messages to the people in your network, and you can’t annotate either.  All of which can be accomplished in Diigo and more
  • Diigo groups are ideal for team research If you have any need for team-based research, Diigo groups are ideal for you. A Diigo group can be public, private or semi-private. Pool and organize resources using group bookmarks When a member of a Diigo group comes across a web page, he can highlight, tag, and share it to the group. In this way, group bookmarks become a repository of collective research. Group members can also vote up bookmarks so important information stays on the top. Group sticky notes are great for discussion When adding sticky notes, you can make them private, public, or viewable only by members of a certain group. With group sticky notes, group members can interact and discuss important points right on the web page, preserving the original context. Group tag dictionary to enforce tagging consistency The group administrator can define a set of recommended tags for the group to help enforce tagging consistency. Diigo has recently launched an education version, where you can create class accounts and add privacy settings, so I recommend you have a look at this. Oh, and for those of you who can’t quite leave Delicious behind just yet, you can synch the two so that whatever you save in Diigo gets automatically put into your Delicious account as well.
Jacqui Cyrus

100 Essential Tools - 7 views

www.onlinedegree.net/sential-2-0-tools-for-teachers

resources tech-tools lists

shared by Jacqui Cyrus on 02 Sep 09 - Cached
  • Jacqui Cyrus on 06 Jan 10
     
    It might be time for you to consider adding a few new technology tools to your burgeoning toolkit. Many of these recommendations are FREE.
Roland Gesthuizen

5 myths about teachers that are distracting policymakers - The Answer Sheet - The Washi... - 111 views

www.washingtonpost.com/...ABNuyBMB_blog.html

education teaching myth list research productivity teachertraining

shared by Roland Gesthuizen on 07 May 11 - No Cached
  • Political leaders at every level are demanding we evaluate and pay teachers based on student test scores and value-added statistical formulas. If that turns out to be a bad strategy, the long-term ramifications for the nation could be staggering.
  • Roland Gesthuizen on 07 May 11
     
    "Now's the time to transcend the usual debates over how to make our schools better and our teachers more effective - and break free of the myths that keep us fighting 20th century battles. Instead we need to look hard at the realities, framed by research evidence as well as the challenges teachers face everyday"
Betzi Bateman

Professional blog | 21st Century Educator - 85 views

davidwees.com/...ture-heres-textbook-i-want-now

shared by Betzi Bateman on 25 Jun 11 - No Cached
  • open source and free
    • Betzi Bateman
      Betzi Bateman on 26 Jun 11
       
      I agree with everything, but the "free" part. Haven't we all heard the saying, "you get what you pay for?" The best textbook I know about is Campbell's Biology. It was written by tons of experts in the field. Did they all volunteer to write it? Shouldn't experts be compensated for their time in the creation of quality textbook content? I know we would all like everything to be free, but writing (or producing audio or video) GOOD content takes skill and expertise. Are all these people supposed to do this for free? I just don't understand the idea behind this.
  • Marsha Ratzel on 25 Jun 11
     
    Great list of attributes that new era textbook should have. What should be added? What is missing? Great prompt for kids to answer.
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 77 views

www.ascilite.org.au/...drexler.html

shared by Ian Woods on 26 Sep 10 - Cached
  • Web application(networked studentcomponent) Tool usedin test case Student activitylevel of structure Social bookmarking (RSS) Delicioushttp://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alerthttp://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Readerhttp://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Bloggerhttp://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholarhttp://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesUhttp://www.apple.com/itunes/whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skypehttp://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernotehttp://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaceshttp://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page. The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met. Figure 3: Personal web page compiles learning tools
  • Table 2: Personal learning environment toolset Web application (networked student component) Tool used in test case Student activity level of structure Social bookmarking (RSS) Delicious http://delicious.com/ Set up the account Subscribe to each others accounts Bookmark and read 10 reliable websites that reflect the content of chosen topic Add and read at least 3 additional sites each week. News and blog alert (RSS) Google Alert http://www.google.com/alerts Create a Google Alert of keywords associated with selected topic Read news and blogs on that topic that are delivered via email daily Subscribe to appropriate blogs in reader News and blog reader (RSS) Google Reader http://reader.google.com Search for blogs devoted to chosen topic Subscribe to blogs to keep track of updates Personal blog (RSS) Blogger http://www.blogger.com Create a personal blog Post a personal reflection each day of the content found and experiences related to the use of personal learning environment Students subscribe to each others blogs in reader Internet search (information management, contacts, and synchronous communication) Google Scholar http://scholar.google.com/ Conduct searches in Google Scholar and library databases for scholarly works. Bookmark appropriate sites Consider making contact with expert for video conference Podcasts (RSS) iTunesU http://www.apple.com/itunes/ whatson/itunesu.html Search iTunesU for podcasts related to topic Subscribe to at least 2 podcasts if possible Video conferencing (contacts and synchronous communication) Skype http://www.skype.com Identify at least one subject matter expert to invite to Skype with the class. Content gathering/ digital notebook Evernote http://evernote.com/ Set up account Use Evernote to take notes on all content collected via other tools Content synthesis Wikispaces http://www.wikispaces.com Post final project on personal page of class wiki The process and tools are overwhelming to students if presented all at once. As with any instructional design, the teacher determines the pace at which the students best assimilate each new learning tool. For this particular project, a new tool was introduced each day over two weeks. Once the construction process was complete, there were a number of personal web page aggregators that could have been selected to bring everything together in one place. Options at the time included iGoogle, PageFlakes, NetVibes, and Symbaloo. These sites offer a means to compile or pull together content from a variety of web applications. A web widget or gadget is a bit of code that is executed within the personal web page to pull up external content from other sites. The students in this case designed the personal web page using the gadgets needed in the format that best met their learning goals. Figure 3 is an instructor example of a personal webpage that includes the reader, email, personal blog, note taking program, and social bookmarks on one page.
  • The personal learning environment can take the place of a traditional textbook, though does not preclude the student from using a textbook or accessing one or more numerous open source texts that may be available for the research topic. The goal is to access content from many sources to effectively meet the learning objectives. The next challenge is to determine whether those objectives have been met.
  • ...1 more annotation...
  • AssessmentThere were four components of the assessment process for this test case of the Networked Student Model: (1) Ongoing performance assessment in the form of weekly assignments to facilitate the construction and maintenance of the personal learning environment, (2) rubric-based assessment of the personal learning environment at the end of the project, (3) written essay, and (4) multimedia synthesis of topic content. Points were earned for meeting the following requirements: Identify ten reliable resources and post to social bookmarking account. At least three new resources should be added each week. Subscribe and respond to at least 3 new blogs each week. Follow these blogs and news alerts using the reader. Subscribe to and listen to at least two podcasts (if available). Respectfully contact and request a video conference from a subject matter expert recognised in the field. Maintain daily notes and highlight resources as needed in digital notebook. Post at least a one-paragraph reflection in personal blog each day. At the end of the project, the personal learning environment was assessed with a rubric that encompassed each of the items listed above. The student's ability to synthesise the research was further evaluated with a reflective essay. Writing shapes thinking (Langer & Applebee, 1987), and the essay requirement was one more avenue through which the students demonstrated higher order learning. The personal blog provided an opportunity for regular reflection during the course of the project. The essay was the culmination of the reflections along with a thoughtful synthesis of the learning experience. Students were instructed to articulate what was learned about the selected topic and why others should care or be concerned. The essay provided an overview of everything learned about the contemporary issue. It was well organised, detailed, and long enough to serve as a resource for others who wished to learn from the work. As part of a final exam, the students were required to access the final projects of their classmates and reflect on what they learned from this exposure. The purpose of this activity was to give the students an additional opportunity to share and learn from each other. Creativity is considered a key 21st century skill (Partnership for 21st Century Skills, 2009). A number of emerging web applications support the academic creative process. Students in this project used web tools to combine text, video, audio, and photographs to teach the research topics to others. The final multimedia project was posted or embedded on the student's personal wiki page. Analysis and assessment of student work was facilitated by the very technologies in use by the students. In order to follow their progress, the teacher simply subscribed to student social bookmarking accounts, readers, and blogs. Clicking through daily contributions was relatively quick and efficient.
  • Carole Redline on 27 Sep 10
     
    Scholarly and important but also practical. Scroll down for an incredible chart of ideas that challenges older students to take charge of their own learning.
Martin Burrett

Vyew - 57 views

vyew.com/s

collaboration meeting video conference VoIP webinars chat

shared by Martin Burrett on 03 Aug 11 - No Cached
  • Carol Mortensen on 03 Aug 11
     
    "Vyew allows you to meet and share content in real-time or anytime. Upload images, files, documents and videos into a room. Users can access and contribute at anytime. Why use Vyew? It's easy - no installations. It's compatible - PC, Mac, Linux, powerpoints, documents, images, videos, mp3's, flash files. It's FREE! - Our free version is free forever. Unlimited use with up to 10 people. What's the catch? It's ad supported. Conferencing features - whiteboarding, video conferencing, screen sharing, Voice-over-IP. Collaboration features - continuous rooms are always saved and always-on. Contextual discussion forums, voice-notes, track and log activity. Take A Tour Sign Up Free Log In Join a Meeting Learn More: FAQs Product Pricing Product Comparison Chart Complete Feature List Enterprise Appliance What people are saying I've used other prohibitively expensive online meeting software and this beats their pants off in ease of use/price/features. -Joel, Vyew Customer Recent News/Articles New changes to Vyew (Aug 1, 2011) New changes to Vyew (May 10, 2011) Crafting a Clear Message (online presentations) Vyew featured in Google Chrome's Web Store Better (Online) Presentations in 5 Steps Vyew 4 - Open to the Public Vyew 4.0 Interface Overview "
  • Kevin Kaeser on 04 Aug 11
     
    real time visual collaboration
  • Martin Burrett on 04 Aug 11
     
    A great site for collaborating online. Work on documents together in real time, video chat and share your screen with others are just a few features that make this a great site for tutoring, meetings and webinars. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Sue Dowdell

Any Elementary Teachers using Diigo? - 101 views

I've used Diigo teacher account to set up accounts for my 105 fifth graders this past spring. I put all students in a main group (Colonial Resources) and then students studying a particular colony ...

Elementary intermediate

started by Rachel Peters on 02 Jul 09 6 follow-ups, last by Sue Dowdell on 10 Jul 09
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