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Michelle Mattson

Socrative | Student Response System | Audience Response Systems | Clicker | Clickers | ... - 141 views

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    Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.
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     a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.
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    Socrative is now live! They have been beta testing and it just came open to the public - so excited!
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    Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.
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    Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets. Teachers can pose various questions to students, and once students respond, a report is generated in Excel format that can be used as assessment.
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    Socrative is a smart student response system that empowers teachers to engage their classrooms through a series of educational exercises and games via smartphones, laptops, and tablets.
Ian Woods

AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 76 views

  • <TABLE border=1 cellPadding=2 width="100%" bgColor=#ffffff align=center> <TBODY> <TR align=middle bgColor=#93ecc7> <td width="20%">Web application<BR>(networked student<BR>component)</td> <td width="25%">Tool used<BR>in test case</td> <td>Student activity<BR>level of structure</td></TR> <TR vAlign=top> <td>Social bookmarking (RSS)</td> <td><I>Delicious</I><BR><A href="http://delicious.com/">http://delicious.com/</A></td> <td> <UL> <LI>Set up the account <LI>Subscribe to each others accounts <LI>Bookmark and read 10 reliable websites that reflect the content of chosen topic <LI>Add and read at least 3 additional sites each week.</LI></UL></td></TR> <TR vAlign=top> <td>News and blog alert (RSS)</td> <td><I>Google Alert</I><BR><A href="http://www.google.com/alerts">http://www.google.com/alerts</A></td> <td> <UL> <LI>Create a <I>Google Alert</I> of keywords associated with selected topic <LI>Read news and blogs on that topic that are delivered via email daily <LI>Subscribe to appropriate blogs in reader</LI></UL></td></TR> <TR vAlign=top> <td>News and blog reader (RSS)</td> <td><I>Google Reader</I><BR><A href="http://reader.google.com">http://reader.google.com</A></td> <td> <UL> <LI>Search for blogs devoted to chosen topic <LI>Subscribe to blogs to keep track of updates</LI></UL></td></TR> <TR vAlign=top> <td>Personal blog (RSS)</td> <td><I>Blogger</I><BR><A href="http://www.blogger.com">http://www.blogger.com</A></td> <td> <UL> <LI>Create a personal blog <LI>Post a personal reflection each day of the content found and experiences related to the use of personal learning environment <LI>Students subscribe to each others blogs in reader</LI></UL></td></TR> <TR vAlign=top> <td>Internet search (information management, contacts, and synchronous communication)</td> <td><I>Google Scholar</I><BR><A href="http://scholar.google.com/">http://scholar.google.com/</A></td> <td> <UL> <LI>Conduct searches in <I>Google Scholar</I> and library databases for scholarly works. <LI>Bookmark appropriate sites <LI>Consider making contact with expert for video conference</LI></UL></td></TR> <TR vAlign=top> <td>Podcasts (RSS)</td> <td><I>iTunesU</I><BR><A href="http://www.apple.com/itunes/whatson/itunesu.html">http://www.apple.com/itunes/<BR>whatson/itunesu.html</A></td> <td> <UL> <LI>Search <I>iTunesU</I> for podcasts related to topic <LI>Subscribe to at least 2 podcasts if possible</LI></UL></td></TR> <TR vAlign=top> <td>Video conferencing (contacts and synchronous communication)</td> <td><I>Skype</I><BR><A href="http://www.skype.com">http://www.skype.com</A></td> <td> <UL> <LI>Identify at least one subject matter expert to invite to <I>Skype</I> with the class.</LI></UL></td></TR> <TR vAlign=top> <td>Content gathering/ digital notebook</td> <td><I>Evernote</I><BR><A href="http://evernote.com/">http://evernote.com/</A></td> <td> <UL> <LI>Set up account <LI>Use <I>Evernote</I> to take notes on all content collected via other tools</LI></UL></td></TR> <TR vAlign=top> <td>Content synthesis</td> <td><I>Wikispaces</I><BR><A href="http://www.wikispaces.com">http://www.wikispaces.com</A></td> <td> <UL> <LI>Post final project on personal page of class wiki</LI></UL></td></TR></TBODY></TABLE> <P>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 <I>iGoogle, PageFlakes, NetVibes,</I> and Symbaloo</I>. 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. <P>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. <P> <CENTER><IMG alt="Figure 3" src="http://www.ascilite.org.au/ajet/ajet26/drexler3.jpg"> <P><B>Figure 3:</B> Personal web page compiles learning tools </P
  • <CENTER><B>Table 2:</B> Personal learning environment toolset </CENTER> <P></P> <TABLE border=1 cellPadding=2 width="100%" bgColor=#ffffff align=center> <TBODY> <TR align=middle bgColor=#93ecc7> <td width="20%">Web application<BR> (networked student <BR> component) </td> <td width="25%"> Tool used <BR> in test case </td> <td> Student activity <BR> level of structure </td></TR> <TR vAlign=top> <td> Social bookmarking (RSS) </td> <td><I> Delicious </I><BR><A href="http://delicious.com/"> http://delicious.com/ </A></td> <td> <UL> <LI> Set up the account <LI> Subscribe to each others accounts <LI> Bookmark and read 10 reliable websites that reflect the content of chosen topic <LI> Add and read at least 3 additional sites each week. </LI></UL></td></TR> <TR vAlign=top> <td> News and blog alert (RSS) </td> <td><I> Google Alert </I><BR><A href="http://www.google.com/alerts"> http://www.google.com/alerts </A></td> <td> <UL> <LI>Create a <I>Google Alert</I> of keywords associated with selected topic <LI> Read news and blogs on that topic that are delivered via email daily <LI> Subscribe to appropriate blogs in reader </LI></UL></td></TR> <TR vAlign=top> <td> News and blog reader (RSS) </td> <td><I> Google Reader </I><BR><A href="http://reader.google.com"> http://reader.google.com </A></td> <td> <UL> <LI> Search for blogs devoted to chosen topic <LI> Subscribe to blogs to keep track of updates </LI></UL></td></TR> <TR vAlign=top> <td> Personal blog (RSS) </td> <td><I> Blogger </I><BR><A href="http://www.blogger.com"> http://www.blogger.com </A></td> <td> <UL> <LI> Create a personal blog <LI> Post a personal reflection each day of the content found and experiences related to the use of personal learning environment <LI> Students subscribe to each others blogs in reader </LI></UL></td></TR> <TR vAlign=top> <td> Internet search (information management, contacts, and synchronous communication) </td> <td><I> Google Scholar </I><BR><A href="http://scholar.google.com/"> http://scholar.google.com/ </A></td> <td> <UL> <LI>Conduct searches in <I>Google Scholar</I> and library databases for scholarly works. <LI> Bookmark appropriate sites <LI> Consider making contact with expert for video conference </LI></UL></td></TR> <TR vAlign=top> <td> Podcasts (RSS) </td> <td><I> iTunesU </I><BR><A href="http://www.apple.com/itunes/whatson/itunesu.html"> http://www.apple.com/itunes/ <BR> whatson/itunesu.html </A></td> <td> <UL> <LI>Search <I>iTunesU</I> for podcasts related to topic <LI> Subscribe to at least 2 podcasts if possible </LI></UL></td></TR> <TR vAlign=top> <td> Video conferencing (contacts and synchronous communication) </td> <td><I> Skype </I><BR><A href="http://www.skype.com"> http://www.skype.com </A></td> <td> <UL> <LI>Identify at least one subject matter expert to invite to <I>Skype</I> with the class. </LI></UL></td></TR> <TR vAlign=top> <td> Content gathering/ digital notebook </td> <td><I> Evernote </I><BR><A href="http://evernote.com/"> http://evernote.com/ </A></td> <td> <UL> <LI> Set up account <LI>Use <I>Evernote</I> to take notes on all content collected via other tools </LI></UL></td></TR> <TR vAlign=top> <td> Content synthesis </td> <td><I> Wikispaces </I><BR><A href="http://www.wikispaces.com"> http://www.wikispaces.com </A></td> <td> <UL> <LI> Post final project on personal page of class wiki </LI></UL></td></TR></TBODY></TABLE> <P> 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 <I>iGoogle, PageFlakes, NetVibes,</I> and Symbaloo</I>. 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. </P>
  • 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.
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  • Assessment

    There 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.

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    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.
Amy Kauth

Sweet Search - 127 views

    • Kyle Lewis
       
      Interesting search engine.
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    SweetSearch is A Search Engine for Students. It searches only credible Web sites approved by Internet research experts.
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    Search engine for students
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    great search engine for all subjects. Lots of primary sources!
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    Educational Search Engine
jodi tompkins

Student Blogging Guidelines by Kim Cofino - 3 views

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    Guidelines for allowing your students to blog in school
Michelle Lynn

Best Practices - 2 views

  • 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
       
      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
       
      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.
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  • 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. 
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    Diigo - 21st Century Tool for Research, Reading and Collaboration
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    Why Diigo?
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    Diigo - 21st Century Tool for Research, Reading and Collaboration
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    diigo的应用文章 great
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