Group items tagged

It’s also a question, as Mr. Lanier, 49, astutely points out in his new book, “You Are Not a Gadget,” of how online collectivism, social networking and popular software designs are changing the way people think and process information, a question of what becomes of originality and imagination in a world that prizes “metaness” and regards the mash-up as “more important than the sources who were mashed.”

Web 2.0 is creating a “digital forest of mediocrity” and substituting ill-informed speculation for genuine expertise;

Mr. Johnson added that the book’s migration to the digital realm will turn the solitary act of reading — “a direct exchange between author and reader” — into something far more social and suggested that as online chatter about books grows, “the unity of the book will disperse into a multitude of pages and paragraphs vying for Google’s attention.”

replace traditional textbooks with iPads as part of a yearlong study by the university’s e-publishing working group into the use of e-readers

students were more connected in and out of the classroom

said that the iPad made it easier to collaborate and manage group projects

too busy to write lengthy posts

uninspired by a lack of readers

social networking did a good enough job keeping them in touch with friends and family

Bloggers spend significant time pushing their own thinking—and having their thinking pushed by others. They respond to comments and link to other writers, connecting to and creating interesting ideas. Some develop curriculum and instructional materials together. Others review resources and debate the merits of the individual tools of teaching. Philosophical conversations about what works in schools are common as teachers talk about everything from homework and grading practices to school and district policies that affect teaching and learning. Blogs become a forum for public articulation—and public articulation is essential for educators interested in refining and revising their thinking about teaching and learning.

That's when I introduce them to RSS (Really Simple Syndication) feed readers.

How do we understand our gifts without the certificate, the diploma?   That's the challenge.  

And, sadly, much of our formal education is about standardizing exactly

that shift, in teaching that kindergarten child who believes she can do absolutely anything that, no, she's a poor reader, or bad in math, or a poor speller, or a poor artist or has no musical talent (as my husband was once told when he was a child: 

Aren't we all emergent readers when we encounter new texts and mediums that push the boundaries of genre, form, format, and mode;on and offline? 

Instead of scribbling marks in the margins of printed papers, I opened each student’s paper in Google Docs, highlighted text and inserted comments to clarify my thoughts, and then turned on the screen recorder (Jing) to record my voice as I scrolled through the paper and pointed to items with my mouse. Right after recording, I uploaded the finished recording to Jing’s companion hosting site, and then I simply copied and pasted the link to the recording directly into the Google Doc.

After about four minutes, they began the next task, copying and pasting my reflection questions into the bottom of their docs, and then responding to those prompts as they reflected on their work and my feedback.

As I watched them, I couldn’t help but remember the way that I used to provide feedback. Students would receive their graded papers, flip past the comments I had scribbled in the margin, glance at the final grade, and then forget all about it.

Out of State Tuition:   Fees:   30.00

evelop an understanding of themselves as readers and writers of world cultures who participate with others in responsible public discourse and have moral and ehtical responsibilities in that dis

Teaching Wikipedia in 5 Easy Steps: *Use it as background information *Use it for technology terms *Use it for current pop cultural literacy *Use it for the Keywords *Use it for the REFERENCES at the bottom of the page!

4 ways to use Wikipedia (hint: never cite it) Teachers: Please stop prohibiting the use of Wikipedia 20 Little Known Ways to Use Wikipedia Study: Wikipedia as accurate as Encyclopedia Britannica Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006 And: Yes students, there’s a world beyond Wikipedia **Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response. Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia. -0- Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our Higher Education page. Bookmark it! var entrycat = ' ' By Valerie Strauss  |  05:00 AM ET, 09/07/2011 .connect_widget .connect_widget_text .connect_widget_connected_text a {display:block;} #center {overflow:visible;} /*.override-width iframe {width:274px !important;}*/ Tumblr Reddit Stumbleupon Digg Delicious LinkedIn http://platform.twitter.com/widgets/tweet_button.html#_=1315504289567&count=horizontal&counturl=http%3A%2F%2Fwww.washingtonpost.com%2Fblogs%2Fanswer-sheet%2Fpost%2F

7 Things You Should Know About Collaborative Annotation “7 Things You Should Know About Collaborative Annotation” introduces readers to programs like Diigo, SideWiki, and ReFrameit (pdf). A group of liberal arts faculty and staff use Diigo to share their research into computer gaming for teaching and research.

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