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Thieme Hennis

About « OERRH - 19 views

oerresearchhub.org/about

research oer oer-initiative openness open-access open-education reference

shared by Thieme Hennis on 11 Jun 13 - No Cached
  • Thieme Hennis on 11 Jun 13
     
    "The Open Educational Resources Research Hub (OER Research Hub) provides a focus for research, designed to give answers to the overall question 'What is the impact of OER on learning and teaching practices?' and identify the particular influence of openness. We do this by working in collaboration with projects across four education sectors (K12, college, higher education and informal) extending a network of research with shared methods and shared results. By the end of this research we will have evidence for what works and when, but also established methods and instruments for broader engagement in researching the impact of openness on learning. OER are not just another educational innovation. They influence policy and change practices. In previous research (OpenLearn, Bridge to Success and OLnet) we have seen changes in institutions, teacher practice and in the effectiveness of learning. We integrate research alongside action to discover and support changes in broader initiatives. Our framework provides the means to gather data and the tools to tackle barriers. The project combines: A targeted collaboration program with existing OER projects An internationalfellowship program Networking to make connections A hub for research data and OER excellence in practice The collaborations cover different sectors and issues, these include: the opening up of classroom based teaching to open content; the large-scale decision points implied by open textbooks for community colleges; the extension of technology beyond textbook through eBook and simulation; the challenge of teacher training in India; and the ways that OER can support less formal approaches to learning. By basing good practice on practical experience and research we can help tackle practical problems whilst building the evidence bank needed by all."
JD Pennington

Diigo in College/University - 253 views

Some questions: Is it possible to get an RSS feed of group annotated links that are no longer live pages, but are instead highlighted static pages? This way I can get a feed of a the links that ...

education diigo

started by Bill Guinee on 10 Apr 09 9 follow-ups, last by JD Pennington on 15 Jul 09
Marc Hamlin

Reintroducing students to Research - 144 views

homepages.gac.edu/...LakeForest.html

research resources tools

shared by Marc Hamlin on 01 Dec 12 - Cached
  • First, we think research, broadly defined, is a valuable part of an undergraduate education. Even at a rudimentary level, engaging in research implicates students in the creation of knowledge. They need to understand that knowledge isn’t an inert substance they passively receive, but is continually created, debated, and reformulated—and they have a role to play in that process.
  • we recognize that research is situated in disciplinary frameworks and needs to be addressed in terms of distinct research traditions.
  • research is a complex and recursive process involving not just finding information but framing and refining a question, perhaps gathering primary data through field or lab work, choosing and evaluating appropriate evidence, negotiating different viewpoints, and composing some kind of response, all activities that are not linear but intertwined.
  • ...6 more annotations...
  • learning to conduct inquiry is itself complex and recursive. These skills need to be developed throughout a research project and throughout a student’s education.
  • the hybrid nature of libraries today requires students to master both traditional and emerging information formats, but the skills that students need to conduct effective inquiry—for example, those mentioned in your mission statement of reading critically and reasoning analytically—are the same whether the materials they use are in print or electronic.
  • Too often, traditional research paper assignments defeat their own purpose by implying that research is not discovery, but rather a report on what someone else has already discovered. More than once I’ve had to talk students out of abandoning a paper topic because, to their dismay, they find out it’s original. If they can’t find a source that says for them exactly what they want to say—better yet, five sources—they think they’ll get in trouble.
  • In reality, students doing researched writing typically spend a huge percentage of their time mapping out the research area before they can focus their research question. This is perfectly legitimate, though they often feel they’re spinning wheels. They have to do a good bit of reading before they really know what they’re looking for.
  • she has students seek out both primary and secondary sources, make choices among them, and develop some conclusions in presentations that are far from standard literary criticism. One lab focuses on collecting and seeking relationships among assigned literary texts and other primary sources from the second half of the twentieth century to illuminate American society in that time period.
  • For this lab, groups of students must find ten primary sources that relate in some way to literary texts under discussion and then—here’s the unusual bit—write three new verses of “America the Beautiful” that use the primary sources to illuminate a vision of American society. Instead of amber waves of grain and alabaster cities, they select images that reformulate the form of the song to represent another vision of the country. At the end of the course, her final essay assignment calls upon all of the work the previous labs have done, asking students to apply the skills they’ve practiced through the semester. While students in this course don’t do a single, big research project, they practice skills that will prepare them to do more sophisticated work later.
  • Marc Hamlin on 01 Dec 12
     
    What are our assumptions about how students get research done in the humanities? How do those assumptions affect our instruction, and what really is our students' approach to research?
Alfredo Zavaleta

How Teens Do Research in the Digital World | Pew Research Center's Internet & American ... - 105 views

www.pewinternet.org/...-research-in-the-digital-world

academic research

shared by Alfredo Zavaleta on 04 Mar 15 - No Cached
  • Overview Three-quarters of AP and NWP teachers say that the internet  and digital search tools have had a “mostly positive” impact on their students’ research habits, but 87% say these technologies are creating an “easily distracted generation with short attention spans” and 64% say today’s digital technologies “do more to distract students than to help them academically.”
  • Overall, the vast majority of these teachers say a top priority in today’s classrooms should be teaching students how to “judge the quality of online information.”
  • The internet and digital technologies are significantly impacting how students conduct research: 77% of these teachers say the overall impact is “mostly positive,” but they sound many cautionary notes
  • ...9 more annotations...
  • Teachers and students alike report that for today’s students, “research” means “Googling.”  As a result, some teachers report that for their students “doing research” has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.
    • Kelly Sereno
      Kelly Sereno on 04 Mar 15
       
      Yikes - a disturbing survey response!
  •   Second and third on the list of frequently used sources are online encyclopedias such as Wikipedia, and social media sites such as YouTube. 
  •  94% of the teachers surveyed say their students are “very likely” to use Google or other online search engines in a typical research assignment, placing it well ahead of all other sources that we asked about
  • e databases such as EBSCO, JSTOR, or Grolier (17%) A research librarian at their school or public library (16%)
  • In response to this trend, many teachers say they shape research assignments to address what they feel can be their students’ overdependence on search engines and online encyclopedias.  Nine in ten (90%) direct their students to specific online resources they feel are most appropriate for a particular assignment, and 83% develop research questions or assignments that require students to use a wider variety of sources, both online and offline.
  • Teachers give students’ research skills modest ratings Despite viewing the overall impact of today’s digital environment on students’ research habits as “mostly positive,” teachers rate the actual research skills of their students as “good” or “fair” in most cases.  Very few teachers rate their students “excellent” on any of the research skills included in the survey.  This is notable, given that the majority of the sample teaches Advanced Placement courses to the most academically advanced students.
    • Kelly Sereno
      Kelly Sereno on 04 Mar 15
       
      These research skills relate to the common core literacy standards, and many ratings of students' skills in these areas fell into fair or poor categories.
  • Overwhelming majorities of these teachers also agree with the assertions that “today’s digital technologies are creating an easily distracted generation with short attention spans” (87%) and “today’s students are too ‘plugged in’ and need more time away from their digital technologies” (86%).  Two-thirds (64%) agree with the notion that “today’s digital technologies do more to distract students than to help them academically.”
    • Alfredo Zavaleta
      Alfredo Zavaleta on 15 Sep 16
       
      Students need to show more patience, take longer to decide, ponder the options.
    • Alfredo Zavaleta
      Alfredo Zavaleta on 15 Sep 16
       
      Procrastination not necessarily bad- see TED on procrastination
Shannon Smith

Need resources to assist in creating a 21st century learner training/ professional deve... - 133 views

Thank you! This is great information! James McKee wrote: > Shannon, > > I was recently referred to this video of Michael Wesch who teaches cultural anthropology at Kansas State University. He ...

professional development 21st century learners technology

started by Shannon Smith on 22 Nov 08 8 follow-ups, last by Shannon Smith on 04 Dec 08
Tonya Thomas

Future Work Skills 2020 - 3 views

apolloresearchinstitute.com/...52

skills future 21stcenturyskills work Research resources tools

shared by Tonya Thomas on 09 Oct 12 - No Cached
  • Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity.Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration.Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making.Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence.Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency.Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management.Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking.Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking.New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy.Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset.
  • Tonya Thomas on 09 Oct 12
     
    "Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity. Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration. Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making. Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence. Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency. Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking. Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking. New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy. Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset."
D. S. Koelling

Wikipedia Comes of Age - The Chronicle of Higher Education - 38 views

chronicle.com/...125899

wikipedia research pre-research

shared by D. S. Koelling on 11 Jan 11 - No Cached
  • Not all information is created equal. The bottom layers (the most ubiquitous, whose sources are the most ephemeral, and with the least amount of validation) lead to layers with greater dependability, all the way to the highest layers, made up mostly of academic resources maintained and validated by academic publishers that use multiple peer reviews, trained editors, and scholarly reviewers. When the system is effective, the layers serve to reinforce one another through clear pathways that allow queries to move from one layer to another with little resistance.
  • Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia. That makes perfect sense. Through user-generated efforts, Wikipedia is comprehensive, current, and far and away the most trustworthy Web resource of its kind. It is not the bottom layer of authority, nor the top, but in fact the highest layer without formal vetting. In this unique role, it therefore serves as an ideal bridge between the validated and unvalidated Web.
  • Most of the nearly 2,500 students who responded said they consult Wikipedia, but when questioned more deeply, it became clear that they use it for, as one student put it, "pre-research." In other words, to gain context on a topic, to orient themselves, students start with Wikipedia.
  • ...2 more annotations...
  • My opinion of Wikipedia, like the tool itself, has radically evolved over time. Not only am I now supportive of Wikipedia, but I feel that it can play a vital role in formal educational settings
  • The key challenge for the scholarly community, in which I include academic publishers such as Oxford University Press, is to work actively with Wikipedia to strengthen its role in "pre-research." We need to build stronger links from its entries to more advanced resources that have been created and maintained by the academy.
  • D. S. Koelling on 11 Jan 11
     
    C. Grathwohl argues that Wikipedia plays a vital middle layer of authority for students conducting pre-research; scholars, he says, should work to assure that links in Wikipeida lead students to more advanced research that's been validated by the academic community.
Kathy Malsbenden

Social Bookmarking 2.0: Research, Share and Collaborate Online Using Diigo - Jason Rhod... - 48 views

jrhode.tumblr.com/diigo

diigo bookmarking social research tools web2.0 education

shared by Kathy Malsbenden on 19 May 10 - Cached
  • Kathy Malsbenden on 01 Jun 10
     
    Do you struggle to keep track of all your favorite Web sites and other online resources? Would you like to share the links to your favorite online resources with your colleagues or students? Using Diigo, you can both easily bookmark your favorite online resources in the cloud and annotate, share, and collaborate in new ways! This hands-on session will introduce the Diigo collaborative research tool and explore several practical applications for implementing collaborative resource sharing in the classroom.
Jason Finley

Diigo in Education - 108 views

Marie, my primary use and focus with Diigo is the social networking aspect that you mentioned. There is definitely truth to the statement that "Chance favors the connected mind." I've created a g...

Diigo

started by Jason Finley on 25 Oct 11 6 follow-ups, last by Jason Finley on 27 Oct 11
Michèle Drechsler

Socialbookmarking with Diigo and Education. A survey that could interest you. - 77 views

Please note that this survey is usually taken in 20 minutes, but you can save your partial answers with the "Resume later" button: this would ask you a login and password to save your answers. Then...

socialbookmarking Diigo survey research

started by Michèle Drechsler on 08 Jul 09 4 follow-ups, last by Michèle Drechsler on 11 Jul 09
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Kathleen N

Text Note Suggestion - 79 views

Along the lines of research I think have any bookmark or annotation come with a citation. If you copy into notebook programs (like Google NoteBook and OneNote) the citation comes with it. The tem...

suggestion

started by Matthew Clobridge on 23 Dec 08 3 follow-ups, last by Kathleen N on 05 Apr 09
Jay Swan

Pterosaur.net :: Home - 19 views

www.pterosaur.net/index.php

pterosaurs science dinosaurs resources

shared by Jay Swan on 11 Jan 10 - Cached
  • Jay Swan on 11 Jan 10
     
    From the site: "This website was conceived at the 2007 Flugsaurier pterosaur research meeting in Munich when we, a collection of pterosaur researchers and artists directly working with us realised that there was no comprehensive, high quality website dedicated to this popular group of prehistoric animals. This acts in stark contrast to a number of excellent dinosaur-based websites and, frankly, we couldn't quite figure out why when pterosaurs are equally famous, popular and, in some respects, better known than their dinosaur cousins. With this in mind, we set out to create a pterosaur based website that: figure * Presents up-to-date information on pterosaurs in an accessible fashion * Sources information from the primary scientific literature * Is written by qualified, experienced pterosaur researchers * Can reflect the active research occuring in pterosaur science * Provides professionally produced pterosaur art and photographs of pterosaur specimens"
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
xs rumination

Legal Research Instruction - Law Librarian Blog: - 19 views

lawprofessors.typepad.com/...legal_research_instruction

law librarian blog Electronic Resource Legal Research Instruction guide

shared by xs rumination on 12 Jun 11 - Cached
  • xs rumination on 12 Jun 11
     
    Electronic Resource, Legal Research, Legal Research Instruction
mgranger

Media and Technology Resources for Educators | Common Sense Media - 15 views

www.commonsensemedia.org/educators

InternetSafety digitalcitizenship cyberbullying Internet_safety cipa

shared by mgranger on 01 Apr 11 - Cached
  • gital driver's license
  • with complete confidence. Our online trainings show you how. More about parent professional development Research Credentials Check out our DNA. Our programs are built on respected digital ethics research. More about parent research credentials Turn wired students into great digital citizens Get all the tools you need with our FREE Digital Literacy and Citizenship Curriculum and Parent Media Education Program. The relevant, ready-to-use instruction helps you guide students to make safe, smart, and ethical decisions in the digital world where they live, study and play. Every day, your students are tested with each post, search, chat, text message, file download, and profile update. Will they connect with like minds or spill ... read more Get started Browse our classroom lessons and parent education resources by grade level or topical area. select gradeK123456789101112 select topicCell phones & digital communicationCyberbullying & online relationshipsDigital creation, plagiarism & piracyFamily media managementGaming & online worldsInternet safetyMedia's influence on kidsOnline privacy and securityOnline research & learningSocial networking & communityViolence in media Get Started Educator Updates Common Sense announces di gital driver's license Common Sense Media announced plans to create a digital driver’s license, an interactive online game that will teach kids the basics of how to be safe and responsible in a digital world. Read more about our plans for interactive curriculum modules
  • Marc Patton on 01 Apr 11
     
    Digital citizenship curriculum targets 4th, 5th graders
  • Susan Crowley on 03 Jul 11
     
    Lesson plans, articles, and tools to teach Digital Citizenship and Internet Safety
  • mgranger on 23 Aug 12
     
    Internet safety FREE curriculum and implementation guides. The site has admin, teacher, and student resources. Digital Passport is one of the Internet Safety programs available.
Martin Burrett

Why do we need a Great School Libraries campaign? by @ElizabetHutch - 3 views

ukedchat.com/...great-school-libraries

libraries librarians

shared by Martin Burrett on 18 Sep 18 - No Cached
  • Martin Burrett on 18 Sep 18
     
    "School librarians are information professionals, who can support and teach information, critical and digital literacy skills. Research skills from finding books via your school library catalogue to researching academic online resources such as Science in Context, helping students to navigate those online tools that can't be searched with a question (like they like do in Google), explaining and using keywords, creating good research questions and guiding them onto the internet searching with the knowledge and skills about how to do this safely."
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.
Sharin Tebo

JOLT - Journal of Online Learning and Teaching - 62 views

jolt.merlot.org/...alderton_0911.htm

eAchieve Twitter

shared by Sharin Tebo on 26 Apr 16 - No Cached
  • All of them responded that Twitter allows them to build connections with educators beyond those in their immediate vicinity. These connections are purposefully made as a way to find and share resources and to provide and receive support. For example, Participant 8 stated, “My primary purpose is to connect with other teachers, so that I can learn from them and share resources that I find.” Similarly, Participant 9 wrote, “I am the only biology teacher at my school. I use it [Twitter] as a means of obtaining advice, resources and collaboration…I also use it to find out about new tech tools.”
  • Twitter has helped me to build a strong professional reputation
  • they follow educators. They also follow content experts and others who share professional interests.
  • ...11 more annotations...
  • Participants explained that they choose to follow people who are open, positive, and constructive.
  • “If their tweets seem to be of interest - providing ideas or resources, as opposed to just opinion - I will network with them.” Similarly, Participant 6 stated, “I look for people who interact and don't just post links.”
  • those they trust
  • Since Twitter is considered to be a social networking website, one aspect of this study looked at dialogue that transpired between followers to show evidence of collaborative conversations rather than unidirectional sharing of information.
  • Survey results show that nine out of ten of the respondents were able to give concrete examples of collaboration that occurred with fellow Twitter users.
  • These examples included ideas such as creating units, sharing of resources, students collaborating on projects between classrooms, exchanging professional materials and readings, writing book chapters, and even co-presenting at conferences.
  • beyond 140-character messages. That teachers moved discussions to forums that allow for deeper discussion and expansion of ideas is encouraging; Twitter does not seem to be a place to collaborate in depth, but rather to make those initial connections - a "jumping off" point.
  • how using Twitter has benefited them professionally. Four unique themes emerged from their responses: Access to resources Supportive relationships Increased leadership capacity Development of a professional vision
  • practical resources and ideas as a benefit.
  • opportunities for them to take leadership roles in developing professional development, organizing conferences, publishing, and grant writing.
  • This research study provides new insight into how teachers use social networking sites such as Twitter for professional purposes.
  • Sharin Tebo on 26 Apr 16
     
    Impacts of Twitter on professional lives
Paul Beaufait

The purpose of aggregating bookmarks for the Diigo in Education group - 143 views

As somewhat of a Johnny-come-lately to this group, since hearing of new Diigo outline functionality AND planned deprecation of Diigo lists, I believed this group would focus on the transition in Di...

aggregations Diigo education groups purposes moderation noise-to-signal signal-to-noise tools

started by Paul Beaufait on 23 Mar 15 7 follow-ups, last by Paul Beaufait on 06 Apr 15
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