Some loved them, some hated them, and few were indifferent.
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socialbookmarking in the field of education. Michèle Drechsler thesis - 32 views
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WordNet - About WordNet - 140 views
wordnet.princeton.edu
literacy elearning esl tesol eslresources wordnet language reference english linguistics database synonyms resources tools
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WordNet® is a large lexical database of English, developed under the direction of George A. Miller (Emeritus). Nouns, verbs, adjectives and adverbs are grouped into sets of cognitive synonyms (synsets), each expressing a distinct concept. Synsets are interlinked by means of conceptual-semantic and lexical relations. The resulting network of meaningfully related words and concepts can be navigated with the browser. WordNet is also freely and publicly available for download. WordNet's structure makes it a useful tool for computational linguistics and natural language processing.
Battle of Semantics | Connecting to Create Greatness - Linkis.com - 20 views
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Awesome Chart on Personalized Learning Vs Individualized Learning ~ Educational Technol... - 94 views
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On the face of it personalized and individualized learning are two sides of the same coin, a game of semantics and this is why many teachers still use them interchangeably as if they mean the same thing while in fact there is a noticeable difference between the two particularly in how each trend views the role of teachers and students, knowledge, and standards . David Warlik delved more into the nuances between these two seemingly identical concepts and came up with this wonderful chart. I invite you to have a look and as always share with us what you think of it. Enjoy
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Learning Technologies Resouces to Explore - Faculty eCommons - 2 views
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Schools are doing Education 1.0; talking about doing Education 2.0; when they should be... - 7 views
usergeneratededucation.wordpress.com/...ould-be-planning-education-3-0
technologies faculty semantic web planning learning 3.0
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Phraseology: iPad App Basics | Wandering Academic - 149 views
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Phraseology is an iPad writing app that breaks the mold by integrating language analytics, visual organization of paragraphs, and a well-thought-out partnership with Terminology, a semantic dictionary/thesaurus app. This would be really useful for student writers because it does more than just provide a clean interface for writing, it gives them tools to improve their drafts.
Everything You Wanted to Know About Semantic Technology, But Were Afraid to Ask (at Sem... - 0 views
Quintura - 1 views
www.quintura.com/
web2.0 reference research tools visualization search searchengine searchengines semantic tagging cloud
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hakia - 0 views
www.hakia.com
web2.0 reference research tools internet searchengine searchengines semantic semanticweb
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Moving beyond technology in designing online learning - 70 views
www.tonybates.ca/...y-in-designing-online-learning
effective teaching screencast designing online learning
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At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
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different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
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Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
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The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
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This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with clickers and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
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Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
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it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.
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Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views
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"bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
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According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
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A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
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It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
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combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
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By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
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They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
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from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
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the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
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as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
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a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
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brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
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virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
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the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
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Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
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Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
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the relationships that play-partners have with one another offline are often "leveled" within the online world
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appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
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"In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
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such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
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accessible directly from one's home, making them even more accommodating to individual schedules and preferences
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"What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
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"It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
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As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
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Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
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In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
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Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
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Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
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The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
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Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
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create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
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Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
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Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
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This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
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On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
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shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
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Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
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One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
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While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
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Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
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It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
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It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
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In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
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However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
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Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
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Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
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Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
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In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
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Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
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it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.