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Florence Dujardin

Building Stronger Ties With Alumni Through Facebook to Increase Volunteerism and Charit... - 23 views

onlinelibrary.wiley.com/...full

Facebook alumni highereducation relationship community weak ties behaviour

shared by Florence Dujardin on 08 Jun 11 - No Cached
  • Florence Dujardin on 08 Jun 11
     
    This research explores how strength of network ties, as fostered by the use of a social network site, Facebook, (a) influences alumni attitudes toward volunteering for and making charitable gifts to their alma mater, and (b) fortifies consistency between attitude and behavior. After exploratory interviews and participant observation, a survey of 3,085 alumni was conducted for hypothesis testing. Structural equation modeling analysis revealed: First, active participation in Facebook groups positively predicted strength of network ties along 2 dimensions: frequency of communication and emotional closeness. Second, both dimensions of tie strength influenced actual behavior, albeit via different routes. The paper also contributes to attitude change research in showing that strength of network ties can help ensure consistencies between attitude and behavior.
J Yates

TheFA.com - Home - 1 views

www.thefa.com/default.htm

Web Design ICT

shared by J Yates on 13 Nov 08 - Cached
  • JOIN TODAY| THE ENGLAND STORE| MATCH PROGRAMMES|
  • WOMEN'S U17s WORLD CUP: North Korea proved too strong as England's incredible run ended at the Semi-Final stage.
  • J Yates on 13 Nov 08
     
    The Football Association's Official Home Page. Many examples of good web page but also some bad design practice.
Steve Ransom

Bloomberg Ties Test Scores to Teacher Tenure - NYTimes.com - 14 views

www.nytimes.com/...26teachers.html

teachers tenure quality union incentive scores testing achievement accountability

shared by Steve Ransom on 02 Dec 09 - Cached
  • Steve Ransom on 02 Dec 09
     
    NY teacher tenure to be tied to student test performance/scores
aaxtell

CCSS "I Can" statements for K-8 - 64 views

www.thecurriculumcorner.com/...hing-ccss-i-can-for-k-6-grades

CCSS Common Core education standards standards-based teaching learning standards

shared by aaxtell on 21 Dec 15 - No Cached
  • aaxtell on 21 Dec 15
     
    Kids learn best when they know what they're supposed to be learning. Make learning outcomes explicit with kid-friendly "I Can" statements tied to each Common Core standard.
  • aaxtell on 21 Dec 15
     
    Kids learn best when they know what they're supposed to be learning. Make learning outcomes explicit with kid-friendly "I Can" statements tied to each Common Core standard.
Michele Brown

Zombies: STEM Behind Hollywood by Texas Instruments - US and Canada - 47 views

education.ti.com/...zombies

zombies stem

shared by Michele Brown on 19 Aug 13 - No Cached
  • Michele Brown on 19 Aug 13
     
    This looks really cool. "Zombie Apocalypse, a Hollywood-inspired TI-Nspire™ math and science activity, models the transmission of a hypothetical zombie contagion through the human population, the infection rate and logistics patterns due to resource limits."
Adrienne Michetti

Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views

jcmc.indiana.edu/...steinkuehler.html

games gaming social

shared by Adrienne Michetti on 19 Nov 09 - Cached
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      This is, I think, why I'm more keen on today's social networks than I am on games -- games do not provide deep emotional support.
  • "bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Putnam - need to check this article. Interesting; not sure I agree.
  • ...80 more annotations...
  • According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
  • The evidence to date is mixed
  • A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      SO True
  • 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
  • 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.
  • 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.
  • loosely structured by open-ended narratives
  • They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
  • 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.
  • the conclusions of both studies were remarkably aligned.
  • the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Love this quote.
  • demonstrate the "effects" of game play vs. no game play.
  • first project was a traditional effects study
  • second project, a qualitative study of cognition and learning in MMOs (
  • ethnography
  • sociocultural perspective
  • 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
  • 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)
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
  • brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
  • the exaggerated self-consciousness of individuals.
  • In what ways might MMOs function as new third places for informal sociability?
  • virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
  • in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
  • eight defining characteristics of third places
  • there is no default obligation
  • To oblige any one person to play requires that explicit agreements be entered into by parties
  • the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
  • 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
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      and this is why, in my opinion, you will never see games in school. The game cannot be the Third Place because school is a Second Place.
  • 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
  • the relationships that play-partners have with one another offline are often "leveled" within the online world
  • an individual's rank and status in the home, workplace, or society are of no importance
  • appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
  • conversation plays an analogous role
  • "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).
  • third places must also be easy to access
  • such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
  • accessible directly from one's home, making them even more accommodating to individual schedules and preferences
  • barriers to initial access.
  • "What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
  • "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"
  • affective sense
  • As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
  • engendering a sense of reliable mentorship and community stability.
  • 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
  • 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.
  • 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.
  • Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
  • The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
  • the home-like quality of third places in rooting people
  • 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
  • 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
  • Are virtual communities really communities, or is physical proximity necessary?
  • Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
  • Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
  • operates cyclically within social networks because of their associated norms of reciprocity
  • bridging social capital is inclusive.
  • This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
  • 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.
  • bonding social capital is exclusive.
  • social superglue.
  • it can also result in insularity.
  • shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
  • 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.
  • 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:
  • 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.
  • Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
  • 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.
  • 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.
  • In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
  • 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
  • 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).
  • 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.
  • Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
  • is to what extent such environments shift the existing balance between bridging and bonding
  • 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
  • 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.
  • it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
mollyfanning

LA Woman: 'Tis the Season - 14 views

fanninglawoman.blogspot.com/...tis-season.html

middle school technology media news

shared by mollyfanning on 02 Jan 13 - No Cached
  • mollyfanning on 02 Jan 13
     
    This has been a holiday season like no other. While the final week of school leading to vacation is always frenzied, this one was tinged with fear and worry. The tragedy in Newtown, CT, lead to fear and anxiety all over the country for students, parents and educators.
Marsha Ratzel

Educator Resources | Agency by Design - 46 views

www.agencybydesign.org/educator_resource

thinking criticalthinking maker

shared by Marsha Ratzel on 10 Jan 15 - No Cached
  • Marsha Ratzel on 10 Jan 15
     
    Great new thinking routines tied to Maker skills
Marc Patton

Minnesota Learning Loop Teacher Resource Center - 42 views

www.informns.k12.mn.us/MN_learning_loop

Teacher_Resources Teaching_Tools

shared by Marc Patton on 28 Jun 12 - No Cached
  • Marc Patton on 28 Jun 12
     
    The Minnesota Learning Loop Teacher Classroom Resources, created by TIES, is a database of online resources linked to the Minnesota Academic Standards.
donnawesley

Center for Technology in Learning. (2009). Systemic vs. one-time teacher professional... - 14 views

www.ti-researchlibrary.com/...47%20Research_Note_15%20PD.pdf

PD

shared by donnawesley on 20 Jun 14 - No Cached
  • donnawesley on 20 Jun 14
     
    This is item 2 of 3 for the diigo annotated bibliography.
Jay Swan

DNA Subway - 42 views

dnasubway.iplantcollaborative.org

DNA analysis bioinformtics genome data biology science genetics

shared by Jay Swan on 10 Aug 10 - Cached
  • Jay Swan on 10 Aug 10
     
    Fast Track to Gene Annotation and Genome Analysis - This site ties together key bioinformatics tools and databases used to annotate genes and analyze genome data. Roll over any of the "stations" on the subway map to find out more about the analysis steps.
Peter Beens

A Hashtag You Shouldn't Ignore « doug - off the record - 37 views

dougpete.wordpress.com/...a-hashtag-you-shouldnt-ignore

dougpete hashtag comments4kids blog twitter

shared by Peter Beens on 23 Feb 11 - No Cached
  • The hashtag is "comments4kids".  This is a special tag that teachers use to invite anyone who is willing to drop by and read what a class is blogging.  It’s also an invitation for you to make a comment or two on what you read. 
  • Peter Beens on 23 Feb 11
     
    There is a special hashtag that isn't tied to an event like this though.  It's a common event that's happening in classrooms world-wide.  The hashtag is "comments4kids".  This is a special tag that teachers use to invite anyone who is willing to drop by and read what a class is blogging.  It's also an invitation for you to make a comment or two on what you read. 
Deedra Kaake

Character Counts - 62 views

charactercounts.org

prosocial skills character

shared by Deedra Kaake on 22 Aug 11 - Cached
  • Deedra Kaake on 22 Aug 11
     
    Classroom and professional resources tied to Oct 16-22 observance of Character Counts Week.
Thieme Hennis

Learning Over Education - 2 views

learn.media.mit.edu

learning creativity MIT lego

shared by Thieme Hennis on 12 Nov 14 - No Cached
  • Thieme Hennis on 12 Nov 14
     
    "Learning over Education is a new MIT Media Lab initiative that promotes creative learning. It ties together learning related research that takes place across different research groups, develops new technologies for creative learning, and uses the Media Lab as platform for new conversations about learning."
Roland Gesthuizen

8 Ways For Teachers To Save Time In The Classroom - 149 views

www.teachthought.com/...s-teachers-save-time-classroom

productivity teaching education technology paperless workflow

shared by Roland Gesthuizen on 27 Mar 14 - No Cached
  • Roland Gesthuizen on 27 Mar 14
     
    "Teachers think about a lot during the course of a school day - from planning lessons tied to the core curriculum to making sure Jimmy gets home on the right bus. One thing teachers often do not think about is saving themselves time, but they should."
Margaret FalerSweany

Academic Skills on Web Are Tied to Income Level - NYTimes.com - 41 views

www.nytimes.com/...-are-tied-to-income-level.html

academic skills web income level

shared by Margaret FalerSweany on 24 Sep 14 - No Cached
  • a new study shows that a separate gap has emerged, with lower-income students again lagging more affluent students in their ability to find, evaluate, integrate and communicate the information they find online.
  • Teachers have to expect and recognize that they can’t just say ‘Google something,’ because some of our students still don’t know what that means
  • teachers often assumed that because adolescents seemed so comfortable with technology that they actually knew how to use it in an academic context. Teachers have the “perception that the students are already tech savvy and can navigate and move around more quickly than the teachers,” Mr. Damico said. “B
Martin Burrett

Grouping students into ability-based sets holds back less able pupils - 18 views

ukedchat.com/...grouping-students-ability

setting pupils ability

shared by Martin Burrett on 26 Mar 18 - No Cached
  • Martin Burrett on 26 Mar 18
     
    "Students classed as less able are being hindered by being grouped into ability-based sets, according to new research published today in the Cambridge Journal of Education. Teachers' expectations of pupils in lower sets, which are based on their prior academic record and closely tied to the belief that their behaviour will be more challenging, could instil a damaging 'culture of dependency' on teachers among these groups."
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