Get started developing your social media PLN with these tips and ideas for great ways to make use of social tools.
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shared by Jennie Snyder on 27 Jan 13
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8 Ideas, 10 Guides, And 17 Tools For A Better Professional Learning Network - 5 views
www.teachthought.com/...-professional-learning-network
web2.0 PLN collaboration guides tools professional development learning
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hese guides to find out how other educators have used social media and other tools to grow their personal learning networks.
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Use these popular social media tools for learning to grow and take advantage of your network with the latest technology.
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Thumann Resources - 0 views
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“How can educators around the world use technology to connect, collaborate, teach, support and inspire each other? Collaborative Internet applications allow educators to create online communities that support their professional learning and relieve their isolation. In this session we will focus on the ways two social networking tools, Twitter and Classroom 2.0, can be harnessed to build a rich and powerful learning community.
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From Twitter PLN - great resource and explaination for why teachers should use Twitter to build up their PLNs
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I realize there are many amazing posts on the merits of using Twitter to develop a PLN. I also realize that there already exists dozens of collections of tools for making the most of Twitter. Yet, as I prepare for my presentation at NJECC's annual conference tomorrow, I am compelled to write one of my own.
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shared by tapiatanova on 08 Nov 11
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A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of High... - 98 views
chronicle.com/...129609
social network sociallearning Social Media learning education millenials socialnetworking socialbookmarking pln ple optometry
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Kate Pok liked it
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Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
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External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
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The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
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yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
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Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
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While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
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Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
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A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
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Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
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Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
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Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
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The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
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Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
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A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
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A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
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A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
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shared by Steven Engravalle on 06 Oct 12
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MediaShift . How Twitter is Reinventing Collaboration Among Educators | PBS - 85 views
www.pbs.org/...ration-among-educators272.html
PLN tools socialmedia edtech education collaboration twitter
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"Before the advent of Twitter, most educators I know had limited opportunities to collaborate with colleagues outside their building. Some subscribed to listservs or participated in online forums, but these outlets lacked critical mass; teachers also networked at in-person conferences and training sessions, but these isolated events didn't provide ongoing support. Enter Twitter. I've heard many educators say that Twitter is the most effective way to collaborate and that they've learned more with Twitter than they have from years of formal professional development."
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shared by Roland Gesthuizen on 27 Oct 10
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The Innovative Educator: Think you're a Digital Immigrant? Get Over It! - 103 views
theinnovativeeducator.blogspot.com/...igital-immigrant-get-over.html
digitalcitizenship PLN learning professional technology blog elearning education
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educators hesitant to use the modern tools of today, to stop relying on others and take ownership of their learning and suggests this can be done through developing a personal learning network
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educators must take ownership of their learning rather than waiting for/relying on others to provide it.
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Teachers do not need to be technology experts to allow students to use it to retrieve information, collaborate, create, and communicate
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There is less tolerance for educators who do not believe it is their responsibility to move their teaching out of the past. Those stuck in the past... those who are not developing their own personal learning networks... those not taking ownership for their learning... are doing a great disservice to our students and themselves.