Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
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in title, tags, annotations or urlZonkk | Create your own Social Network - 68 views
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To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views
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The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
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Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
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These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
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They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
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For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
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Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
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Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
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shared by R Brennan on 19 Oct 10
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Bloom's Digital Taxonomy PREZI - The Educator's PLN - 168 views
edupln.ning.com/...blooms-digital-taxonomy-prezi
bloom's taxonomy higher order thinking instruction resources tools
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shared by Randolph Hollingsworth on 25 Oct 10
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The Code of Best Practices in Fair Use for Media Literacy Education - 60 views
www.centerforsocialmedia.org/...r-use-media-literacy-education
copyright fair use media educational technology
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we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment
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Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
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the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
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In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
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educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
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Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
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but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity
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If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
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When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
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there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
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Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
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Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
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If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
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courts have found that asking permission and then being rejected has actually enhanced fair use claims.
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We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process
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Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
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shared by allbookedup on 12 Feb 09
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Literature-Map - The tourist map of literature - 10 views
www.literature-map.com
literature authors reading books visualization literaturemap map english resources tools
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Sloan-C International Conference - 0 views
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We invite you to submit a proposal for the 15th Sloan-C International Conference on Online Learning: "The Power of Online Learning: Opportunities for Tomorrow." The conference strongly encourages proposals that reflect the implications for the field of specific e-learning experience and practices. Proposals that address blended learning, issues of diversity, international applications of online learning, open educational resources and/or social networking are especially encouraged. Last year's conference attracted over 1100 participants to more than 180 presentations, as well as exhibits, pre-conference workshops, keynote and plenary addresses, and a variety of other special events.
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Ten Ideas for Getting Started with 21st Century Teaching and Learning by Lisa Nielsen - 1 views
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could not survive or teach effectively without these three things.
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You need ideas about how to enhance the curriculum with technology.
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well thought out professional development plan
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assess how you’re doing.
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no longer acceptable
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I recommend investing in low cost laptop carts so students also have devices
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you need a laptop, projector, and internet access.
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Wikis are an amazing and transformative tool for educators
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How do you use this in the classroom? For students? I need more information on ths.
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If you click on the link just 2 lines below this highlight ('over here') there are clues on how to use wikis in teaching. In Chemical Education, we have been investigating using these both to teach and to build an online living text. See Laura Pence's talk at http://www.softconference.com/llc/player.asp?PVQ=GEDM&fVQ=EKKJFJ&hVQ= (may require ACS membership). Contact me if you are interested in how other chemists are using them.
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Kids Create -- and Critique on -- Social Networks | Edutopia - 0 views
www.edutopia.org/eration-youth-network-literacy
socialnetworking kids education technology wiki resources tools
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Thing 13 Diigo vs Delicious | Learning with Technology - 62 views
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First, the option to look up people in different ways such as their real name, user name or how they tagged something allows for better networking. I also am very impressed with the idea of lists. Although, I am still trying to figure out how to implement them, I am excited that this would be a great tool for the classroom use for research and or sharing. In addition, I have just spent hours trying to figure out the snapshot feature. I think I will break down and watch a tutorial. However, I truly like to try to figure things out on my own. It seems to me I am just hitting the surface of Diigo. Delicious does not seem to have as many bells and whistles.
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I have always liked Social Bookmarking. I wish we could get more teachers to network and therefore share tags. If you had a set of tags that were standard, you could easily create websites that coincided with curriculum, standards and which time of year they were for. Social Bookmarking is a great way to collaborate and find some great treasures.
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No Free Lunch for Ning Users; Still Plenty of Bargains Elsewhere - 47 views
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About New York - Creating a Network Like Facebook, Only Private - NYTimes.com - 16 views
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Edmodo | Home - 89 views
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Me to 2* Science Diffusion, Osmosis, & Active Transport Notes Turned in (0) DUE: May 24, 2012 Please fill-in as we go through them in class. I will upload a separate document with the diagrams. I will create a handout of the diagrams so please DO NOT print from here. Diffusion, Osmosis, & Active Transport Notes... Show Full Post Show Less
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The pink highlight is an example of a homework/note posting in Edmodo. You can keep track of who has completed the assignment.
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Cathy, I loaded the Diigo toolbar in IE, Firefox, and Chrome. It's the only toolbar I use. In Firefox and IE, I click on the Diigo icon in the toolbar and mouse hover over "See All Annotations". Another menu will open in whcih you can select the setting you desire in regards to public and private annotations/sticky notes.
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I like using the highlighting and sticky notes. This can be a great tool to use with my students. Just like I am doing for Edmodo by pointing out the different features of the site.
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You can't remove them as they are not your notes, they were published by somebody else in a group where you have access to (Public, Diigo in Education, etc.). You have the option to hide them through the Diigo toolbar, or you can abandon the group not to see any notes from any member in it. :)
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Students Circle Network | Home - 2 views
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Project Noah - 71 views
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tool to explore and document wildlife and to harness the power of citizen scientists
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This could be a good way to get students to understand biodiversity. Pity about the name.
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Science education social networking platform integrating technology, the surrounding environment, and contextual learning. Powerful stuff here folks!
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shared by Ruth Howard on 22 Oct 11
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An eBay for Science - Crowdsourcing.org - 65 views
www.crowdsourcing.org/...6467
ebay science crowdsourcing collaboration social media research researchers resources tools
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shared by Clint Heitz on 23 Nov 15
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Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views
www.ascd.org/...cs-of-Blended-Instruction.aspx
classroom blended learning technology blended_learning edtech
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Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
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Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
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Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
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Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
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I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
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I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
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I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
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It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
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For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
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In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
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When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
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Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
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Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
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I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.