Skip to main content

Home/ Diigo In Education/ Group items matching "networking tools connected" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
anonymous

Social Networking as a Tool for Student and Teacher Learning - 52 views

  • Online social networking includes much more than Facebook and Twitter. It is any online use of technology to connect people, enable them to collaborate with each other, and form virtual communities, says the Young Adult Library Services Association
  • Among students surveyed in a National School Boards Association study, 96 percent of those with online access reported using social networking, and half said they use it to discuss schoolwork. Despite this prevalence in everyday life, schools have been hesitant to adopt social networking as an education tool. A 2010 study into principals’ attitudes found that “schools are one of the last holdouts,” with many banning the most popular social networking sites for students and sometimes for staff.
  • Survey research confirms, however, that interest in harnessing social networking for educational purposes is high. As reported in School Principals and Social networking in Education: Practices, Policies and Realities in 2010, a national survey of 1,200 principals, teachers and librarians found that most agreed that social networking sites can help educators share information and resources, create professional learning communities and improve schoolwide communications with students and staff. Those who had used social networks were more positive about potential benefits than those who had not. In an online discussion with 12 of the principals surveyed, most said, “social networking and online collaboration networking would make a substantive change in students’ educational experience.” They said these networking could improve student motivation and engagement, help students develop a more social/collaborative view of learning and create a connection to real-life learning.
  • ...1 more annotation...
  • Most national, state and local policies have not yet addressed social networking specifically; by default, it often falls under existing acceptable use policies (AUPs). While AUPs usually provide clear language on obscenities, profanity and objectionable activities, they also leave out gray areas that could open students to harmful activities while excluding them from certain benefits of social networking. Likewise, boilerplate policies that ban specific applications, such as Twitter, may miss other potential threats while also limiting the ability of students to collaborate across schools, districts, states or countries. The challenge for districts is to write policies that address potentially harmful interactions without eliminating the technology’s beneficial uses.
Jennie Snyder

8 Ideas, 10 Guides, And 17 Tools For A Better Professional Learning Network - 5 views

  • Get started developing your social media PLN with these tips and ideas for great ways to make use of social tools.
  • t’s not enough to just follow and read, you need to connect.
  • can chat, collaborate, and connect through Twitter chats
  • ...3 more annotations...
  • Guides
  • hese guides to find out how other educators have used social media and other tools to grow their personal learning networks.
  • Use these popular social media tools for learning to grow and take advantage of your network with the latest technology.
  •  
    An excellent post with resources on developing and building a personal learning network.
Mark McDonough

Diigo 101 - Student Learning with Diigo - 110 views

  • Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century.
    • terenceonline
       
      Good Summary of Diigo
  • My Network is a new Diigo social features that adds to the product's strength. My Network creates a "content-centric social network," in which people are connected by what they clip, tag, and highlight. Users will be able to collaborate with other users based not on who is a friend to whom, but rather by who is interested in what. My network delivers web content specifically tailored to a user interests and shows users with similar interest. Participation in a larger network is made possible with its community features that connects users with people with common interests; thus, building global communities around topics and knowledge, tags, and sites.
  • Digest of Internet Information, Groups and Other Stuff (Diigo) is a powerful free social bookmarking website with annotating capabilities.
    • Mark McDonough
       
      Bold the first letters of the Diigo acronym: Digest, Internet, Information, ...
  •  
    Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century. 
  •  
    This is a great resource on Diigo and how to use.
Roland Gesthuizen

What Does It Mean to Be a Connected Educator? | Edutopia - 48 views

  •  
    "For many of us, becoming a connected educator transformed our lives. Suddenly, we had access to networks of experts and peers invested in improving education practices and willing to share their favorite connected, resources, and strategies. .. So share with us: Tell us your stories about being a connected educator. What has it meant for you? How has it transformed student learning in your classroom? What connected and resources do you rely on most?"
Karen Polstra

Classroom 2.0 - 62 views

    • Justin Shorb
       
      How many members of the Diigo Ed group are using this forum? I don't want to be overwhelmed by too many social networking groups that I become inundated with too much information to be a truly participating member of any of them. I like the Diigo Ed group, so far!
    • Monika King
       
      I enjoy reading the items in the Forum, but I have yet to contribute.
    • Meredith Johnson
       
      I find the two forums match very well for what my interests are in education.
    • Deb White Groebner
       
      While I am new to the Diigo Ed group (and like it so far), I joined CR 2.0 a year and a half ago and have thoroughly enjoyed the conversations, info, and (especially) the webinars! Lots of good sharing all around.
    • Antwon Lincoln
       
      Just a wonderful resource for all who are in to connecting classrooms with technology!
    • Phil Taylor
       
      I also belong to Diigo in Education as well as four of EDTech type groups, as well as one that I have created for my school.
    • Gerald Carey
       
      I also can see different uses for these two forums.
    • Susan Wanke
       
      I've been using Diigo and the group Diigo in Education for quite some time, but Classroom 2.0 is active with tons of ideas for all of us.
  • social network for those interested in Web 2.0 and Social Media in education
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog. Because of spammers, we have to approve all memberships here. While your membership is pending you are still welcome to peruse the site or attend any events!
    • Molly Hinkle
       
      I'm wondering how the value of this will balance with the time required to do it right!
    • Karen Polstra
       
      Me too.  I just joined.  We will see.
  •  
    Online social networking at its best. This Ning page is centered around using online resources in today's classrooms. Excellent group!
  • ...5 more comments...
  •  
    The community for educators using Web 2.0 and collaborative technologies!
  •  
    I've been using it the last 3 weeks. There is a large group of educators there and usefull shared information.
  •  
    I just joined the Classroom 2.0 ning about a week ago. It appears to have some valuable information. I am new to social networking, but am looking forward to the experience. I am very interested in Web 2.0 technologies so the ning seemed like a good place to start.
  •  
    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
  •  
    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
  •  
    web 2,  classroom practice
  •  
    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
Sandy Dewey

Blogs and Online Social Networks as User Centric Service Tools in Academic Libraries: An Indian Library Experience - 0 views

  •  
    Abstract: Modern academic libraries cater the information needs of a more demanding and tech-savvy new generation user group that prefers to reside in an open, self-generated online environment largely supported by Web 2.0 technologies. To reach the users where they are, the libraries should revamp their service strategies by incorporating tools like blogs and online social networks. Blog is a handy technology for library professionals which can be reshaped as an information and publicity tool, as a feedback instrument, as an interactive and collaborative learning medium and as a facility for library promotion. Online social networks connect like minded people who share information, ideas and feelings. The unparalleled growth of user bases of these networks presents an opportunity before academic libraries that may be harnessed by making the library an active member of these communities. The experience of an academic library in India shows that reaching the user at their own time and space is more easy and productive when we adapt new web technologies.
Kelvin Thompson

A Glossary to DEMYSTIFY the jargon of the online world | The Edublogger - 54 views

  • The purpose of tagging is to help make it easier for the content to be easily found.
  • Blogs, wikis, podcasting, video sharing websites (e.g. YouTube and Vimeo), photosharing websites (e.g. Flickr and Picasa), social networking sites (e.g. FaceBook, Twitter) are all examples of Web 2.0 technologies.
  • Personal Learning Networks (PLNs) are all about using web tools such as blogs, wiki, twitter, facebook to create connection with others which extend our learning, increases our reflection while enabling us to learn together as part of a global community.
  •  
    Lengthy, substantive piece on blogging for educators, starting from "what is a blog," continuing through Web2.0 tools, and ending with Personal Learning Networks. Something for everyone here.
anonymous

PresentationTube Recorder - 112 views

  •  
    PresentationTube Recorder is a simple tool designed to help instructors, students and business professionals record their PowerPoint presentations from the comfort of home or office, and without the need to have Internet connection while recording. The Recorder synchronizes presenter's video, PowerPoint slides, drawing board, and whiteboard and generate videos ready for uploading to PresentationTube network. With visual aids, like the drawing board, presenters can draw lines, curves, graphs, and shapes on the screen to emphasize or clarify their ideas, so the demonstration can be clearer. The whiteboard also allows the presenter to type text while presenting using the keyboard making it an ideal tool to add more details, or explain equations using words, numbers, and symbols. Just follow the instructions below to download and install PresentationTube Recorder. Recorder in your computer. Load your PowerPoint presentation, record your show, upload your video file, and share real video presentation with others.
jodi tompkins

Gist - Connected People Change History - 34 views

  •  
    All your contacts in one place. Your contacts are everywhere. In email, social networks, and many other sources. Gist brings your contacts into one place to give you the only full view of your network making it easy to find anyone, anytime.
Lennie Symes

Download Free AVG Rescue Bootup CD: Repair Infected Computers - 12 views

  •  
    "AVG Rescue CD is basically a portable version of AVG Anti-Virus supplied through Linux distribution which can be used as a bootable CD or bootable USB flash drive suitable for recovering MS Windows and Linux operating systems (FAT32 and NTFS file systems) from virus and spyware attack. AVG Rescue CD administration toolset also includes a Windows Registry editor, a TestDisk utility for recovering deleted files and lost partitions, a file browser for navigating folders, and a Ping tool for basic network diagnostics. How does AVG rescue CD work? Simply download to any CD or USB stick and insert into damaged computer like a recovery disk. Upon booting, the free AVG software will automatically mount all hard drives of the computer and scan them for viruses and malware, while automatically restoring a safe network connection. Download AVG Rescue Free now onto any CD or DVD or USB flash drive. They promise free support and service for paid license holders of any AVG product."
Thieme Hennis

About « OERRH - 19 views

  •  
    "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 tools 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."
tapiatanova

A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of Higher Education - 98 views

  • 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."
    • tab_ras
       
      Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
    • Daniel Spielmann
       
      Agreed, for connectivism see also www.connectivism.ca
  • 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.
    • Daniel Spielmann
       
      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.
    • tapiatanova
       
      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...
  • 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.
  • ...9 more annotations...
  • back-channel conversations
  • While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
    • tab_ras
       
      An effective use of Twitter that can be translated to classrooms.
    • Daniel Spielmann
       
      All classrooms?
    • John Dorn
       
      classrooms where students are motivated to learn. Will this work in a HS classroom where kids just view their phones as a means to check up on people? Maybe if they can see "cool" class could be if they were responsible for the freedoms that would be needed to use twitter or other similar sites.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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."
    • Daniel Spielmann
       
      Yes, but what is the relation between such writing and ("proper"?) academic writing?
  • 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.
  •  
    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.
  •  
    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.
  •  
    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.
Sharin Tebo

JOLT - Journal of Online Learning and Teaching - 62 views

  • 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
  • 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.
  • 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.
  • 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.
  •  
    Impacts of Twitter on professional lives
Martin Burrett

The Internet map - 113 views

  •  
    Ever wondered what the internet looks like? Well, not like this site, but it does provide a stunning visual representation of thousands of the biggest websites and how they are connected geographically on the network. This is a great way to start student thinking about web and how we are all connected. http://ictmagic.wikispaces.com/ICT+%26+Web+connected
Roland Gesthuizen

Thursdays with ICTEV Webinar Series: Building Communities of Practice using social media - YouTube - 16 views

  •  
    "This webinar will examine the social networks that have become established by educators. It will examine their scope, audience and the different tools that can be used to connect with these online learning communities. It will look at how teachers can connect to these communities with mobile phones, tablet devices and computers, online behaviour, how information is shared, how to control your content, how to find material and how to leverage this to best advantage. It will also consider some of the ethical issues and dilemmas that must be considered."
Roland Gesthuizen

Making Connections and Building Your PLN [Video] | Edmodo - Where learning happens. - 1 views

  •  
    "Building a personal learning network (PLN) is a great way to exchange ideas, share resources, collaborate and get inspired. Teacher connections can be made with various web tools like Edmodo and Twitter, but did you know you can easily create a PLN within your district through Edmodo?"
Seth Bowers

National | iHigh.com - The Global Youth Network - 4 views

  •  
    iHigh.com provides schools, colleges and other youth related organizations with free web tools and video streaming that connect sports and activities to the premier Global Youth Network. "
Martin Burrett

A Social Media Journey - 19 views

  •  
    Back in 2011 I was working in the Middle East when a colleague introduced me to Twitter as a tool for professional development and connecting with fellow educators. Prior to this I was aware of Facebook and Twitter, however I considered both as being about nothing more than apps for sharing cute cat videos and status updates. I had a Twitter account for years, however hadn't thought about how it might be a powerful tool to help me become a better educator and provide me with a wealth of new ideas and resources which I previously had not had access to. I had barely used the account beyond the initial setup...
L Holwerda

A Social Network Can Be a Learning Network - Online Learning - The Chronicle of Higher Education - 28 views

  • Social bookmarking. When you save a Web site as a favorite or bookmark, it's added to a list that stays within that browser. Use another computer, and you don't have access to that bookmark. When you use a social-bookmarking service, you save your bookmarks on that server, making them available to you wherever you access the Web, and allowing you to share them with others. Ask your students to create accounts on a social-bookmarking service and to bookmark Web sites, news articles, and other resources relevant to the course you're teaching. Create a unique "tag" for your course and have your students use it, so that their bookmarks can be easily found. Ask students to apply multiple tags to the resources they bookmark, as a way to help them locate their bookmarks quickly and to prepare them for the kind of keyword searching they'll need to do when using library databases. If you're teaching a face-to-face or hybrid class, be sure to spend some class time having students share their latest finds, so they can see the connections between this work outside class and classroom discussions. 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.
  •  
    great ideas of how and why use social networking networking, twitter, soical bookmarking, blogging, collaborative writing (google docs)
  •  
    social bookmarking
Dr. Sorin Adam Matei

v.0.1 - Bamboo as a Forum - Planning Wiki - Project Bamboo Wiki - 0 views

  • The place for people to discover, explore, and connect
    • Dr. Sorin Adam Matei
       
      Bamboo announces its next move: A forum and a cyberinfrastructure for humanities. Will the forum be a community of practice?
  • interconnecting existing social networking networking
    • Dr. Sorin Adam Matei
       
      Bamboo in education to create virtual network, piggybacking existing networks? Something like Google Friend Find?
  • body of scholars' stories
    • Dr. Sorin Adam Matei
       
      What are these stories going to look like? How are they going to be disseminated and packaged? Would forum discussions qualify for "stories"
  • ...1 more annotation...
  • annotated list of tools
    • Dr. Sorin Adam Matei
       
      Yet another component. Would this be a directory of sources with evaluations attached to them?
1 - 20 of 34 Next ›
Showing 20 items per page