The cloud tag for the group is a powerful visual indicator of what items are most important for our group. Like some of the rest of you, I wasn't at all surprised by the presence of edtech448 for the posts. I was surprised by the preponderance of written_information that we posted. These were the majority of my posts too. It seems to indicate that the internet is still more of a repository for words and ideas than for pictures and videos. The cloud also illustrated for me the importance of classification itself. Without a system in place, it is difficult to understand the rhyme or reason for the number of tags in the cloud. For instance, I thought I would have seen more essential elements out there, but the group decided to avoid having the discussion about what an essential element is, and they decided to include other tags that were more general in nature. This was a good, practical decision, and I find it fascinating that the cloud reflects that decision making process.

Okay, now I see the tag cloud, and it's pretty cool. All of what you are sharing is helping me to put some pieces together so that I can better understand this tool.

I'm sure you guys realize that I'm coming into this experience in Diigo late in the game--sorry about that.... I think you all know that I was on vacation; unfortunately, in my work to get the family to the mountains, I missed the internet miner activity last week, so I'm working hard to get it now. Thanks for your patience.

This site can be used to network with other adult educators. It could be used in my context to have meetings that add the element of virtual reality to experience a bit of life together as we explore issues.

This website provides opportunities for professional development (and many other resources) for teachers of adult education. I will use the resources of this site to find primary documents that relate to religious adult education

This site will provide everything that my adult students would need to start a blog.

This site is one of my favorites for current events.

This resource facilitates communication on the Web using one of the most user friendly interfaces I have found in Web 2.0.

This site doesn't just give written information about teaching religion in the public arena; it also gives information about teaching methods. This site could prove quite useful.

This site helps us easily find recent supreme court rulings

This site is a must for those of us in the humanities that access primary documents

Creating a classification scheme wasn't easy, but it works. At the top of my rubric, I placed these categories: content areas, teaching methods, and administrative. Using these three areas, it was simple to group my essential elements under teaching methods, to separate the various content areas into their appropriate subjects, and to place the various means of teaching into administrative: in other words, I chose to group things such as internet classifications into the adminstrative group, not the method. As there is inevitable crossover, I decided to use the tags to group ideas into dual (or even tri) categories when I these issues came up--like we did intuitively in diigo and delicious. I must say that both of these internet 2.0 utilities have proven quite useful already. I have learned much by reading your insights in diigo. If I had to pick one site to stick with, it would be diigo, but it seems to work best only if I would have another group to work with. And i'm not sure it will be that easy to get the adult learners I work with to follow my lead and engage in the learning curve to use the technology.

I found this site helpful because it can easily be used to direct students to current events. It's for kids, but I have found that big kid--HS and College aged kids like it to