Group items tagged

YouTube has grown to become the largest and most highly visited online video-sharing service, and interest in the educational use of YouTube has become apparent. Paralleling the rise of academic interest in YouTube is the emergence of YouTube scholarship. This article presents the results of a review of 188 peer reviewed journal articles and conference papers with "YouTube" in the title that were published between 2006 and 2009. Four questions were answered through the review of YouTube literature : (1) What is the overall distribution of publication activity for refereed journal articles and conference papers with "YouTube" in the title? (2) How are publications with "YouTube" in the title distributed across academic disciplines? (3) What have scholars writ ten about instructional methodologies involving YouTube in a sample of literature containing "YouTube" in the title ? (4) What have scholars reported about the results of studies involving YouTube in a sample of literature containing "YouTube" in the title ? An analysis of the publications revealed that the literature emerged from multiple academic disciplines. The sample of literature included 39 articles and papers describing methods for teaching with YouTube. A total of 99 articles and papers containing the results of research studies were identified and categorized. This literature review is particularly relevant to those online educators who are interested in learning what scholars from their own academic disciplines are writing about YouTube . An emphasis is placed on trends in teaching and research discussed in the sampled literature .

This article describes academic advisors using connectivism to help students decide on future careers. There is a great list of questions that facilitates connectivism through academic advising and encourages each student to envision their future endeavors.

A content analysis of 100 academic blogs that looks at reasons academics give for blogging and the connection it may have to community of practice.

I really enjoyed reading this article as it provided further insight into the "why" teachers and higher ed professionals should engage in blogging. Three main ideas really jumped out to me and solidified the validity of blogging: "blogs are a way to expand and disseminate knowledge, make contact with potential collaborators, and have scholarly discussions on a global scale". By engaging in these blogs we enter into a CoP that promotes these virtues by nature as all those involved in the CoP have similar motivations and goals. The communities then function as an opportunity to collaborate on materials, subject matter, and other issues pertinent to the educators. One aspect that is noted is that blogs provide a specific function, thus different blogs will contain different topics, subject matter, and ideas that can be shared online.

When I used to blog, I realized it was a passive-aggressive way for me to complain about my District. So, I stopped. However, I have found other academic blogs useful. One of my classmates in the EdD program blogs daily, and she is a great source of information. Blogs are also good starting points for research. Reading them often broadens my perspective which in turn helps me in my search for sources.

This article explains connectivism with academic advising. Within this article, the writer states that connectivism can be useful to help combine old information to new information. It then states how that will help people to understand new material by connecting it to the old material. The writer also states how technology has impacted connectivism. It says connectivism is influencing students' decisions and knowledge through Siri, Amazon Echo, etc and that those tools of technology or other resources they have access to are impacting their decisions based on connections they've made to other information.

This is an interesting article that explains connectivism in the context of academic advising. I found this especially helpful as it makes it easier to understand connetivism as you first receive information and then that information is put into a contextual situation.

This article explores the ways in which using a model of connectivism can help an academic advisor in higher education better connect with or direct the student they are assisting. One example features the way in which students view their advisor, where some students see the advisor as a guidance counselor others are able to differentiate between the two roles distinctly. The article continues on with various examples of interactions and scenarios that students and advisors could encounter that when approached through the model of connectivism would assist the student in combining thoughts, theories, and general information.

In this article three academic librarians seek to find ways to remain relevant and improve their role among the faculty as technology expands people's access to information. In order to foster this growth, however, the authors quickly realize that they must first establish a strong community of practice for librarians before they can really integrate themselves into the academic community. The most interesting part of this article is that the authors stumbled upon this realization by accident. Through the process of providing a service they thought their faculty needed, they ended up discovering what their faculty wanted the most from the library staff. They established a CoP among campus librarians that was focused around the real needs of the academic community. This experience triggered a significant increase in faculty/librarian collaboration. The authors conclude the article by talking about some of the ways in which CoPs can help improve the status of librarians in academia.

An article about how technology, when used effectively, can enhance academic achievement.

A librarian presents the use of Pinterest as a curation and researching tool.

Lessons to assist student in learning how to complete academic research using the Internet.

Student discussions on Google+ as used in a class at Georgetown U. Shared research was regarded as up to date and beneficial. Overall, students viewed g+ as educational/academic network & FB as social one

For this activity, students create a Facebook profile for a character in a novel. This project connects social media that students are so familiar with to academic activities such as understanding character development in literature.

Edutopia writer Vicki Davis discusses how PLNs have empowered her students to guide their own learning experiences. She discusses the weaknesses of PLNs and how they work.

While this blog posting from Edutopia does point to some "how tos" and practical application, it does offer key theoretical practices for setting the stage for applying the PLN model for student use. Vicki Davis, the teacher and author of the blog post, states that her students are familiar with breaking news due the development of their own PLN that acts as a "virtual locker." She goes on to discuss how their research builds the content of their PLN and the content changes based upon the assignment. The big idea is that the PLN model allows students to act as the orchestrator of their own learning and allows them to analyze information via an avenue that is personalized to student's learning needs. It also teaches students to embrace connectivism where they make connections between domains in order to form a more complete understanding.

The article goes into the role of a PLN for students. Students can create their own networks to possess information at their fingertips on any topic they could ever desire. By establishing a networking system, the students don't necessarily have to go out and scour the internet for sources when their network could bring relevant information to them.

George Siemens and Stephen Downs were offering a free course to the first 2200 people to discover connectivism and study its principals. They chose a free online course format to illustrate connectivism.

I love the explanation of connectivism at the beginning. The explicitness with which they say it's not about the content but the process is refreshing and true to my experience in the classroom as well. There are many days when I know the student will never remember the content I taught but they will remember how they found it and the way that they discussed, dissected, and applied it to their selves.

I think out of all the articles I read about connectivism, this one was the easiest for me to understand and truly grasp the meaning of connectivism. The author gave clear examples of how learning happens through connectivism and that the course he was providing truly used this theory in helping the learners. This article helped me solidify how important I think schooling is for school aged children and the connections they make with their peers academically and socially. They are using this theory without even thinking about it, and in connecting with others ideas they are learning on their own without a teacher telling them facts, dates or formulas.

I really like annotated bibliographies because they provide so much information on a topic in a fairly simple analytical summary, and they allow the reader to delve further by providing the source. The author, Kristi Newgarden, has two fields of interest: educational technology and teaching English as a Second Language. Overall, the focus of the bibliography is on Communities of Practice and Lave and Wenger's concepts of Legitimate Peripheral Participation.

Scott, it's great that you found this annotated bibliography. What caught my attention initially was that it was posted on a TESL website, but after reading further the author mentioned that the resources mentioned could benefit any teacher in any subject area. This is a nice way to find resources on a topic without having to type in a search engine or review resources at the end of a research study. Even better when there is a summary provided so you don't have to figure out if that is a beneficial resource or not.

J Matibag - One thing I didn't touch upon, but didn't, is the benefit summaries provided in an annotated bibliography like this one. Thanks for putting that into your post. Having these description certainly gives the reader a chance to discover more sources in less time. Most studies I've read tend to be 10-25 pages, so this circumvents sifting through studies that may not be what one is looking for.

The study problem is focused in finding out the influence of using multimedia in teaching computer & its uses in education on the female students' academic achievement, especially the female students of the Education College at King Saud University, in comparison with their colleagues who benefit from this curriculum through traditional education.

This 2 minute video provides some motivation and encouragement for teachers to consider forming a PLN. This doesn't contain much of an academic slant, but it does incorporate the "why" behind building a PLN.

This is a great resource for PLN. Like you said, it doesn't have much of an academic slant, but it does provide information to the importance of having a PLN. The possibilities are endless in this day and age.

Students create a fake profile for Bill Gates that presents major life moments. "Friends" created by the fakebook page author can comments. Fellow students can also comments, making this a rich resource for research and academic social networking.

This project case study offers a mixed review, but with one valuable conclusion: student prefer to use Facebook for communication and will voluntarily participate in academic discussions.

The author clearly breaks down the benefits of educational software by different age groups beginning at birth through high school. He even gives negative information about using software too early, or using wrong content software for the age.