Group items tagged

Rules for Copyright Exemption for showing video in the classroom.

This is an amazing project where classrooms are connected to authors through services such as Skype! Students don't need to leave the school to meet their favorite writers!

http://arxiv.org/ is a social networking site that is hosted by Cornell University Library. It is used to share working papers and to actually publish academic papers. It is widely used in the quantitative sciences and is beginning to displace actual journals.

By Loertscher, David V. and Koechlin, Carol (2011). Check out the library at BSU for full text! Discusses each component of digital PLEs in greater details and provides a model that divides the PLE intro three distinct stages of development (each phase empowers the learner to manage specific aspects of his/her learning potential.)

This article separates technology used in communities of practice based upon the technology's function. Some technology supports content (blogs, vlogs, microblogs, status updates, wikis, collaborative document authoring tools, social bookmarking, media libraries and albums. Project coordination is aided by use of event calendars, task management tools to track project deadlines, and decision support tools. Incentive and recognition technology allows members to be recognized by way of badges and endorsements. Other technology supports member interaction. Profiles and social networking like Facebook, MySpace, Twitter, and Instagram, member commenting, discussion boards, and webinar services allow for member interaction on their own time frames.

This is a link to download a PDF that gives goes in depth about what a personal learning environment is, how it compares to a LMS, and even gives some downsides. I really like this document as it increased my knowledge of PLNs.

I really liked this resource. I have not done much work with PLN's, and this helped me get a better grasp of the concept. The resource really explains how PLN's should be used and what they can and can't help with. I enjoyed the resource. Thank you for sharing.

Sarah - I think you found a gem here. When I began to read the article, I felt that the writer was advocating a narrow focus - solely academic contributors to a PLN/PLE. As I read, the writer added the need to have a variety of contributors in a PLN. The writer addressed the need for members of a PLN to possess information fluency to distinguish a contributor speaking from a position of authority vs someone writing a narrative opinion. I hope (speaking with what little I know) to expand and grow a PLN that has both elements.

A common assumption in multimedia design is that audio-visual materials with pictures and spoken narrations lead to better learning outcomes than visual-only materials with pictures and on-screen text. This study's results show retention rates vary depending on media used. **Login to BSU Library for full access of this article

Tip sheet with step by step instructions for accessibility features. Handy to keep bookmarked for a quick reminder.

This site describes reasons for using tech in educational settings and provides examples of its use.

Pedagogy in Action tackles spreadsheets and why they are valuable in classrooms. Research and resources linked.

This website explains why spreadsheets are important teaching (and learning) tools. They cite research based studies and give examples of how they can/are being used.

SUMMARY: This PDF highlights crucial points of "then" and "now" to help the viewer understanding the depth of change of modifications occurring under this theory to learners, spaces, relationships, and roles. This PPT could be incredibly useful in simply teaching the basics of the theory to newcomers.

I wanted to know more about the difference between a personal learning network and a personal learning environment. This article does a great job of breaking down the differences even though they obviously work hand in hand.

What I love about this source is the section that discusses why PLEs are significant - I love how it talks about how it is student-driven. It is up to the learner to be in charge of their own learning path and provides authentic learning opportunities. With the creation of 2.0 tools, educators are able to differentiate to different learners with the creations of these tools and pairing students that are in the same skill-set or have similar interests for them to learn information and assist in making connections.

I like this source and how it explains PLEs, why they are important, who they are for, and even the downsides to them. It makes it an easy read and easy to find the information you are looking for. I also like how it includes a case study to align with the information that is given.

In this blog post, Amanda Hovious, librarian and instructional designer, discusses librarians as facilitators of communities of practice. What strikes me about this post is that Hovious identifies various types of communities of practice, including (for example) students in an English Comp class. If a classroom of students can be considered a community of practice, then every educator serves in a role that facilitates these communities.

This post was great! As a teacher of secondary English, I'm always trying to find ways to engage my learners both in and out of the classroom in regards to reading. I need to tap more into our library and our librarian! Awesome ideas I will have to share with her!

I love getting the librarian perspective in this post. I think it was interesting to see how she facilitates the communities of practice. I also liked getting ideas of different groups that constitute a community of practice.

Library of videos to help kids learn.