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jamie_edtech

Free Text Message Reminders - Send Free Text Messages | TextMemos.com - 0 views

www.textmemos.com

shared by jamie_edtech on 02 Dec 12 - Cached
  • jamie_edtech on 02 Dec 12
     
    Free text message reminders. Good for students with difficulty remembering to do homework.
mark_bishop

Survey on Instant Messaging in an Online Class - 0 views

www.sciencedirect.com.libproxy.boisestate.edu/...S1096751602001276

web2.0 elearning messaging

shared by mark_bishop on 23 Jun 13 - No Cached
  • mark_bishop on 23 Jun 13
     
    This reports the results of a survey of students about using instant messaging in an asynchronous distance learning course in library science. The students came to believe that instant messaging was not appropriate for class related learning, but it was shown to have developed relationships between classmates and to have successfully simulated the types of informal relationships that occur in brick and mortar classrooms. These type of relationship can help build PLNs.
Debi Banks

Purdue Newsroom - Twitter app in the classroom increases involvement, research finds - 0 views

www.purdue.edu/...101013BowenEducause.html

Twitter hotseat students facebook socialmedia education study

shared by Debi Banks on 05 Nov 12 - No Cached
  • Debi Banks on 05 Nov 12
     
    Hotseat was created by Purdue University to allow students to Twitter and text messages during and after class. The conclusion was that there was more interaction, more engaging, and resulted in higher-performing students.
Cybil Hill

Teaching & Learning Spanish: Twitter as a language learning tool - 0 views

teachinglearningspanish.blogspot.com/...as-language-learning-tool.html

technology tools web2.0 spanish socialnetwork

shared by Cybil Hill on 07 Jul 12 - Cached
  • Cybil Hill on 07 Jul 12
     
    This website discusses using Twitter in the language classroom. The students could actually tweet or Facebook message others from Hispanic countries (or whatever country they are studying). It would be a great way to get the students communicating outside of the classroom in the language. 
cynthia mills

Social Networking: Learning Theory in Action - 2 views

thejournal.com/...Learning-Theory-in-Action.aspx

education Technology edtech543 learning teaching

shared by cynthia mills on 07 Sep 13 - Cached
  • cynthia mills on 07 Sep 13
     
    In this article that focuses on social networking and learning, Ruth Reynard explores research conducted by The National School Boards Association (USA), in partnership with research firm Grunwald Associates and with the support of Microsoft, Newscorp, and Verizon, published a 2007. The research cited indicates that learning through social networks is mostly "unidirectional (posting messages, downloading media files, updating personal information) and students utilize it as "a self-reflective learning environment." However, the author points out that the researchers also found if instructional design is geared toward "the user controlling the tool rather than the tool dictating the user's activity," learning collaboratively can increase knowledge because the learner becomes actively engaged in the task, rather than passively approaching it.
  • chris mason on 07 Sep 13
     
    I really like the message where it says that students become more actively engaged when they control the tool rather than the tool dictating the user's activity. The students then take control of their learning. They map the course they want to take.
  • Jodi Stevens on 08 Sep 13
     
    this was very interesting - I found myself wondering how much of it was still relevant given its "age." Crazy that 2008 is "old" but social media has changed so much since then!
Judy Blakeney

Messaging, Walkie Talkie app for Team communication | Voxer - 0 views

www.voxer.com

education technology resources tools web2.0 teaching digital edtech541

shared by Judy Blakeney on 13 Feb 16 - No Cached
  • Judy Blakeney on 13 Feb 16
     
    Voxer is a messaging app for your smartphone with live voice (like a PTT walkie talkie), text, photo and location sharing. Download Voxer for iOS, Android, Windows phone or use Voxer for web.
ron gardiner

TheLearnia - 0 views

www.thelearnia.com

technology resources teaching

shared by ron gardiner on 01 Nov 12 - No Cached
  • ron gardiner on 01 Nov 12
     
    Written by dkapuler on Oct 31, 2012 01:27 pm theLearnia is a new (beta) site for educational videos. This is done through a social network aspect that allows teachers to upload videos into "lessons" and then share w/ students. Users can then discuss via public/private messaging about the video. This is an ideal site for online learning.
Rick Hernandez

Free avatar creator. - 1 views

www.avatar-generator.com

education technology avatar creator Web2.0 elearning

shared by Rick Hernandez on 21 Jul 14 - Cached
  • Rick Hernandez on 21 Jul 14
     
    Make free avatars or banners like those on the left. You can use your avatar on message boards, forums, and social networking sites like Facebook, MySpace, Digg, etc. Fetch an image from Google automatically with the provided tool or upload your own image.
anonymous

Personal Learning Networks: All eLearning Pros Need To Know - eLearning Industry - 3 views

elearningindustry.com/s-all-elearning-pros-need-know

edtech543 elearning PLN

shared by anonymous on 04 Sep 16 - No Cached
  • anonymous on 04 Sep 16
     
    This article provides a succinct definition of a personal learning network and provides a list of advantages of establishing your own PLN. The article also discusses ways to create your own PLN and methods to continue to make it successful.
  • froggy_carma on 05 Sep 16
     
    This article is better at the set up of an PLN and how to use it. It does give 3 of the benefits of having PLN.
  • Buffy Naillon on 05 Sep 16
     
    One of the things that really stands out for me in this article is the idea that you need to be consistent to get real results from PLNs. One of the reasons that I decided to take this class was to force myself to post regularly on social media. It's helps get your message out there and keeps you on people's radars. Cool article! Thanks!
Jessica Gake

Understanding personal learning networks: Their structure, content and the networking s... - 4 views

journals.uic.edu/...3131

networklearning PLNs web2.0 networking

shared by Jessica Gake on 07 Sep 13 - No Cached
  • This article aims to understand how professionals determine the networking actions they undertake. In other words, how does the support offered by different ties in a professional’s personal learning network change and evolve with the intentional actions of the professional?
  • The learner as orchestrator of her personal learning network
  • Communality
  • ...11 more annotations...
  • Organisation of the contact
  • Like–mindedness.
  • Reputation
  • Benevolence
  • Network of a contact.
  • Real potential for collaboration.
  • Real potential for learning
  • Trends in work environment
  • When asked to reflect on their learning experiences and the role of others in those learning processes, interviewees displayed clear differences in the way they interact with contacts in their personal networks and the way they learn from these interactions.
  • the effects of networking are not limited to face–to–face interactions with the contacts: even when others are not present, their words, messages and perspectives can influence the reflections of the learner.
  • Proficient networkers use dedicated events and environments where networking has the prime focus (such as professional conferences, seminars and, more recently, online social networking sites) to trigger their mind into making valuable associations.
  • Nona Barker on 07 Sep 13
     
    Summary: The authors of this article clearly prove that a learner who is in control of h/her own learning will benefit the most, especially if h/she designs and navigates h/her own network. A learner will learn whether the connection is strong or weak as long as h/she has: 1) a choice in what network is joined, 2) a true passion or interest, and 3) a flexible method of communication (could be in person or via technology).
  • ...4 more comments...
  • Forrest Doud on 07 Sep 13
     
    This work goes into detail on how the individual learner impacts the creation and function of their PLN. It identifies 9 specific factors that influence how we "build, maintain, and activate" our learning networks. It fits these factors into a "Personal learning network model"
  • Kara Paula Godfrey on 09 Sep 13
     
    PLN: This article delves into how networking is essential to personal growth and learning; especially personal learning networks. Learning by interacting with peers lets us make the connections that either in learning or work environment is important.
  • Dave Mulder on 22 Jun 14
     
    A clear explanation of personal learning networks, and in particular the different ways they form and the different ways individuals interact with their PLNs. Helpful diagrams for understanding the PLN model are included.
  • Kjersti Withers on 13 Jun 16
     
    This article focuses on personal professional networking. This is essentially a PLN in the workplace. Three primary tasks build a foundation for future activities within the PLN, 1) building connections, 2) maintaining connections, 3) activating connections. There are nine factors that influence a personal professional network. See include: communality (or commonality) reputation, and real potential for collaboration or learning. Learning within a PLN must be cultivated and involve reflection. Participants must recognize the value of other contributors to their own learning in order for the network to be truly effective, because this will allow person to know who to contact in the future for a similar issue. Networking to create a PLN depends on the person be g able to make connections between their own skills and their contacts' potential contributions. In creating an PLN, the learner "orchestrates" the environment, "browsing, selecting, and choosing" relevant resources.
  • ampengilley on 14 Jun 16
     
    This clearly follows the belief that personalized learning is beneficial to the learner. By getting to create your PLN you are strategically picking who to network with and the topics you want to be involved in.
  • Jessica Gake on 05 Sep 16
     
    In this article, the discussion of personal learning networks surrounds working professionals and how they manage their professional network. The article presents a model of personal professional networking with the goal of creating a personal learning network.
jincelli

RedKid Sign Generator - 0 views

www.redkid.net/sign.php

education technology spanish edtech541

shared by jincelli on 03 Jul 16 - Cached
  • jincelli on 03 Jul 16
     
    Students will enjoy inputting their own text and seeing the message appear in images of fortune cookies, movie marquees, etc.
itxasocayero

8 interactive Google Slides activities for classroom excitement - 4 views

ditchthattextbook.com/...ities-for-classroom-excitement

edtech541 teaching learning tools

shared by itxasocayero on 04 Feb 17 - No Cached
  • itxasocayero on 04 Feb 17
     
    Slideshows can be even more than just a visual tool for a presentation. But they can be really powerful tools for delivering interactive user experiences. They can also create visually stimulating products to deliver a message and valuable content.
peter bg

Cinch - Create and share micro podcasts, images and text updates on cinch.fm - 0 views

cinch.fm

audio social media podcasts

shared by peter bg on 24 Jun 12 - No Cached
  • peter bg on 24 Jun 12
     
    Share rich voice messages with friends, family and the world. Add your voice to Facebook, Twitter and your blog. Broadcast from anywhere, anytime
angi_lewis

Connectivism & Open Learning - 11 views

www.youtube.com/watch

connectivism learning technology digital SNLearning

shared by angi_lewis on 08 Sep 12 - No Cached
  • angi_lewis on 08 Sep 12
     
    A mostly visual representation to explore connectivism as it occurs through an open learning system. Points brought up include learners making meaningful choices while exploring their personal interest in order to guide learning. And as participants engage in making connections, a natural result will be content development and eventually those more experienced students becoming mentors.
  • ...2 more comments...
  • Christina Jorgensen on 08 Sep 12
     
    Great video, especially for those of us visual learners.
  • Clayton Mitchell on 09 Sep 12
     
    I have to critique this video on two levels. First the video itself seemed more an exercise in using a non linear editor than in telling a story of communicating an idea. The message was lost in the many irrelevant images used by the authors of the video. Secondly it offed a minimal look at what connectivism is and the current thinking surrounding the use of connectivism as a learning theory. We need to hold electronic media to the same academic rigor used for scholarly peer review works. The authors of the video should have understood this as it was produced for a graduate level class. We as consumers of media need to be able to filter appropriate information for a given task at hand, and although alternatives to print media are desirable in education, the video was not able to address the theory level of connectivism effectively.
  • Nate Cannon on 09 Sep 12
     
    Great video that has a section about how our students are "different" than when we were in school. "They [Students] expect to learn from technology because that is what they are used to." As soon as ALL teachers realize and accept this fact, then we as teachers can be one step closer to helping our students achieve their FULL potential!
  • Darla Grant on 10 Sep 12
     
    I like the idea of learners making meaningful choices. Anything that can guide students to make effective and relevant connections is a great resource. I also think teachers have a lot to learn about the way our students learn these days. The idea that students actually need to be a force in their own learning and that they expect instant gratification are concepts I have been seeing more frequently in my own classroom. Great resource!
Twilla Berwaldt

Parent/Student Connections - 0 views

www.remind101.com

education Technology tools communication

shared by Twilla Berwaldt on 02 Feb 14 - No Cached
  • Twilla Berwaldt on 02 Feb 14
     
    Here is a great tool for quick messaging your parents and students classroom reminders or information. The great thing is the communication is one way and does not disclose your personal cell phone number.
vanessa botts

Social Network Projects in the Classroom: Connected in the Chemistry Classroom - 0 views

Matthew Stoltzfus, an OSU chemistry professor, teaches about 350 students in one lecture hall and uses social media helps him to track students' progress in "real time." Students bring cellphones o...

education technology

started by vanessa botts on 20 Jul 13 no follow-up yet
mark_bishop

Hotseat lets students Facebook, Tweet in class to improve learning - 0 views

news.uns.purdue.edu/...091102BowenHotseat.doc.html

hotseat facebook web2.0 education

shared by mark_bishop on 23 Jul 13 - No Cached
  • mark_bishop on 23 Jul 13
     
    Purdue University has used an application called Hotseat which piggybacks off of existing social networks in two classes. Students can send messages to Hotseat via Facebook or Twitter. Students used this tool to comment to each other and the professor during class.
danielbmc

Three Generations of Distance Education Pedagogy - 1 views

www.irrodl.org/...1663

edtech543 elearning technology theory

shared by danielbmc on 03 Sep 12 - No Cached
  • cognitive-behaviourist, social constructivist, and connectivist pedagogy
  • explore distance education systems as they have evolved through three eras of educational, social, and psychological development
  • requirement for distance education to be technologically mediated in order to span the geographic and often temporal distance between learners, teachers, and institutions, it is common to think of development or generations of distance education in terms of the technology used to span these distances
  • ...39 more annotations...
  • first generation of distance education technology was by postal correspondence
  • second generation, defined by the mass media of television, radio, and film production
  • interactive technologies: first audio, then text, video, and then web and immersive conferencing
  • less clear what defines the so-called fourth- and even fifth-generation distance technologies except for a use of intelligent data bases (Taylor, 2002) that create “intelligent flexible learning” or that incorporate Web 2.0 or semantic web technologies
  • repertoire of options available to DE designers and learners has increase
  • Many educators pride themselves on being pedagogically (as opposed to technologically) driven in their teaching and learning designs
  • two being intertwined in a dance: the technology sets the beat and creates the music, while the pedagogy defines the moves
  • To some extent, our pedagogical processes may themselves be viewed as technologies
  • none of these three pedagogical generations has disappeared, and we will argue that all three can and should be effectively used to address the full spectrum of learning needs and aspirations of 21st century learners.
  • Behavioural learning theory begins with notions of learning which are generally defined as new behaviours or changes in behaviours that are acquired as the result of an individual’s response to stimuli
  • Although learning was still conceived of as an individual process, its study expanded from an exclusive focus on behaviour to changes in knowledge or capacity that are stored and recalled in individual memory.
  • The locus of control in a CB model is very much the teacher or instructional designer
  • It is notable that such models gained a foothold in distance education at a time when there were limited technologies available that allowed many-to-many communication. Teleconferencing was perhaps the most successful means available but came with associated costs and complexity that limited its usefulness. The postal service and publication or redistribution of messages was very slow, expensive, and limited in scope for interactivity. Methods that relied on one-to-many and one-to-one communication were really the only sensible options because of the constraints of the surrounding technologies.
  • Cognitive presence is the means and context through which learners construct and confirm new knowledge
  • Later developments in cognitive theory have attempted to design learning materials in ways that maximized brain efficiency and effectiveness by attending to the types, ordering, timing, and nature of learning stimulations
  • Learning was thought of as an individual process, and thus it made little difference if one was reading a book, watching a movie, or interacting with a computer-assisted learning program by oneself or in the company of other learners
  • reduction of the role and importance of the teacher further fueled resentment by traditional educators against the CB model of distance education
  • While appropriate when learning objectives are very clear, CB models avoid dealing with the full richness and complexity of humans learning to be, as opposed to learning to do
  • People are not blank slates but begin with models and knowledge of the world and learn and exist in a social context of great intricacy and depth.
  • technology became widely used to create opportunities for both synchronous and asynchronous interactions between and among students and teachers
  • Social-constructivist pedagogy acknowledges the social nature of knowledge and of its creation in the minds of individual learners.
  • Teachers do not merely transmit knowledge to be passively consumed by learners; rather, each learner constructs means by which new knowledge is both created and integrated with existing knowledge
  • The locus of control in a social-constructivist system shifts somewhat away from the teacher, who becomes more of a guide than an instructor, but who assumes the critical role of shaping the learning activities and designing the structure in which those activities occur
  • social-constructivist models only began to gain a foothold in distance education when the technologies of many-to-many communication became widely available, enabled first by email and bulletin boards, and later through the World Wide Web and mobile technologies
  • Cognitive presence also assumes that learners are actively engaged, and interaction with peers is perhaps the most cost-effective way to support cognitive presence
  • It remains challenging to apply learning where it can blossom into application and thus demonstrate true understanding
  • Social interaction is a defining feature of constructivist pedagogies. At a distance, this interaction is always mediated, but nonetheless, it is considered to be a critical component of quality distance education
  • the educator is a guide, helper, and partner where the content is secondary to the learning process; the source of knowledge lies primarily in experiences
  • teaching presence in constructivist pedagogical models focuses on guiding and evaluating authentic tasks performed in realistic contexts.
  • Constructivist distance education pedagogies moved distance learning beyond the narrow type of knowledge transmission that could be encapsulated easily in media through to the use of synchronous and asynchronous, human communications-based learning
  • learning is the process of building networks of information, contacts, and resources that are applied to real problems. Connectivism was developed in the information age of a networked era (Castells, 1996) and assumes ubiquitous access to networked technologies
  • Connectivism also assumes that information is plentiful and that the learner’s role is not to memorize or even understand everything, but to have the capacity to find and apply knowledge when and where it is needed.
  • It is noteworthy that connectivist models explicitly rely on the ubiquity of networked connections between people, digital artifacts, and content, which would have been inconceivable as forms of distance learning were the World Wide Web not available to mediate the process. Thus, as we have seen in the case of the earlier generations of distance learning, technology has played a major role in determining the potential pedagogies that may be employed.
  • learners have access to powerful networks and, as importantly, are literate and confident enough to exploit these networks in completing learning tasks
  • exposing students to networks and providing opportunities for them to gain a sense of self-efficacy in networked-based cognitive skills and the process of developing their own net presence
  • Connectivist learning is based as much upon production as consumption of educational content
  • The activities of learners are reflected in their contributions to wikis, Twitter, threaded conferences, Voicethreads, and other network tools. Further, social presence is retained and promoted through the comments, contributions, and insights of students who have previously engaged in the course and that persist as augmentable archives to enrich network interactions for current students
  • learners and teacher collaborate to create the content of study, and in the process re-create that content for future use by others
  • stress to teaching presence is the challenge presented by rapidly changing technologies
  • Gretel Patch on 03 Sep 12
     
    How three theories have shaped distance learning over the years. Connectivist theory shows how learning is about forming connections with others through human and digital interaction. Developed in the digital age and assumes access to social networking technologies.
  • danielbmc on 23 Jun 14
     
    This is a March 2011 journal article that highlights the shifts in technology and theory for distance learning. First, there was the cognitive-behaviorist with it's focus on read, watch, and recall. As the web developed, we saw constructivism shift the teachers duties from content creator to a guide through the content as students synthesized. Connectivism promotes the teacher as a "co-traveler" helping students to explore, connect, and create.
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