the Internet has morphed from a presentation medium to an interactive platform in just a few years
Group items tagged
25More
shared by Vicki Davis on 24 Apr 08
- Cached
From the Annointed Few to the Collective Many - 0 views
www.learningcircuits.org/0408_wilkins.html
brightideas connectingpeople govt_business hz08 hzmeta usercontent virtualcollab
shared by Vicki Davis on 24 Apr 08
- Cached
-
-
-
-
a leading web analysis site
-
- ...18 more annotations...
-
more than 50 percent of Americans aged 20-30 years old use Facebook
-
among Americans under the age of 35, social networking and user-generated content sites have overtaken TV as a primary media.
-
“Visitors to MySpace.com and Friendster.com generally skew older, with people age 25 and older comprising 68 and 71 percent of their user bases, respectively.”
-
We’re in the midst of a paradigm shift where individuals are indeed connecting “in ways and at levels that [they] haven’t done before”
-
Workplace communities
-
orkplace communities are designed to solve workplace-related challenges
-
talent management is about finding, developing, and retaining key talent within the organization
-
Ernst & Young, for instance, has a significant presence on Facebook in support of its recruiting efforts
-
Google, Home Depot, Enterprise Rent a Car, and Deloitte also are recruiting using Web 2.0 tools through YouTube videos and even alumni social networks
-
“If companies keep social networks out, they will be doing a significant disservice to their bottom lines
-
Understanding networks is important to students. Knowing how to be professional and what is appropriate for different spaces is vital.
-
-
Between 2000 and 2020, 75 million Boomers will reach retirement age.
-
The only content service with mass adoption (greater than 50 percent) was Social Networking, and this was only among respondents under the age of 35.”
-
In addition, Millennials are the first generation to spend more hours online per week than watching TV (16.7 vs 13.6).
-
some of the characteristics of Millenials, which included a desire to work in “[open] and flat organizations” as “part of a tribe.”
-
“heavy use of technology (messaging, collaboration, online learning) as a daily part of their work lives.”
-
robust and active communities will have an easier time recruiting talented Millennials
-
they have opportunities to meaningfully connect to their peers and supervisors.
-
A retiring Boomer who is an expert in a particular field could be an excellent community manager, blogger, or wiki contributor.
-
-
Business people and management should read this article about the transformation of business by using workplace communities. "Workplace communities are designed to solve workplace-related challenges" -- they focus on tasks. I would find it interesting to see a business REALLY use technology to change things. Having the business in a business network (OK a NING) and let people tag their posts with the business related PROBLEMS they are having and blog, video, or photograph it-- the tag cloud would tell the business IMMEDIATELY what the problems are in the company. The problem with this model is that there are few corporate executives who REALLY want to know the problems within their organizations. They don't want to be problem solvers, just opportunity creators. However, when managers open their eyes (and I'm a former General Manager myself) and see that two things give business opportunity: problem solving and innovation. And they are directly related. True innovation solves problems. Read this article and think about how you may solve problems using the networks you may now create. If you don't want everyone to know, keep it private and only allow people in your company in.
1More
shared by anonymous on 12 May 08
- Cached
Technology Networking Ideas for Learning - 0 views
www.massachusetts.edu/...technologynetworking.html
climatechange kidsgcci08 learning networks web 2.0
shared by anonymous on 12 May 08
- Cached
-
# Ning, a social networking system which lets you create a community * An example: The Falmouth Kids Global Climate Change Institute is a unique opportunity for teachers and students to communicate and collaborate with a global audience as they study the causes and effects of global climate change. This project was designed to inspire teachers to empower students to use Web 2.0 tools in contextual learning environments
11More
shared by Caroline Bucky-Beaver on 31 Oct 08
- No Cached
Footprints in the Digital Age - 0 views
www.ascd.org/...JnWmcWLY1mVcyLJ7JtJ!-633203459
PLN students engagement socialnetworking digitalcitizenship
shared by Caroline Bucky-Beaver on 31 Oct 08
- No Cached
-
It's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives.
-
A recent National School Boards Association survey (2007) announced that upward of 80 percent of young people who are online are networking and that 70 percent of them are regularly discussing education-related topics.
-
By and large, they do all this creating, publishing, and learning on their own, outside school, because when they enter the classroom, they typically "turn off the lights" (Prensky, 2008).
- ...7 more annotations...
-
This may be the first large technological shift in history that's being driven by children.
-
The new literacy means being able to function in and leverage the potential of easy-to-create, collaborative, transparent online groups and networks, which represent a "tectonic shift" in the way we need to think about the world and our place in it (Shirky, 2008). This shift requires us to create engaged learners, not simply knowers, and to reconsider the roles of schools and educators.
-
Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests.
-
Although many students are used to sharing content online, they need to learn how to share within the context of network building. They need to know that publishing has a nobler goal than just readership—and that's engagement.
-
These new realities demand that we prepare students to be educated, sophisticated owners of online spaces.
-
More than ever before, students have the potential to own their own learning—and we have to help them seize that potential. We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks.
-
Get Started! Here are five ideas that will help you begin building your own personal learning network. Read blogs related to your passion. Search out topics of interest at http://blogsearch.google.com and see who shares those interests. Participate. If you find bloggers out there who are writing interesting and relevant posts, share your reflections and experiences by commenting on their posts. Use your real name. It's a requisite step to be Googled well. Be prudent, of course, about divulging any personal information that puts you at risk, and guide students in how they can do the same. Start a Facebook page. Educators need to understand the potential of social networking for themselves. Explore Twitter (http://twitter.com), a free social networking and micro-blogging service that enables users to exchange short updates of 140 characters or fewer. It may not look like much at first glance, but with Twitter, the network can be at your fingertips.
-
Very interesting article regarding our need as educators to teach students how to build their own PLNs. Teachers need to lead by example. He gives quick tips in the end on how to establish a PLN.
1More
Free Software/Web Tools - 0 views
-
A collection of Web 2.0 tools with links - screened by CLRN (California Learning Resource Network) with appropriate grade levels. Includes blogs & wikis, bookmark/resource sharing, productivity, collaboration and social networking.
1More
New social-networking sites target kids as young as six - 0 views
1More
shared by Kimberly Jurczak on 20 May 08
- Cached
YackPack - Welcome Educators! - 0 views
www.yackpack.com/education.html
audio chat collaboration communication education social networking tools web 2.0
shared by Kimberly Jurczak on 20 May 08
- Cached
-
Yack Pack is a great tool for communication and collaboration in your classroom.
11More
Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views
-
Public narrative embraces a number of specialty literacies, including math literacy, research literacy, and even citizenship literacy, to name a few. Understanding the evolving nature of literacy is important because it enables us to understand the emerging nature of illiteracy as well. After all, regardless of the literacy under consideration, the illiterate get left out.
-
Modern literacy has always meant being able to both read and write narrative in the media forms of the day, whatever they may be. Just being able to read is not sufficient.
-
The act of creating original media forces students to lift the hood, so to speak, and see media's intricate workings that conspire to do one thing above all others: make the final media product appear smooth, effortless, and natural. "Writing media" compels reflection about reading media, which is crucial in an era in which professional media makers view young people largely in terms of market share.
- ...8 more annotations...
-
As part of their own intellectual retooling in the era of the media collage, teachers can begin by experimenting with a wide range of new media to determine how they best serve their own and their students' educational interests. A simple video can demonstrate a science process; a blog can generate an organic, integrated discussion about a piece of literature; new media in the form of games, documentaries, and digital stories can inform the study of complex social issues; and so on. Thus, a corollary to this guideline is simply, "Experiment fearlessly." Although experts may claim to understand the pedagogical implications of media, the reality is that media are evolving so quickly that teachers should trust their instincts as they explore what works. We are all learning together.
-
Both essay writing and blog writing are important, and for that reason, they should support rather than conflict with each other. Essays, such as the one you are reading right now, are suited for detailed argument development, whereas blog writing helps with prioritization, brevity, and clarity. The underlying shift here is one of audience: Only a small portion of readers read essays, whereas a large portion of the public reads Web material. Thus, the pressure is on for students to think and write clearly and precisely if they are to be effective contributors to the collective narrative of the Web.
-
The demands of digital literacy make clear that both research reports and stories represent important approaches to thinking and communicating; students need to be able to understand and use both forms. One of the more exciting pedagogical frontiers that awaits us is learning how to combine the two, blending the critical thinking of the former with the engagement of the latter. The report–story continuum is rich with opportunity to blend research and storytelling in interesting, effective ways within the domain of new media.
-
The new media collage depends on a combination of individual and collective thinking and creative endeavor. It requires all of us to express ourselves clearly as individuals, while merging our expression into the domain of public narrative. This can include everything from expecting students to craft a collaborative media collage project in language arts classes to requiring them to contribute to international wikis and collective research projects about global warming with colleagues they have never seen. What is key here is that these are now "normal" kinds of expression that carry over into the world of work and creative personal expression beyond school.
-
Students need to be media literate to understand how media technique influences perception and thinking. They also need to understand larger social issues that are inextricably linked to digital citizenship, such as security, environmental degradation, digital equity, and living in a multicultural, networked world. We want our students to use technology not only effectively and creatively, but also wisely, to be concerned with not just how to use digital tools, but also when to use them and why.
-
Fluency is the ability to practice literacy at the advanced levels required for sophisticated communication within social and workplace environments. Digital fluency facilitates the language of leadership and innovation that enables us to translate our ideas into compelling professional practice. The fluent will lead, the literate will follow, and the rest will get left behind.
-
Digital fluency is much more of a perspective than a technical skill set. Teachers who are truly digitally fluent will blend creativity and innovation into lesson plans, assignments, and projects and understand the role that digital tools can play in creating academic expectations that are authentically connected, both locally and globally, to their students' lives.
-
Focus on expression first and technology second—and everything will fall into place.
4More
shared by Dave Truss on 15 May 08
- Cached
The New Face of Learning: The Internet Breaks School Walls Down | Edutopia - 0 views
www.edutopia.org/new-face-learning
future learningconversations pedagogy techintegrator technology web 2.0
shared by Dave Truss on 15 May 08
- Cached
-
I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.
-
In many schools and even states, it's been, rather, a movement to block and bust: no blogs, no cell phones, no IM. We take away the powerful social technologies our kids are already using to learn and, in doing so, tell them their own tools are irrelevant. Or, instead of using the complex and challenging phenomenon of a site such as Wikipedia to teach the realities of navigating information in this new world, we prohibit its use. In fact, at this writing, the U.S. legislature is in the process of deciding whether schools and libraries should have access to any of the potential of the Read/Write Web at all. When you read this, blogs and wikis and podcasts (and much more) may be things that students (and teachers) can access and create only from off-campus.
-
I wonder whether, twenty-five or fifty years from now, when four or five billion people are connecting online, the real story of these times won't be the more global tests and transformations these technologies offered. How, as educators and learners, did we respond? Did we embrace the potentials of a connected, collaborative world and put our creative imaginations to work to reenvision our classrooms? Did we use these new tools to develop passionate, fearless, lifelong learners? Did we ourselves become those learners?
-
I can say without hesitation that all my traditional educational experiences combined, everything from grade school to grad school, have not taught me as much about learning and being a learner as blogging has. My ability to easily consume other people's ideas, share my own in return, and communicate with other educators around the world has led me to dozens of smart, passionate teachers from whom I learn every day. It's also led me to technologies and techniques that leverage this newfound network in ways that look nothing like what's happening in traditional classrooms.