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John Evans

Social Media U: Take a Class in Social Media - ReadWriteWeb - 0 views

www.readwriteweb.com/...al_media_u_take_a_class_in.php

education media readwriteweb social web 2.0

shared by John Evans on 23 May 08 - Cached
  • John Evans on 23 May 08
     
    Social media. Web 2.0. You know what these things are and you take advantage of them every day on the net. Whether you're socializing on Facebook, updating Twitter, or just adding a new bookmark to Ma.gnolia, social media has become an integral part of our daily lives. However, that doesn't mean that it's something that everyone innately understands or knows how to use - especially when it comes to using it for marketing, PR, or other business-related purposes. That's why many of today's colleges and universities are now offering "social media" classes as an option for their students.
Fred Delventhal

widgenie - Home - 0 views

www.widgenie.com

tools widget visualization widgets generator data graphs charts embed share

shared by Fred Delventhal on 16 Jun 09 - Cached
  • Fred Delventhal on 16 Jun 09
     
    Take your data and transform it into visual information that can be shared with anyone, anywhere. Your wish is our command! Widgenie empowers everyone, from bloggers to business people, to quickly visualize data and share it in many different ways. Now you can publish data in the places you already know and love, places like iGoogle, Facebook, Blogger, and even your own website. We combine all the power of an enterprise-level business intelligence platform and provide it in a convenient Web 2.0 widget. It's simple to get started, all you need is the Internet, a browser and an understanding of your needs. Are you: * A blogger who wants to make their latest poll data pop right off the page? * A marketing rep who needs to share sales figures without waiting for IT? * A Sales manager who wants his team to update their own client data? * A soccer coach who needs an easier way to display the most recent stats? If so, then widgenie is the service for you. With just a quick rub of the lamp, all your data can easily be visualized and shared with everyone who needs it. Best of all, you can do it all by yourself! And it's free!
Eloise Pasteur

Clark Aldrich's Style Guide for Serious Games and Simulations: The Reason Why Most Rese... - 0 views

clarkaldrich.blogspot.com/...ost-research-for-business.html

research Second Life modelling business model

shared by Eloise Pasteur on 16 Nov 08 - Cached
  • Why is most research on business issues so useless? Why doesn't it drive the results that businesses require? Organizations may have commissioned reports on new markets, or Second Life, or Web 2.0, or outsourcing or re-insourcing, but why don't the reports have a richer impact?
  • I have come to the fairly unambiguous conclusion: most business research sits unused on shelves. It is thus a valid question to ask, especially in tightening budgets, why is that so? Is that inevitable? And, to a lesser degree, who's fault is that?
  • The big problem is that most business research relies on the same faulty intellectual constructs as other forms of linear content - it relies on linear analysis, case studies, and inspirational examples. And like with movies and magazines, they impress us with their cleverness but don't actually enable effective action (or any action, except more presentations), because they ar not designed to. The reports focus on knowing, not doing. The people at the receiving end of such research seldom turn the concepts into productive actions, because the research does not help them enough in doing so. At best, most research I have studied only takes the reader on 20% of the journey.
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  • The content model advocated on this blog is that of actions, systems, and results. And, there is a multiplier effect between them. If you do not have all three you really don't have anything.
  • Eloise Pasteur on 16 Nov 08
     
    Discussion of business research, why it's not so great and how it could be improved
Fabian Aguilar

Educational Leadership:Literacy 2.0:Orchestrating the Media Collage - 1 views

ascd.org/...trating_the_Media_Collage.aspx

literacy multimedia 21st Century Skills

shared by Fabian Aguilar on 11 Aug 09 - Cached
  • 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.
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  • 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.
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