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.
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From Knowledgeable to Knowledge-able: Experiments in New Media Literacy - 0 views
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It took tens of thousands of years for writing to emerge after speech, thousands more before the printing press was invented, and a few hundred more for the telegraph to arrive. Today, new ways of relating are constantly created and a new communication medium emerges every time someone creates a web application-a Flickr here, a Twitter there. How can we use new media to foster the kinds of communication and community we desire in education? This presentation will discuss both successful and unsuccessful attempts to integrate emerging technologies into the classroom to create a rich virtual learning environment.
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Twitter Fan Wiki - This is the unofficial place where Tw... - 0 views
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Nominations for Educators to Follow on Twitter 2018 - 3 views
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The UKEdChat communities nominations for great educators to follow on Twitter
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shared by Caroline Bucky-Beaver on 31 Oct 08
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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
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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.
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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).
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This may be the first large technological shift in history that's being driven by children.
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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.
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Publishing content online not only begins the process of becoming "Googleable," it also makes us findable by others who share our passions or interests.
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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.
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These new realities demand that we prepare students to be educated, sophisticated owners of online spaces.
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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.
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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.
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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.
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Educators to Follow on Twitter 2018 - 2 views
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shared by Kelly Faulkner on 01 Nov 10
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Parental engagement: Facebook, Twitter & Web2.0 apps | jamieportman.com/blog - 9 views
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web2.0 facebook engagement twitter parents school communication
shared by Kelly Faulkner on 01 Nov 10
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Blogger: Cool Cat Teacher Blog - Post a Comment - 0 views
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I don't feel that any of the names mentioned act or feel like they are better than me and have even included me on many conversations
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This blogger is a good example of someone who has jumped in with all 10 fingers and gotten to know a lot of neat people. As a relative newcomer, loonyhiker knows a lot of people. Newcomers just need to "jump in!"
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I do love when you say, "if one person reads our blog and get something out of it.. it is important." I try to keep that in mind all the time. Numbers don't matter..people do.
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Lisa Parisi
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As far as the ego thing goes who cares. Your blog's this mine is that. Whoopdy do! If you're learning and growing your PLN that is what counts.
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Charlie A. Roy said.
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I feel similar frustration. If the point is about learning than reading and commenting is a great way to add to our own creative potential.
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Tennessee
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Great response to a burning question/statement that most of us (well probably all of us)feel at one time or another.
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I find tennessee's comment interesting. What is the "burning" question? Do we matter? Is anyone else really out there? Is Internet realilty -- REAL reality. We are grappling with this and just now realizing that there is an emotional thing going on with it all!
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Many of the people that I have learned the most from are not the ones involved in the "cocktail party" but rather those in the trenches doing what I love to do each and every day, just like you!
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He has an important point -- if you're only reading the uber-popular bloggers -- you're missing the point of the blogosphere. I make it a point to find some newcomers. To me, it is like a game, I want to find new people doing great things and encourage them like so many greats like David Warlick, Darren Kuropatwa, Ewan McIntosh, and more did for me when I started.
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agree that developing a readership takes time.
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Many educators don't know the number of readers they have b/c they don't use the right tools -- I recommend consolidating to ONE feedburner feed. It just makes sense.
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Carolyn Foote
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Scott McLeod
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Re: the depressing aspects of 'comment intensity,' I actually meant it to be an affirming post rather than a depressing one
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I think that the comment intensity idea is important in this respect: I often see laments from bloggers that they don't get many comments on their posts. What the table above shows is that even those of us who are fortunate enough to have large readerships often don't get many comments. My personal median over the past 20 posts, even WITH the big spike of 89, is still only 2.5. Ewan, your blog and Vicki Davis' are similar. The point is that many, many posts don't get a lot of comments, even those by the more widely read bloggers.
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It could be encouraging for some -- for me it made me feel like I had another thing to count! Although, I see Scott's point -- his article wasn't written for me!
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tom said...
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Thanks for bringing this up. This has been an issue for me personally as well. OK, so nobody's IN, but the (pseudo?) community nature of blogging makes it feel that way.
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Tom is right -- we all feel this way! I think the feeling of looking in on the blogosphere is one of feeling "out" looking in -- for all of us!
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But, like other artists, we have to work a little every day whether we feel like it or not, and whether we get validation that day or not.
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I think many of us are working at blogging because there's an element of self improvement, which implies self evaluation. Without feedback from others it's easy to be hard on ourselves.
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Christopher D. Sessums
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For me, the conversation is hardly closed; it is simply a matter of having something to say, something to share.The emotional commitment is another aspect of the conversation that is easily glossed over.
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MIke Sansone
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I've found (both with myself and those educators I've worked with in their blogging starts) that the edublogosphere is open and welcoming -- but as we engage in any cultural group (even offline), patience really is a key.Still, we sometimes measure our success by the interaction from those we look up to (esp. teachers - many of whom were probably the best students in their class, yes?)
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Sometimes we don't see the comments -- because the talk happens offline.
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This is a very important point and one to remember -- the "quiet" audience online may be a very vocal audience offline.
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Britt
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I get very few comments on my blog but see through the clustermaps that I have readers each and every day, so continue to feel that the blog is benefiting me through reflection and may even be benefiting others as well.
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This is why having a statcounter or clustrmap is SO very important -- it helps you understand traffic and audience!
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atruger
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I NEVER get to share tools I discover because someone ALWAYS beats me to the punch...but I am ok with that.
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But you should share ANYWAY! -- we're not people breaking news -- we're talking about what we USE. So, talk and share!
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I truly connect with what you write even though I am one of "those" people who reads but rarely comments. YOU do make a difference and so do I!
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Bego said...
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the whole cocktail party analogy is just a grown up version of the kickball line-up in elementary school.
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I was always picked last there -- whew this analogy hits me close to home. I was always picked last b/c I was the worst. Even the worst kickball player needs to feel encouraged and not destroyed for getting up and kicking the ball. Even the "worst" blogger - if there is such a thing -- needs to feel encouraged sometimes too just for blogging.
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In the blog world, change is effected by good content, and while good content isn't always noticed at first, it does eventually get a respectable position--sometimes because the cocktail group points them out.
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How could I think to be in the same boat as John Scalzi who started in 1998 if I've only been blogging since 2007?
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Remember this -- I've been blogging just over 2 years. Strange things can happen -- consistent creation of meaningful content is important.
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I found your blog, Vicki, because a project you do for Atomic Learning mentioned you, and your name is on the movies they use.
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I did the Web 2.0 workshop for atomic learning and many have found my blog -- actually I had to use a source that I had permission to use!!! ;-)
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jeanette tranberg
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2005 - you were the only ones out there to follow
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lol -- I started blogging in December of 2005 and had about 7 followers until mid 2006 -- but there are many who think I've been around forever!
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Oh yes, I have felt the cocktail chill at times. I'm a norwegian edublogger, that have been following your brunks (blogdrunks) for a while. To start with - in
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Wes told me once I twittered, that nobody should twitter alone and I could not agree more - so I don't.
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So, from the outer side looking in: Anybody stopping by in Second Life tonight (which is today for you) for a virtual edu cocktail?I'm aka Kita Coage at Eduisland II, waiting to cocktail connect with you c",)
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Paul Hamilton
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For most of us, blogging is very much a personal venture.
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I suspect that we all have a deep desire to be heard and to be accepted. The longer I'm involved in the edublogosphere, however, the more impressed and encouraged I am by the level of acceptance that there is here. It is a good thing that we don't always agree with each other. Disagreement is often at the heart of constructive conversation
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At the same time, we are no different than the kids in our classrooms. We educators need to know that we will be accepted, no matter what we have to say and no matter how well we are able to express it. I think we help to make the edublogosphere a "safe place" for each other as we try to keep it positive and as we take advantage of the numerous opportunities to be affirming.
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Jim Dornberg said.
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I don't at all feel excluded from the blog "cocktail party", because just like a real cocktail party, I am drawn to the people who have something important, and engaging to say and I am content to listen and learn from them. I have seen a few of the "big names" at conferences, and even met a few of them in person. I have emailed several of them and others, or left an occasional comment, and I have been very pleasantly surprised at the thoughtful responses I have received.
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I read many blogs, but comment rarely, and I suspect that those who read my blog do the same. So I don't feel at all excluded. I'm just happy to occasionally be part of the conversation.
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Many people feel this way -- just happy to be a part of the occasional conversation.
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Alfred Thompson
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When I was at EduBloggerCon last spring I felt quite the outsider. There were famous people there and I was unknown. I still feel that way in the broad edublogsphere. But honestly the broad sphere is not who I am blogging for. I blog for a niche - computer science teachers. The event for that niche is SIGCSE and there I (blush) feel a bit like a star. Few of the people there know the edubloggers with much larger readership or Technorati ranks. And really reaching the CS teachers is my goal not reaching everyone who teaches general subjects.
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There is, I believe, room for more at the top if only because the number of teachers reading blogs is still very small but we all hope it is growing. We are still at the ground floor. That makes edublogging different from tech blogging I think.
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Jason Bengs
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I think we need to all remember our focus for blogging. Mine is for reflection. I use my blog as a tool to improve my teaching. If others start to read and can learn from it, great. To my knowledge I am the only one seeing my blog right now. Which is fine with me. I don't think blogging should be a popularity contest and having a large number of readers is great, it must mean that you, and others, have something to offer that others want to emulate.
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prof v said
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I think you could have added three additional points. First, a suggestion on how to increase readership. I think new bloggers (myself included) are still trying to figure out how to make the connections that allow for conversations within blogs. I go back to your list of 10 tips for successful blogging, and still find things I never noticed before
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would love to see an updated list that perhaps would include how to make sure your blog is part of an RSS feed and how to set up subscriptions for potential readers to make it easy for them to subscribe to your blog.
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If you go to my blog and search for feedburner -- that is what I use -- I've written several posts on that. I'll have to update the original 10 habits. perhaps I'll do that soon!
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I think even you have realized that it is more difficult to break into the edublogger field as there is now so many new bloggers (just in the last two years).
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I don't know -- I've seen some newcomers like Darren Draper jump into the blogosphere pretty quickly -- it is about getting involved in the conversation, which is easier now with twitter and webcasts at edtechtalk. Good conversationalists rise to the top.
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Finally, I am surprised that you did not point out how you have helped new bloggers by both asking for new voices and then publishing them in your own blog. I think this is an indication that you are trying to open up the "party".
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I always let my readers defend me. I'm not perfect, none of us. We also don't have unlimited time... so I have to do the best I can.
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Dean Shareski
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Isn't the whole point of web 2.0 is that it exudes democracy and equality? Those that get all concerned about rankings and ratings are, as you've suggested missing the point.
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We often quickly want to find ways of ranking. Reminds me of the evils of current assessment practices. We tell kids to do their best and work on improving performance and yet continue to use ranking systems that is clearly a mixed message.
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Anonymous said.
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I'm new to this world as of Monday...yes, 4 days of immersing myself in as much ed. tech, web 2.0, online collaboration "stuff" that I can. (thanks to Lisa Thumman at Rutgers U.) Cocktail party or not, your blog and the comments people have left have increased my list of people to follow. Even a discussion about "being on the outside" has led me to the "inside". I'm thrilled to be in the company of such great minds and promise to start contributing once I wrap my brain around it all! Thanks to everyone for sharing! cmtvarok
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A 4 day old newcomer to the edublogosphere comments.. what an amazing linkage of conversation! Wow! Older, newer, very new. Wow!
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Mrs. V.
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thanks for coaxing me out of my blogger drought!
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Vicki A. Davis
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I believe that this "post" has been made stronger by the comments, which have added to the post greater depth of meaning.
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All over this conversation I see the change in society. We are all going through the emotions of becoming accustomed to something new... kind of like I first experienced when the Internet first came out.
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And while, when I began blogging, I didn't really set my sights or aim for a large readership... now that it is here, I will seriously consider and appreciate each individual reader and take my job seriously
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@tennessee -- Those in the trenches are my most important reads... I just wish there were more of us. It seems as if many teachers view blogging as a way out of the classroom when they should see it as a way to improve the classroom!
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@scottmcleod - I believe the comment intensity is highly correlated to controversiality AND immediacy. If a lot of people SAW someone recently, they want to interact and comment (immediacy.) If someone says something very emotional or controversial, people want to comment and interact (controversiality.) While I guess looking at these stats are fine, I've found in my very short time blogging that looking too much at numbers of any kind removes my focus from what is important. When I focus intently on conversation, my blog traffic and numbers just grow. I always say "whatever is watered, grows." If I water my investigation of stats, I become a good statistician... if I water my blog but also commenting and participating in the blogosphere as a WHOLE, I become a good blogger. I'd rather be the latter. And while the post was meant to be encouraging... I have to admit I'm a competitive perfectionist and always have to reign in that aspect of my nature.
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@christophersessums - I think the emotional nature of something is like the proverbial elephant in the Net -- it is there. It always stuns me the number of people who discuss their feelings on this when it comes up... it means that many of us are experiencing the same thing.
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shared by Suzie Nestico on 02 Aug 11
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Creating an Online Community Through Electronic Portfolios - ReadWriteThink - 20 views
www.readwritethink.org/...e-community-through-30671.html
all_teachers curriculum edu_trends techintegrator edublog web2 portfolios readwritethink online
shared by Suzie Nestico on 02 Aug 11
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Series of lessons that help create an online blogging community for students. PLN in a sense. Helps to give students more of an audience.
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MuseScore - 14 views
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Find and share music scores online. Search a huge bank of sheet music uploaded from the community. Found via https://twitter.com/eslweb http://ictmagic.wikispaces.com/Music%2C+Sound+%26+Podcasts
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December 2016 UKEd Magazine - 1 views
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Free online education magazine to read or download (PDF) This issue has a 'Teacher Network' theme. Includes community nominations for best educators to follow on Twitter.
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What the Hashtag?! - the user-editable encyclopedia for hashtags found on Twitter - 0 views
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What's a hashtag? Hashtags are a community-driven convention for adding additional context and metadata to your tweets. They're like tags on Flickr, only added inline to your posts. Hashtags can be created by anyone simply by prefixing a word with a hash symbol: #myhashtag.
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willrich45 shared http://www.lulu.com/product/paperback/reach-building-communities-and-... - 8 views
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Jeff Utecht: Reach: Building Communities and Networks for Professional Development: downloadable book from Lulu
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shared by Ruth Howard on 14 Aug 10
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Learners as Educators « Viplav Baxi's Meanderings - 3 views
learnos.wordpress.com/...learners-as-educators
learners educators as PLE PLN connectivism openeducation
shared by Ruth Howard on 14 Aug 10
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Suppose, through a process of soft peer reviews, I was able to improve on what I did. At the end, I could then submit the peer reviewed learning material (my shared PLE slice) to the community and let the community rate it. Suppose you wanted to learn about that particular area. You would go to the virtual learning place, search and find a large number of these shared PLEs with different community ratings. You could pick the one you like the most (i.e. find the most intelligible), import that slice into your own PLE (just like importing a SCORM based course into an LMS maybe, though I know people will dislike that analogy!) and maybe even rate it when you complete.
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ShoutEm - Roll your own Microblogging Social Networking - 0 views
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shared by Suzie Nestico on 29 Mar 12
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Teaching and Assessing Creativity - WeAreTeachers - 1 views
community.weareteachers.com/...730
teaching creativity assessment education rubric rubrics high school innovation PBL bestpractices curriculum
shared by Suzie Nestico on 29 Mar 12
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Useful rubrics for assessing creativity & innovation Catalina rubric on critical and creative thinking (as well as several other fantastic rubrics): http://www.cfsd16.org/public/_century/centMain.aspx Metiri's creativity rubric http://akron4.metiri.wikispaces.net/Creativity+Rubrics A great blog post on the subject by The Science Goddess, one of my favorite Twitter people to follow: http://blog.whatitslikeontheinside.com/2009/10/curiouser-and-curiouser.html Good perspective from a career cluster perspective: http://www.careerclusters.org/resources/institutes/cci2006/pre-institute/Creativity-InnovationFinal....
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Guest Blog: Angry Birds: A Lesson in Formative Assessment @kathyperret - 8 views
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Sharing learning intentions – At the beginning of each “launch” the player is shown the formation of the structure and the placement of the little pigs. (I think that’s what they are.) A player can sweep back to this area of the game at any time. This gives the player the clear intentions of what needs to be accomplished in that specific level.
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Sharing and negotiating success criteria - Once an Angry Bird is launched from the slingshot, the path of the bird is clearly marked for future reference. These marking stay throughout the level. I’ve found them useful in negotiating my success, even though I have not perfected this!
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Giving feedback to pupils – When playing Angry Birds, I know right away if I did not complete a specific level. (Right now I’m stuck on Level 15.) While the wording “Level Failed” is not exactly appealing to me, it isn’t harmful. Nothing bad happens. I just have the opportunity to try again, and again, and again until the level is complete. I’ve also noticed that the other Angry Birds waiting their turn seem to be cheering on the bird that is being launched. I’ve just noticed another feature – The Mighty Eagle. He is there to help a player get out of a tricky level
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Effective questioning – I know there are many places I could go to ask effective questions in order to improve my Angry Bird skills. I’ve found online communities of like-minded individuals and groups to be extremely helpful when professional questions arise. This sense of belonging provides me a chance to ask my questions in a non-threatening environment. I’m sure there are groups formed to discuss Angry Bird strategies. Right now I have many of Angry Bird questions.
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Encouraging pupils to assess and evaluate their own and others’ work – Right now, I’m attempting to evaluate my work on Level 15. I’ve been able to successfully get the two pigs on the sides, but the one – in strong middle structure has me stumped. As an adult, I know to assess and evaluate my work on this level. I could also probably find some online tips from other players.
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I'm embarrassed to admit, but two weeks ago I didn't even know anything about Angry Birds. It looks like this addicting little game has been around for a while. I know … Where have I been? I guess I've been spending time with a less angry little bird … I'm really not the angry type! I guess I see Twitter as better use of my time and professional collaborative learning than shooting birds out of a slingshot. A casual conversations with my hairdresser a few weeks ago about the game led to a quick demonstration on her phone. Another reference came last Friday while attending a session on Instructional Coaching for principals. Some areas that Instructional Coaches can assist schools with are referred to as the Big Four: Classroom Management, Content, Instruction, and Formative Assessment. While the presenters facilitated dialogue around the topic of formative assessment the analogy was made to video gaming; and specifically Angry Birds. This piqued my curiosity.
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The Connected Classroom: DIG-ging diigo... - 0 views
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But I recently read something, somewhere that diigo had a new improved tool bar and started to read up on the other Diigo features including the ablility for messaging, creating lists of bookmarks, the ability to turn bookmarks into slideshows, tagrolls and linkrolls, a Firefox sidebar, a Facebook application, blog integration
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I liked the blog - just unlearning del.icio.us to learn Diigo - http://www.edtechcrew.net
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I have presented del.icio.us at LEAST a dozen times to large audiences.
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Today, for the first time, I'm going to present Diigo instead of Delicious. It's time to build a community of users that I work with.
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Diigo is not just a bookmarking tool, it is a bookmarking, sharing, discussing, and learning tool LParisi : posted on twitter..My quick take on Diigo..while I have not spent much time creating links, tags, etc, I see it as much more powerful a network than delicious. and I couldn't agree more..
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This blog post from The Connected Classroom by Kristin Hokanson is a detailed "how-to" guide for getting started with Diigo.
School Districts on Twitter - - 0 views
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shared by Vicki Davis on 22 Oct 09
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A Week For Computer Science Education | blog@CACM | Communications of the ACM - 0 views
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education learning computer computerscience_teacher computerscience edu_news
shared by Vicki Davis on 22 Oct 09
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Conversations about Computer Science education week are beginning to float around. I think we can do many easy things including webinars and sessions with leaders that students can interact with live and even just a hashtag for people to follow on twitter who care about the topic would be useful.