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Executive Summary | U.S. Department of Education - 9 views
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personalized learning
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critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
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In all these activities, technology-based assessments can provide data to drive decisions on the basis of what is best for each and every student and that in aggregate will lead to continuous improvement across our entire education system.
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Another basic assumption is the way we organize students into age-determined groups, structure separate academic disciplines, organize learning into classes of roughly equal size with all the students in a particular class receiving the same content at the same pace, and keep these groups in place all year.
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For good reason at the elementary level. It's called socialization. Students that are 2 or 3 years apart can exhibit radically different thought processes, levels of self-control, but more importantly, there are huge developmental differences socially, emotionally, and physcially.
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The NETP accepts that we do not have the luxury of time – we must act now and commit to fine-tuning and midcourse corrections as we go. Success will require leadership, collaboration, and investment at all levels of our education system – states, districts, schools, and the federal government – as well as partnerships with higher education institutions, private enterprises, and not-for-profit entities.
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Perhaps one of the most frightening statements in the document to a large number of school districts. Teachers quite often are able to enact a mid-course shift, and students are most always extremely flexible, but at the administration and district level change can often be glacial as such radical change could very well mean replacing the hierarchy of leadership throughout a district, shifting positions, or eliminating them, and large organizations have a tendency towards self-preservation.
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Current update to National Education Technology plan in the USA. Highlighted with diigo with comments. -
Current update to National Education Technology plan in the USA. Highlighted with diigo with comments.
Underwater Learning - Interactive Educational Site - 6 views
blog.learningtoday.com/...g-Interactive-Educational-Site
students interactive activities games fun educational literacy
shared by Denis S on 10 Mar 10
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A Call for Technology Leadership - 3 views
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Once a leader in a smaller district knows where he or she wants to go, change can happen more quickly than in a mid- or large-size district.
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I wonder what would denote a small or mid-size district. Obviously the number of enrolled students, but there's some flexibility there.
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Freeman, who uses a blog to communicate with students and parents, points out that her own active use of technology in the 4,200-student district has helped create a norm for others to follow.
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“The kind of learning we expect 21st-century teachers to achieve is the intersection of content pedagogy and technology,” Moran insists.
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“You can no longer take on a professional development agenda without a technology component,” Kimball argues. “We know that professional learning communities are not effective without everything—from access to student data to the tools to analyze it.”
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Freeman says. “We’re still trying to find ways to assess what we know we morally should. We know that students need to be competitive in a global environment.”
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Digital Library for Earth System Education - 12 views
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The Digital Library for Earth System Education (DLESE) is a distributed community effort involving educators, students, and scientists working together to improve the quality, quantity, and efficiency of teaching and learning about the Earth system at all levels.
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Dolch - Sight Words | Articles - 31 views
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The www.spellingcity.com/dolch-words.html provides 15 different learning activities that you can use with the Dolch sight words, your own list, or any of the many other words lists available on Vocabulary SpellingCity. There's also a sister site: www.vocabulary.co.il - This quirky useful site has unique learning games and information for analogies, word roots, and compound words.
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Learning Event Generator - 14 views
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The L.E.G randomly assigns ways of demonstrating knowledge. This version allows the teacher to come up with the knowledge to be demonstrated, while the LEG selects the assessment task.
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SmartBean - 0 views
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Smart Bean is an online resource designed for parent use. Smart Bean is essentially an online magazine for parents interested in learning more about online resources for learning as well as general parenting information. There seems to be particular attention given to home-schooling parents. Some of the articles you're likely to find on Smart Bean are things like Internet safety, articles on childhood diet and fitness, and a slew of articles about the role of new technologies in education.
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Teachers are key for students who like learning and remain curious - USATODAY.com - 0 views
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or says, is to "maximize the likelihood that students will get the pleasurable rush that comes from successful thought.
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So the challenge for a teacher is to find that sweet spot of mental difficulty, and to find it simultaneously for 25 students, each with a different level of preparation.
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Rather, we remember what we think about, and that can have non-obvious consequences. During frog dissection, are students thinking about anatomy or that they find it gross?
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One way to help ensure that students think of content is to view teaching in terms of a story structure.
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Good teachers design lessons in which students unavoidably think about the meaning or central point.
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People differ in their abilities and in their interests, but there is no evidence for differences in learning styles.
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The secret to getting smarter is really not a big secret: Engage in intellectual activities. Read the newspaper, watch informative documentaries, find well-written books that make intellectual content engaging. Perhaps most important; Watch less television. It's rarely enriching, and it's an enormous time-sink.
Learning Styles Activities - 12 views
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shared by Caroline Bucky-Beaver on 12 Nov 08
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Code of Best Practices in Fair Use for Media Literacy Education - 1 views
wwwdev.ncte.org/...fairusemedialiteracy
medialiteracy bestpractices copyright fairuse 5 principles 2008 digitalcitizenship
shared by Caroline Bucky-Beaver on 12 Nov 08
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Fair use is the right to use copyrighted material without permission or payment under some circumstances -- especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
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guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
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code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
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Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
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Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
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Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
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Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
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In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
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Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
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Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
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Code of Best Practices in Fair Use for Media Literacy Education
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Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
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These principles apply to all forms of media.
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The principles apply in institutional settings and to non-school-based programs.
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The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired.
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where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
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TWO: Employing Copyrighted Materials in Preparing Curriculum Materials
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fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
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PRINCIPLES
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ONE: Employing Copyrighted Material in Media Literacy Lessons
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The principles are all subject to a “rule of proportionality.”
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THREE: Sharing Media Literacy Curriculum Materials
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In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
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FOUR: Student Use of Copyrighted Materials in Their Own Academic and Creative Work
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Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
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FIVE: Developing Audiences for Student Work
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If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
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Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
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Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
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The ethical obligation to provide proper attribution also should be examined.
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This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
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MYTH: Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth: Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
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So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
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Great article outlining copyright, fair use and explaning the 5 principles of fair use in education.
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The Progressive Stack and Standing for Inclusive Teaching - The Tattooed Professor - 2 views
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There are two fundamental truths about Inclusive Pedagogy: it is an eminently desirable set of practices for teaching in higher ed, and it is an eminently difficult set of practices for teaching in higher ed
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Put simply, the Progressive Stack is a method of ensuring that voices that are often submerged, discounted, or excluded from traditional classroom discussions get a chance to be heard
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There are personal, cultural, learning, and social reasons people don’t speak up in class. Students of color and women of all races, introverts, the non-conventional thinkers, those from poor previous educational backgrounds, returning or “nontraditional students,” and those from cultures where speaking out is considered rude not participatory are all likely to be silent in a class where collaboration by difference is not structured as a principle of pedagogy and organization and design. Who loses? Everyone. Arguments that are smart and valuable and can change a whole conversation get lost in silence and, sometimes, shame. When that happens, we don’t really have discussion or collaboration. We have group think–and that is why we all lose.
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Taking “stack” just means keeping a list of people who wish to participate—offer a question or comment—during the Q & A. Rather than anxiously waving your hand around and wondering if you’ll be called on, if you would like to participate, signal to me in some way (a gesture, a dance move, a traditional hand-in-the-air, meaningful eye contact, etc.) and I will add you to the list. However, we’re not just going to take stack, we are going to take progressive stack in an effort to foreground voices that are typically silenced in dominant culture. According to Justine and Zoë, two self-identified transwomen who were active in the movement, progressive stack means that “if you self-identify as trans, queer, a person of color, female, or as a member of any marginalized group you’re given priority on the list of people who want to speak – the stack. The most oppressed get to speak first.” As I take stack, I will also do my best to bump marginalized voices and those who haven’t yet had a chance to participate to the top.
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As with any tool that confronts the effects of privilege and power head-on, the Progressive Stack makes some people uncomfortable
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In a complete social and historical vacuum, level-playing-field equality is an excellent proposition. But in the actual lived world of our history, experiences, and interactions the idea of treating everyone uniformly “regardless of gender” or without “seeing color” simply strengthens already-entrenched inequalities
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As the increasing number of targeted online harassment campaigns has shown us, once a concept or issue has traveled through the right-wing Outrage-Distortion Complex, there is little hope of reclaiming rational discussion. It’s been permanently stained. One might dismiss the frothing lamentations of white-genocide-via-classroom-pedagogy that bubble up from a subreddit, but the insidious trope of “reverse racism” has put its thumb on the scale enough to have distorted the conversation around the Progressive Stack
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because the Progressive Stack calls attention to existing structures of inequality by replacing them with another structure entirely, it forces those of us who identify as white (and, particularly, male) to confront the ways in which we have been complicit in maintaining inequality
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When you’re accustomed to privilege, even the suggestion of equality will feel like oppression
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google “progressive stack.” Almost every result you get will take you to the fever swamps of right-wing Reddit and warmed-over piles of gamergate droppings. The common denominator is that “Progressive Stack” is simply anti-white “racism” dressed in fancy intellectual clothes
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Giving up power, it turns out, is hard for some people. Especially when that power has been historically-constructed to be so pervasive as to render it unquestioned and indeed unseen in its hegemonic sway. Pierre Bourdieu calls this symbolic power: “For symbolic power is that invisible power which can be exercised only with the complicity of those who do not want to know that they are subject to it or even that they themselves exercise it”
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It means there will be times when people who are not accustomed to their identity being a source of discomfort and exclusion will have to learn–in a managed and intentional space–what that feels like.
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there will be friction and messiness and uncomfortable adjustments, because any education worth the name involves friction and messiness and uncomfortable adjustments
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Flip This: Bloom's Taxonomy Should Start with Creating | MindShift - 7 views
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The pyramid creates the impression that there is a scarcity of creativity — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.
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Here’s what I propose: we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.
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I’ve come to realize that it’s very important for my students to encounter a concept before fully understanding what’s going on. It makes their brain try to fill in the gaps, and the more churn a brain experiences, the more likely it’s going to retain information
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I think the best flipped classrooms work because they spend most of their time creating, evaluating and analyzing. In a sense we’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge. The flipped classroom approach is not about watching videos. It’s about students being actively involved in their own learning and creating content in the structure that is most meaningful for them.
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perimetros.swf (application/x-shockwave-flash Object) - 6 views
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A fun and useful area and perimeter 2D shape tutorial and interactive activities for you whiteboard. Learn how to find the area and perimeter of rectangles and triangles and then complete the questions. http://ictmagic.wikispaces.com/Maths
OurStory - 13 views
SmartyCard - 0 views
Clickers in the Classroom: An Active Learning Approach (EDUCAUSE Quarterly) | EDUCAUSE ... - 0 views
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Online Predators and Their Victims - 1 views
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adult offenders who meet, develop relationships with, and openly seduce underage teenagers
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This is an important point to make to parents! It is about RELATIONSHIPS not abduction, usually!
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The publicity about online"predators" who prey on naive children using trickery and violence is largely inaccurate.
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In the great majority of cases, victims are aware they are conversing online with adults. In the N-JOV Study, only 5% of offenders pretended to be teens when they met potential victims online. (112)
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There tends to be a focus on the negative - no matter what percentage of the actual story is being discussed. Our news from "normal" channels follows the old "if it bleeds it leeds" mentality. The potential of the web towards "good" is highly underated - in my humble oppion
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Offenders rarely deceive victims about their sexual interests.
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promises of love and romance
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99% of victims of Internet-initiated sex crimes in the N-JOV Study were 13 to 17 years old, and none were younger than 12. 48% were 13 or 14 years old. (115)
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My (Liz B. Davis ) Summary of Key Points (All are quotes directly from the article): Online "Predators" and Their Victims. Myths, Realities, and Implications for Prevention and Treatment. by: Janis Wolak, David Finkelhor, and Kimberly J. Mitchell - University of New Hampshire and Michele L. Ybarra - Internet Solutions for Kids, Inc.
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Remember that we may start annotating articles and extracting this information together as well.
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it was those 15-17 years of age who were most prone to take risks involving privacy and contact with unknown people. (115)
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This tells us what we need to know about courses on digital citizenship and safety -- discuss these issues probably beginning around 11 -- before soliciation happens -- then have focused programs probably starting age 12-13 -- as with everything -- these ages tend to get lower over time -- what will happen w/ the Webkinz generation is anyone's guess.
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I see this more and more...as the parent of webkinz kids...in the past..you had the "don't talk to strangers" talk with them. Now the strangers are coming into our homes and at much younger ages. -
I think we need to be aware that not all "unknown people" are wanting to commit crimes, fraud, etc. Talking to someone you don't know might be the introduction to your new best friend. The content of discussion is important. Not knowing someone, I would not give them personal information. Friendship is built over time.
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A nice way I've heard to describe this is that even though kids think they're tech savvy, they are not relationship savvy. It's this age group that doesn't recognize the complexity of relationships. -
@David - I think, however, that we should be very careful about teaching HOW to make friendships -- friend of a friend and building relationships OVER TIME is often how these things happen. Children want the romance and don't realize the "gentle" stranger they've met wants to harm them. This is a tricky one -- one of my dearest friends is Julie Lindsay who I met online. But that conversation was totally OK, as youwould guess. Teaching them about this is tricky. We'll have to think on this one AND look at the research.
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take place in isolation and secrecy, outside of oversight by peers, family members, and others in the youth's face-to-face social networks (115)
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Again, this reinforces my thoughts of NOT having computers in the bedroom! Period. Have family computers w/ screens viewable by everyone!
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Most of the online child molesters described in the N-JOV Study met their victims in chatrooms. In a 2006 study, about one third of youths who received online sexual solicitation had received them in chatrooms. (116)
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Youth internet users with histories of offline sexual or physical abuse appear to be considerably more likely to receive online aggressive sexual solicitations. (117)
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But I think they are MORE at risk now that they have new outlets...THIS is what teachers / school faculty NEED to understand!
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Yes, Kristin! -- what we saw in Florida this week tells us that -- these students have now found a new way to have life in prison! And it relates to YOutube!
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..Although Internet safety advocates worry that posting personal information exposes youths to online molesters, we have not found empirical evidence that supports this concern. It is interactive behaviors, such as conversing online with unknown people about sex, that more clearly create risk. (117)
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Posting personal information is NOT what puts students at risk -- interactive BEHAVIORS! Do! This is one criticism we've had of online projects. At risk behaviors from AT RISK students cause things to happen!!! Listen up!
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and your students are lucky that they have you to guide them. Way too many schools are not involving their students in these activities so they don't have these "appropriate" models
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Exactly, kristin -- MORE SCHOOLS have got to do this. It is a travesty that these kids are being victimized when the schools can do something about it. Completely a travesty. I hope we can all get fired up again about this topic, especially with the good research coming out now!
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Online molesters do not appear to be stalking unsuspecting victims but rather continuing to seek youths who are susceptible to seduction. (117)
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maintaining online blogs or journals, which are similar to social networking sites in that they often include considerable amounts of personal information and pictures, is not related to receiving aggressive sexual solicitation unless youths also interact online with unknown people. (117)
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Safety habits and teaching students how to interact safely. Learning to interact with people you KNOW in safe ways will keep our students safe. It is NOT about pulling the plug.
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Boys constitute 25% of victims in Internet-initiated sex crimes, and virtually all of their offenders are male. (118
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Unfortunately, teaching boys to beware of men is something we have to do because that seems to be who is preying on the young boys.
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Some gay boys turn to the internet to find answers to questions about sexuality or meet potential romantic partners, and there they may encounter adults who exploit them. (118)
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..child molesters are, in reality, a diverse group that cannot be accurately characterized with one-dimensional labels. (118)
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Online child molesters are generally not pedophiles. (118)Online child molesters are rarely violent. (119)
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Child pornography production is also an aspect of Internet-initiated sex crimes. One in five online child molesters in the N-JOV Study took sexually suggestive or explicit photographs of victims or convinced victims to take such photographs of themselves or friends. (120)
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Again -- behaviors. Teaching children not to take pictures of themselves and post them w/out parental approval is important, particularly for younger kids.
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Youths may be more willing to talk extensively and about more intimate matters with adults online than in face-to-face environments. (121
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"If you wouldn't say it face to face, you shouldn't say it anyplace," should be our new saying to our students. (Yes, I coined it but it iwhat I will teach to my children.)
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it may not be clear to many adolescents and adults that relationships between adults and underage adolescents are criminal. (122)
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Simply urging parents and guardians to control, watch, or educate their children may not be effective in many situations. The adolescents who tend to be the victims of Internet-initiated sex crimes many not themselves be very receptive to the advice and supervision of parents. (122)
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The fact that the victims don't have a great relationship with their parents mean that we must have other outlets for teenagers such as with teachers, counselors, and others who are involved in these discussions!
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We recommend educating youths frankly about the dynamics of Internet-initiated and other nonforcible sex crimes. Youths need candid, direct discussions about seduction and how some adults deliberately evoke and then exploit the compelling feelings that sexual arousal can induce. (122)
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Yes, this is a gross mischaracterization. We are afraid of the unknown scary boogeman who isn't who we think he is, when it is the person who is up front that we must worry about. We want someone to blame instead of realizing it is the behavior of kids.
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Youths need candid, direct discussions about seduction
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The hard part is finding comfortable places to have these discussions. Where is the best place? -
I believe that the Http://digiteen.wikispaces.com project is the best thing I've got going in my classroom with 9th graders in Qatar & Austria. We're having great conversations -- third person looking at things happening and working through what they think is a good way to do it, I believe. I truly think that everyone working with students should be educated to watch for the "signs" -- and we should also have individual programs.
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We can look back at the reference in this study -- the hyperlink is at the top of the page -- I'm not sure of the sample size for this but it looks like this is what the New Jersey study found.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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Cool summary of an article by Liz B. Davis -- Liz took the article and extracted the most valuable bits to her using google Docs. This methodology is fascinating, but even moreso the fact we may all begin doing this together with Diigo.
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shared by Vicki Davis on 24 Apr 08
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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
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the Internet has morphed from a presentation medium to an interactive platform in just a few years
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a leading web analysis site
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more than 50 percent of Americans aged 20-30 years old use Facebook
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among Americans under the age of 35, social networking and user-generated content sites have overtaken TV as a primary media.
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“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.”
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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”
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Workplace communities
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orkplace communities are designed to solve workplace-related challenges
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talent management is about finding, developing, and retaining key talent within the organization
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Ernst & Young, for instance, has a significant presence on Facebook in support of its recruiting efforts
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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
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“If companies keep social networks out, they will be doing a significant disservice to their bottom lines
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Understanding networks is important to students. Knowing how to be professional and what is appropriate for different spaces is vital.
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Between 2000 and 2020, 75 million Boomers will reach retirement age.
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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.”
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In addition, Millennials are the first generation to spend more hours online per week than watching TV (16.7 vs 13.6).
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some of the characteristics of Millenials, which included a desire to work in “[open] and flat organizations” as “part of a tribe.”
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“heavy use of technology (messaging, collaboration, online learning) as a daily part of their work lives.”
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robust and active communities will have an easier time recruiting talented Millennials
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they have opportunities to meaningfully connect to their peers and supervisors.
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A retiring Boomer who is an expert in a particular field could be an excellent community manager, blogger, or wiki contributor.
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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.
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shared by Dave Truss on 15 May 08
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Statement of Educational Philosophy | David Truss :: Pair-a-dimes for Your Thoughts - 0 views
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shared by Dave Truss on 15 May 08
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The goal of education is to enrich the lives of students while producing articulate, expressive thinkers and lifelong learners, that are socially responsible, resilient, and active citizens of the world.