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While the vast majority of 12- to 17-year-olds (85 percent) engage in some form of electronic writing--IM, e-mail, blog posts, text messages, etc.--most (60 percent) don't consider this actual writing.

the Internet has morphed from a presentation medium to an interactive platform in just a few years

a leading web analysis site

adult offenders who meet, develop relationships with, and openly seduce underage teenagers

The publicity about online"predators" who prey on naive children using trickery and violence is largely inaccurate.

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)

This project is open to all FOURTH to SIXTH GRADE STUDENTS Worldwide between the months of April to June, 2008

The main purpose of this project is provide a way for teachers to collaborate with other teachers all over the world about the book (and soon to be released) "PRINCE CASPIAN".

successful schools there was a decrease between 1998 and 1999 in the average class size per school, whereas the opposite was true among the other schools.

I hate to admit it, but I no longer see the students the way I once did—certainly not in the same exuberant light

its track record is unimpressive

I believe there is something very powerful  in this tool. I am in the process evaluating it for instructional and professional development purposes. So far these are my thoughts: I think I can easily mark up online student work with this tool. I think online students can mark up each other’s online work with this tool. and discuss. One of the course activities is to use a rubric to evaluate an online course that the students will each be building as the main project for the course. The course review, I think, can be done using diigo. I think… not sure yet. Online students can easily create annotated bibliographies of web resource in directed learning activities AND share and discuss them with others in the class. This resource can grow and be available for the online course from term to term. In addition, for webenhanced courses, this is an awesome, easy, slick, cool way to incorporate some very cool online enhancements to a f2f course that completely bypasses all the extra unnecessary flotsam you get with a full on CMS/LMS. you get a lot of functional features bang for the “buck” in this tool. It is a slick tool with a lot of functionality to suport interaction/collaboration, etc. When i have my university administrator’s hat on i also see great potential as a tool to facilitate and enhance community and for professional development. I have an extended staff of 50-100 online instructional designers that i could use this tool with to aggregate links and info and resources and networking. We have over 3,000 online faculty that we could use this with to support them with info and resources and networking - differenciating between the needs of new online faculty and experienced online faculty… there is potential for discipline specific resources and info for online faculty… and it goes on.

They see the broad difference between the two as being the amount of self-determination or self-direction; with cooperative learning being very much teacher-controlled and collaborative learning being learner-controlled.

However, experientially I believe that what distinguishes collaboration from cooperation comes down to exactly what is shared. When cooperating, it is only physical resources (objects, time, money) or intellectual resources (knowledge, expertise) that are shared. Whereas when collaborating, in addition to these shared physical and intellectual resources, are shared goals, responsibilities, values, beliefs and attitudes. Some of these intellectual resources (both cognitive and affective) may become shared through the practice of cooperation but with collaboration they are factored in from the start. From this collaborative sharing comes synergy which adds value by producing something new and unique.

There is another important area that needs to be addressed with collaborative learning software which is related to communication; namely knowledge construction. It has been noted by researches that threaded discourse, of the type found in Lotus Notes and the majority Web-based conferencing software, actually works against convergent thinking processes over time (Hiltz, 1986; Harassim, 1990; Eastmond, 1994). It is found that this can have "a negative effect both on the learner's efforts to synthesize ideas, and on collaborative processes which become increasingly fragmented as discussion threads and individual interests diverge." (Hewitt, 1997).

Posting, after all, isn’t about airing your own views. It’s about connecting, and the best way to connect is to clearly draw the link between their content, and yours.

When connecting online, it is more important to find the places you can add value rather than to pursue a particular goal or objective.

Stage 5 Balance: Try and find that balance between learning and living. Understanding that you can not know it all, and begin to understand that you can rely on your network to learn and store knowledge for you. A sense of calm begins as you understand that you can learn when you need to learn and you do not need to know it all right now.

Here I was using Diigo, Delicious, Google Notebook, and Zotero for my researching, bookmarking, annotating, and sharing. While all strong tools in their own right, it is pretty clear looking at this list that this is what some would call OVER DOING IT!

However, I’m not entirely convinced that Diigo is the best tool to implement within the schools.

Podcasting!Quirks & Quarks is part of CBC Radio’s podcasting project. For more information about podcasting and the CBC programs available, go to CBC.ca’s podcasting info page.To access the Quirks podcast, right click on one of the links below, copy the URL and paste it into your podcast software application. Quirks & Quarks Podcast - show in segments podcast or if you have iTunes installed Subscribe in iTunesQuirks & Quarks Podcast - show in one file or if you have iTunes installed Subscribe in iTunes(hint - iPod users might prefer the whole show in one file)

Some would argue that the tension and irritation between "why" and "how" is by design. That these shifts are creating a permissive framework in education where there are no clear answers (Turner, 2004). And that in a changing educational environment the needed changes in education should be negotiated from a why approach rather than a how approach.

It is no longer about information management and prescriptive outcomes, but rather about building capacity- in ourselves, our faculty, our staff and in our students and then being able to contextualize the collective wisdom we gain through those relationships to making the world a better place.

Lisa Parisi This morning I came here before I went to twitter. This seems to be the place to be right now. Still not sure of all the groupings, taggings, etc. Reading what everyone writes and hoping to get it soon

Will play on Sunday with Karen McMillan and Alice Barr. Anyone else want to join? Anyone want to teach?

Ryan Bretag I'll join in the fun if you'll have me. Let me know time when you know.