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Christie Robertson

Build a Feed You Can Cut 'n Paste - 1 views

feed2js.org/index.php

RSS feed javascript tools web2.0

shared by Christie Robertson on 16 Jan 12 - Cached
  • Christie Robertson on 16 Jan 12
     
    A quick way to build RSS feeds. 
Jackie Doherty

McElvaney - 1 views

www.cjlt.ca/...257

shared by Jackie Doherty on 28 May 11 - Cached
  • Free and easy-to-use technologies offer new ways to find, organize, create, and interact with information.
  • The 2009 Horizon Report defines personal webs as "customized, personal web-based environments . . . that explicitly support one's social, professional, [and] learning . . . activities via highly personalized windows to the networked world" (Johnson, Levine & Smith, 2009, p. 19), and heralds them as an emerging learning trend.
  • This paper explores personal web technologies (PWTs) and their learning applications. Examples are given of commonly used, customizable technologies such as: social bookmarking, personal publishing tools, aggregators, and metagators.
  • ...34 more annotations...
  • learning needs extend far beyond the culmination of a training session or degree program. Working adults must continually update their skills and behaviours to conform to the constantly changing demands of the workplace (Lewis & Romiszowski, 1996)
  • some needs may best be addressed by the individual him/herself.
  • PLE) to manage their own learning resources; whether these are wikis, news feeds, podcasts, or people.
  • The use of PWTs for learning directly supports several principles of connectivism, a learning theory outlined by Siemens (2006): (i) Knowledge rests in networks, (ii) Knowledge may reside in non-human appliances, and learning is enabled / facilitated by technology, and (iii) Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities (p. 31).
  • If individuals can sufficiently develop their ability to find, organize, and manage these connections, their available knowledge does not have to be limited by the confines of their own skulls.
  • To navigate the Internet more efficiently, individuals can assemble a virtual toolbox from an ever-growing list of free, and often open-source, technologies to aid in aggregating, organizing, and publishing information online.
  • To create a personal web for learning, it is first necessary to explore what personal web technologies are, where to find them, and how to use them.
  • Social bookmarking and research tools allow users to save web pages, articles, and other media (usually to an online storage location) and organize them in personally meaningful ways.
  • n general, the length and full-featured capabilities of blogging offer learners the opportunity to explore topics in depth and reflect, while the speed and simplicity of micro-blogging lends itself more towards posing questions and collaborative brainstorming (King, 2009).
  • esides enriching and enlivening a post, these tools make it possible for an individual to publish artifacts that are ill-served by text-only displays.
  • Micro-blogs, such as Twitter (twitter.com), allow users to post short messages from their computer or mobile phone.
  • Users can also 'follow' other members to receive a stream of their posts.
  • asily "ask and answer questions, learn from experts, share resources, and react to events on the fly"
  • ndividuals who follow multiple blogs and/or regularly visit news or media sites may find juggling the disparate streams of information overwhelming. For this reason, it can be helpful to subscribe to these streams (or “feeds”) by using an aggregator.
  • Metagators, also called portals or start pages, can aggregate feeds, social networks, and widgets to create a central, personalized location for an individual's Internet usage
  • Netvibes and iGoogle
  • Widgets are small, adaptable, programmable, web-based gadgets that can be embedded into a variety of sites or used on mobile phones or desktops (
  • Due to the fact that they are user-created, there is no exact definition of a PLE (PLE, n.d.). In general, a PLE is the sum of websites and technologies that an individual makes use of to learn.
  • PLEs may range in complexity from a single blog to an inter-connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc.
  • http://ltc.umanitoba.ca/wiki/index.php?title=Ple
  • Once an individual creates a PLE or PLN, there is no need to sit in front of a computer to access it. The majority of PWTs have mobile-friendly versions available, allowing individuals to take their learning to go.
  • Instead of limiting learning to traditional environments, mobile versions of PWTs give learners more options on where and when to learn.
  • However, there is a catch: PWTs may clash with traditional, linear, teacher-centered instruction (see Figure 2)
  • Learners who use PWTs must learn to question sources, verify information, compare and contrast various perspectives and become more independent
  • need to focus on building critical media and information literacy skills, so that students can effectively navigate the online maze and avoid being fooled by false or misleading information.
  • students have already experimented with a personal web technology, such as social networking, but, "few of them are being taught how to leverage its potential and benefit from the deep learning that can ensue"
  • In higher education, PWTs could be of great use for researching, developing PLNs, and creating online portfolios.
  • An undergraduate student who uses a research tool such as Zotero will graduate with a searchable, organized collection of annotated resources that could be valuable in the workplace or in future academic undertakings.
  • As the individual becomes increasingly connected to their PLN, they may become increasingly disconnected to those who are physically around them, such as family and friends
  • Using PWTs to incessantly check for new articles, status updates, and activity may become a drain on one’s attention and productivity
  • Valuable or innovative ideas put forth by lesser-known individuals can easily become lost in the noise.
  • ndividuals who wish to learn from their personal network must strive to create a diverse PLN populated with voices that may dissent, challenge, or provoke. Otherwise, the PLN cannot foster critical and creative thinking,
  • anything they publish on the Internet may be found by supervisors, peers, teachers, a
  • uture hiring managers (Harris, 2007)
Tyler Wall

Interactive Whiteboard Pen Writes on Anything - No Whiteboard Required - 2 views

looks interesting, I like how they tried to make it as easy as possible but of course you never know if it is actually easy until you use it.

started by Kathy Schwarz on 18 Apr 12 1 follow-up, last by Tyler Wall on 19 Apr 12
Jeff Hamilton

RSSinclude - Embed RSS Feed in Website, RSS Feed Widget PHP - 0 views

www.rssinclude.com

rss

shared by Jeff Hamilton on 06 Jan 12 - No Cached
  • Jeff Hamilton on 06 Jan 12
     
    The end product of this rss to javascript converter is the nicest I've seen. You have to register for a free account. You pay money and you get extra features.
  • Jeff Hamilton on 07 Jan 12
     
    Christie found a better way. Diigo has their own, highly customizable, tool called link roll or something like that. It updates instantly and looks clean on the page.
Tyler Wall

LukeW | Data Monday: Mobile Only - 0 views

www.lukew.com/...entry.asp

mobile stats

shared by Tyler Wall on 19 Sep 11 - No Cached
  • Mobile data traffic is now outpacing fixed broadband traffic. Last year, it grew 4.2 times as fast.
  • Tyler Wall on 19 Sep 11
     
    Times are changing
anonymous

16. Rich Media Capture Technology for Student Feedback [Curto & Laudato, Pitt... - 2 views

ltcessays.wordpress.com/...dback-curto-laudato-pittsburgh

shared by anonymous on 23 Oct 11 - No Cached
  • anonymous on 23 Oct 11
     
    "Providing feedback to students about their in-class presentations can be a juggling act, and students may not be able to connect instructor comments with specific moments in their talks. In this essay, Drs. Curto and Laudato describe a technique for providing feedback via rich media capture. Much like comments in the margins of a written assignment, feedback is received at the appropriate time point in the presentation."
  • anonymous on 23 Oct 11
     
    Several instructors have asked over time about different ways to give students feedback on their in-class presentations. This is a PDF article that addresses this specifically.
anonymous

Tablets: At the Tipping Point? | Berkshire Community College Center for Teaching and Le... - 0 views

blogs.berkshirecc.edu/...tablets-at-the-tipping-point

tablets

shared by anonymous on 12 Jan 12 - No Cached
  • anonymous on 12 Jan 12
     
    Summary of Results This summary highlights the major conclusions from a nationally representative online poll of 1,214 college students and 200 college-bound high school seniors in the United States. The Pearson Foundation Survey on Students and Tablets was conducted by Harris Interactive from March 8 through 31, 2011. The major conclusions are as follows: 1. College students believe that tablet computers will transform learning. 2. A majority of students in both college and high school are interested in owning a tablet. 3. College students who own tablets believe that the devices are valuable for educational purposes. 4. On average, students prefer print over digital format for both textbooks and leisure reading. Students who own tablets, however, are far more likely to favor digital books over print. Since
Connie Gross

Here Are Ten Rules to Create Engaging Elearning » The Rapid eLearning Blog - 0 views

www.articulate.com/...s-to-create-engaging-elearning

engaging here e-learning rapid ten

shared by Connie Gross on 30 May 10 - Cached
  • Connie Gross on 30 May 10
     
    I like the point about designing engaging activities using problem - solving: "Instead of a series of click-and-read screens, give the learner a problem to solve. Then provide all of the information that you would normally have pushed by creating access to additional, just-in-time resources. As the learner attempts to solve the problem, she'll pull the information she needs." Perhaps this is how we should be using Articulate Engage - to present problems with potential solutions... Food for thought!
Connie Gross

Do You Really Need Instructions on How to Use an E-Learning Course? » The Rap... - 1 views

www.articulate.com/...ow-to-use-an-e-learning-course

course do really on you duties socialnetworking resources intsructions courses

shared by Connie Gross on 24 Aug 10 - Cached
  • Connie Gross on 24 Aug 10
     
    This article raises some great questions - how much "instruction" do we still need to give to students on using things such as the "play" feature etc.? Can we assume they have the skills - or do we need to do a little research to find out what types of instructions that seem obvious to us might not be obvious to them, and vice versa. Food for thought! Connie
Connie Gross

Who Should Decide How You Decide? » The Rapid eLearning Blog - 0 views

www.articulate.com/...o-should-decide-how-you-decide

21stcentury website research education design mobile_learning teaching online learning web2.0 tools

shared by Connie Gross on 09 Mar 10 - Cached
  • Connie Gross on 09 Mar 10
     
    Great discussion on how to design self-checks - what options should we be giving the learners?
Connie Gross

Here's What You Need to Know About Informal Learning » The Rapid eLearning Blog - 0 views

www.articulate.com/...o-know-about-informal-learning

april fools elearning informal

shared by Connie Gross on 01 Apr 10 - Cached
  • Connie Gross on 01 Apr 10
     
    You have to read this one - it's a pretty good prank! Happy April Fools
Connie Gross

Do You Need An Instructional Design Degree? » The Rapid eLearning Blog - 1 views

www.articulate.com/...an-instructional-design-degree

eLearning software resource e-learning Web2.0 tools resources Reference design

shared by Connie Gross on 08 Feb 11 - No Cached
  • Connie Gross on 08 Feb 11
     
    Interesting perspective - especially relevant since so many IDs are in the process of getting a Masters!
Chris Aitken

Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 0 views

www.irrodl.org/...1103

downes siemens connectivism learning e-Learning teaching

shared by Chris Aitken on 18 May 11 - Cached
  • it replaces older theories that have become inferior, and the new theory builds on older theories without discarding them, because new developments have occurred which the older theories no longer explain.
  • what are the grounds for this measure
  • If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted?
  • ...14 more annotations...
  • Since information is constantly changing, its validity and accuracy may change over time, depending on the discovery of new contributions pertaining to a subject.
  • The wide range of approaches and learning paths that are available to redesign curricula cause friction for educators and instructional designers who are required to deliver course materials in accordance with learning outcomes prescribed and mandated by educational institutions.
  • In connectivism, the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community.
  • a learning community is described as a node, which is always part of a larger network.
  • Nodes may be of varying size and strength, depending on the concentration of information and the number of individuals who are navigating through a particular node (Downes, 2008).
  • educators in higher learning institutions have been forced to adapt their teaching approaches without a clear roadmap for attending to students’ various needs.
  • he ability to make decisions on the basis of information that has been acquired is considered integral to the learning process.
  • Learning is considered a “. . . knowledge creation process . . . not only knowledge consumption.”
  • One’s personal learning network is formed on the basis of how one’s connection to learning communities are organized by a learner
  • The connectivist metaphor is particularly timely, since the navigation of the Internet and the means by which information is dispersed on the Internet now provides a reference point for Siemens’ assertions.
  • In Theories of Developmental Psychology, Miller (1993) distinguishes between “theory” and “developmental theory,” and identifies the vast deficit that can exist between the two.
  • n general, an emerging theory should fall within the domain of scientific research, use scientific methods, and be based on previously conducted studies.  It should be logically constructed and verifiable through testing.
  • Developmental theories are fertile testing grounds for ideas, which, in turn, may lead to empirical research that can then validate – or disprove – formal hypotheses posited within the framework of the scientific method.
  • How does connectivism fulfil these tasks?
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