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justchan11

Web 2.0 Tools for Educators - 2 views

www.merlot.org/...viewMaterial.htm

web tools tools educators web Internet learning teaching software research MERLOT Web 2.0

shared by justchan11 on 31 Jul 16 - No Cached
  • justchan11 on 31 Jul 16
     
    Merlot material re: Web 2.0 Tools for Educators...Covers tools we have discussed in EME6414; interactive Powerpoint presentation
justchan11

Once you go Diigo, you'll never go back. | Cult of Pedagogy - 3 views

www.cultofpedagogy.com/diigo

diigo curation social bookmarking pedagogy tools education research 2.0 software

shared by justchan11 on 16 Jul 16 - No Cached
Vanessa liked it
  • justchan11 on 16 Jul 16
     
    Great tutorial videos for Diigo #eme6414
trueseminole05

Five Reasons Why Pokémon Go Will Change Education, and One Reason Why It Won'... - 2 views

www.insidehighered.com/...ion-and-one-reason-why-it-wont

Pokemon education EME6414

shared by trueseminole05 on 15 Jul 16 - No Cached
Vanessa liked it
  • trueseminole05 on 15 Jul 16
     
    Five reasons why Pokémon Go is the future of education... 1. It's popular. 2. It's fun. 3. It's on phones and kids like their phones, so education of the future will have to be on phones. 4.
  • Mahalia VanDeBerghe on 16 Jul 16
     
    "Augmented reality, which is better than reality" - made me laugh! This was an interesting take on Pokemon Go, and I appreciate that he said that we as educators shouldn't focus on the technology of it, but what it unlocks in the person using it. Thanks for sharing!
  • itza7017 on 16 Jul 16
     
    This quote stuck out to me "Education doesn't happen to students, but inside them. I can't remember where I heard that, but it's true." So VERY true! It's an internal process. Very cool article.
nadiaandayani

Can Big Data and Privacy Coexist? - 0 views

wnpr.org/...n-big-data-and-privacy-coexist

Internet 2.0 social privacy EME6414

shared by nadiaandayani on 02 Aug 15 - No Cached
  • nadiaandayani on 02 Aug 15
     
    "Big Data" describes vast data sets that, when analyzed by algorithms, may reveal patterns, associations, and trends. In particular, these findings relate to human behavior and interactions. These data sets are treasure troves and -- when unlocked by the correct algorithm -- can release powerful findings.
vnavarrete

Telecollaboration in Online Communities for L2 Learning - 2 views

https://diigo.com/0cnus8 This paper is part of a doctoral thesis focusing on the study of language learners and the effectiveness of their strategies in two online tools, Livemocha and Busuu. In bo...

ESL eme6414 languagelearning

started by vnavarrete on 20 Jul 18 no follow-up yet
alwaysaddglitter

The space for social media in structured online learning | Salmon | Research in Learnin... - 3 views

journal.alt.ac.uk/...html_23

2.0 MOOC social web Twitter Facebook learning education

shared by alwaysaddglitter on 20 Jul 18 - No Cached
  • digital social tools and environments located outside of the provision of a formal university-provided Learning Management System.
  • We identified that, although some participants benefitted from social media by crediting it, for example, with networking and knowledge-sharing opportunities, others objected or refused to engage with social media, perceiving it as a waste of their time.
  • Social media sites are increasingly being used for educational purposes and a range of benefits and drawbacks have been documented in the research. We examine how the usage of social media in the MOOC enhanced participants’ overall learning experience and how it led to increased networking and knowledge sharing with peers.
  • ...35 more annotations...
  • When deployed for learning, social media can facilitate the development of online communities, allowing for collaborative and participatory engagement by placing emphasis on collective knowledge and social interaction
  • Social media can help strengthen the social relationships among students, heighten students’ self-esteem, and boost their learning performance
  • social media platforms tend to be more popular with students for peer-to-peer interactions (Davies et al. 2010; Veletsianos and Navarrete 2012) due to their familiarity and flexibility.
  • In MOOCs, where engagement and motivation tend to be low (de Freitas, Morgan, and Gibson 2015; Yang et al. 2013), social media may be beneficial in fostering online learning communities, which, in the context of a MOOC, are necessarily located online, enabled by an LMS (also referred to as Virtual Learning Environment) or social networking site.
  • The participants have a shared goal, support one another, produce material collaboratively, show a sense of belonging to the community, and are interested in the welfare of its members.
  • Online learning communities have been found to engage students in collaborative learning and reflective practice (Oliver et al. 2007).
  • Other studies show that students feel that social media reduces student collaboration because students work separately on different parts of a project, which minimises opportunities for collaborative learning
  • Students may feel that using social media in education distorts the boundaries between their online social and educational worlds, between social and informal and formal spaces, and between public and private spaces
  • Both students and academics may feel that social media for educational purposes interferes with their private lives, which raises concerns about representing identities in the online enviro
  • How and to what extent does social media enhance or complement participants’ overall learning processes and outcomes?’ is the key question that drives us to be particularly interested in investigating two outcomes
  • In addition to the structured LMS, more informal social media elements were offered. The CD MOOC designers selected Facebook and Twitter as social media platforms for participants to use, based on the studies that social media contributes to collaborative learning experiences
  • The Facebook group and the Twitter hashtag (#CDMOOC) were created in February 2014 to coincide with the beginning of the CD MOOC.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      The use of hashtags to organize thoughts and connect virtual users seems to be a best practice with online instruction related to social media.
  • On the Facebook group, moderators guided participants to ask questions about the CD MOOC, seek practical help, communicate and discuss issues around work tasks, and share links to online group work and resources. Twitter was used by both the CD MOOC team and participants to share practical information and resources, while also encouraging participants to share their thoughts and experiences.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      #EME6414 is structured relatively the same way minus the Facebook group but rather numerous other groups on various Web 2.0 tools
  • The social media postings data revealed that Facebook was most frequently used by the CD MOOC participants, compared to the microblogging site Twitter.
  • with some participants ‘signing off’ by displaying their certificate of completion.
  • The Twitter hashtag attracted 664 tweets over a 9-month period. Initially, Twitter was used by participants to announce their intention to participate in the CD MOOC, and then during the MOOC to gather, provide and exchange resources and information.
  • approximately half of all interviewees used at least one of the social media platforms in the CD MOOC. The most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilised both Facebook and Twitter.
  • The Facebook group was used for discussions, while Twitter was used for gathering and providing information.
  • The first theme revealed that the online collaboration through social media assisted participants by enhancing their learning. The second theme showcased that many participants enjoyed and benefitted from using social media to engage with a diverse range of people with whom to network and exchange knowledge.
  • the third theme illuminated the reasons behind participants’ objections or reluctance to use social media within their structured online learning experience.
  • These participants reported various positive social aspects of their learning process enhanced by using Facebook, confirming other studies
  • Participants who used the CD MOOC Facebook group, but did not use Twitter, thought that social media was useful for posting and gathering information, and that Facebook improved their learning outcomes by facilitating discussion with peers and moderators. Facebook was also seen as an easy aid to increase learning and encourage discussions with peers as it facilitated the sharing of videos and images, and hence allowed participants to directly see others’ work. Facebook also served as a spark for a discussion, which could then be built upon within the more structured MOOC environment.
  • Both survey and interview participants spoke of the benefits of networking with people from different backgrounds, locations and professional affiliations when using social media platforms to connect and further their learning outcomes in the CD MOOC.
  • ‘collaborating with participants worldwide made it a great cultural experience, particularly in seeing how social media is taking on the world’.
  • The main objections to using social media can be divided into three categories: a belief that social media might be a waste of time; the perception of social media platforms as confusing or intimidating; and concerns about blurring social and professional identities.
  • these participants believed that social media would ‘take time away’ from what could otherwise have been spent on the structured parts of the CD MOOC,
  • Meanwhile, a number of participants wanted to use the social media with which they were familiar and comfortable. Some of these participants were notably less enthusiastic about the use of CourseSites LMS of the CD MOOC, instead preferring to spend time on social media.
  • learners often prefer to use the social media to which they are already accustomed
  • Another objection by participants related to their lack of knowledge about social media platforms and their resulting confusion.
  • A third key objection of participants to engaging with the social media elements of the CD MOOC dealt with reluctance about what was perceived as a potential merging of professional and social identities
  • The reluctance to blur social and professional identities is a common theme emerging from the literature on online learners and MOOC participants
  • Based on their findings, Jones et al. (2010) recommend that learning design address individual student preferences to either combine or separate their online identities.
  • The benefits included enhancing learning through the social and informal interaction with their peers, and from the online communities that formed around the CD MOOC. Connecting with peers using social media also strengthened participants’ sense of belonging to the CD MOOC cohort.
  • The challenges of online learning include becoming skillful in and comfortable with new technology, developing ways to relate to and communicate with other learners online, and becoming comfortable about having an online presence and digital identity.
  • The space for social media in structured online learning
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
    • alwaysaddglitter
      alwaysaddglitter on 20 Jul 18
       
      In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • alwaysaddglitter on 20 Jul 18
     
    In this article, researchers created a MOOC focused on assisting professors understand and apply the Carpe Deim design method to designing their own courses. In addition to using the LMS Blackboard as the vehicle for MOOC publishing, facilitators were interested in studying the effects social media had on MOOC participants. MOOC facilitators used Facebook and Twitter as the two main social media platforms. Facebook was used to ask questions, seek help and discuss issues. Twitter was used to share information and resources and participants were encouraged to share their thoughts and experiences using #CDMOOC. Upon completion of the MOOC, Facebook was the most used site compared to Twitter. Out of 1000 MOOC participants who were surveyed at completion, 29 agreed to be further interviewed about their social media engagement; half used at least one of the social media platform revealing "the most used form of social media was Facebook (used by 31%), a small minority (3%) used Twitter only, while 14% of interviewees utilized both Facebook and Twitter". Three themes that emerged from the study related to MOOC and social engagement revealed three themes. One, social media did enhance online collaborative learning for participants. Two, the ability to engage with diverse knowledgeable professionals was enjoyed by many participants. Three, main objections why participants did not engage with social media include a belief it may be a waste of time, unfamiliarity with platforms and identity concerns.
  • neus6414 on 21 Jul 18
     
    Were you able to share your annotations because it was a web version of the article rather than the .PDF? I tried to do that with mine but couldn't get it to work.
dawnadolfson

How To Use Wiki In The Classroom - eLearning Industry - 6 views

elearningindustry.com/w-to-use-wiki-in-the-classroom

crowdsourcing wiki learning social teachers trainers

shared by dawnadolfson on 06 Jun 19 - No Cached
  • dawnadolfson on 06 Jun 19
     
    Since we are talking about crowdsourcing, this article explains how a teacher/trainer could use a Wiki with their students and some great ideas.
  • Kari (Knisely) Word on 06 Jun 19
     
    I see that it mentions pbworks and that is the wiki that I learned on which just happens to be the link I just shared to the EME6414 group and involved students from various cohorts crowdsourcing to create a list of various Web2.0 tools. I have now used the word "crowdsourcing" several times today. :)
  • yidke6463 on 07 Jun 19
     
    I am intrigued by Wikis, and look forward to working with them. I was particularly interested in the suggestion, for math classes, to post word problems and have student work on them together. I am currenly helping to build a statistics class, and would - given more development time and more knowledge on my part - recommend a wiki to him for that very activity.
Ernest Koh

Two Men Fall Down Cliff While Playing 'Pokemon Go' - 2 views

www.nbcsandiego.com/...ying-Pokemon-Go-386743551.html

gaming Pokemon EME6414

shared by Ernest Koh on 15 Jul 16 - No Cached
Vanessa liked it
  • Ernest Koh on 15 Jul 16
     
    Two men fell off a cliff Wednesday in San Diego's North County while playing "Pokemon Go," the Encinitas Fire Department confirmed. San Diego Lifeguards reported that someone had fallen off a cliff at E Street around 1:12 p.m. When the Encinitas Fire Department arrived, they found a man around 80 to 90 feet down the cliff, on the beach. Be aware of the surroundings while playing this game! Safety first!
  • ...4 more comments...
  • Vanessa on 15 Jul 16
     
    I saw this story earlier. Pretty crazy! Those cliffs are dangerous, people fall off them several times a year.
  • justchan11 on 15 Jul 16
     
    This game is definitely taking the nation by storm. Check out this article about a girl getting hit by a car while playing. http://www.gamespot.com/articles/15-year-old-hit-by-car-after-playing-pokemon-go/1100-6441810/
  • trueseminole05 on 15 Jul 16
     
    There definitely are some crazy things happening with Pokemon Go. Not sure that I want to get involved!!
  • Ernest Koh on 16 Jul 16
     
    I think it's really important that the players understand that it is just a game! And don't be too engrossed in it that he or she just forgot everything about safety.
  • brucescrews on 16 Jul 16
     
    I just wish I could play it. It is only available in one remote city in South Korea due to antiquated laws dating back to the Korean war.
  • pjm15e on 15 Jul 17
     
    As an avid pokemon fan I definitely tried the game out. I wasn't super impressed by it. I think most of the mobile phone apps are too simple for me to enjoy playing regularly. I will say that people getting hurt while engaging with them seems to be on the rise. Maybe there should be some sort of a warning when these games boot up. Something along the lines of "PLEASE LOOK WHERE YOU ARE GOING" might be helpful. lol.
Ömer Arslan

Theorizing social media and activism: Where is community development?.pdf - 2 views

watermark-silverchair-com.proxy.lib.fsu.edu/bsz024.pdf

social media activism community

shared by Ömer Arslan on 05 Jun 20 - No Cached
  • Ömer Arslan on 05 Jun 20
     
    BDEVIES shared this article on her blog post and I wanted to include it in our eme6414 Diigo group. This maybe a timely read for learning about the roles social media (can) play in community development.
  • Ömer Arslan on 05 Jun 20
     
    Here is a link to the journal site (https://fla.st/3cDgG9Y)! The one that I've shared seems like it's not functioning.
Ömer Arslan

"You never really know who's looking": Imagined surveillance across social media platforms - 1 views

journals.sagepub.com/...1461444818791318

Imagined surveillance social media college students

shared by Ömer Arslan on 10 Jun 19 - No Cached
  • Ömer Arslan on 10 Jun 19
     
    This study examines how imagined surveillance influence college students' self-presentation across social media platforms. This may be one of the readings related to privacy issues as we cover this week in EME6414.
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