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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.
nutraware79

Ethical Environment in the Online Communities by Information Credibility: A Social Medi... - 1 views

shared by nutraware79 on 10 Jun 21 - No Cached
Ömer Arslan liked it
  • Enabled by social media, individuals share their information; this then shapes social word of mouth in the form of informational or emotional support for the online communities. Users’ perceived usefulness in terms of caring and offering support through useful information make it essential for others to seek and share commercial information within the online communities (Crocker and Canevello 2008). Hence, sharing commercial information and empathising with the issues of other members of the community is likely to produce credibility and trust in the network and the adoption of social word of mouth; this may lead to the purchase intention.
    • nutraware79
      nutraware79 on 10 Jun 21
       
      credibility
  • . In addition, consumers use social media by participating in reviewing or recommending a product to other users; these activities further increase the usefulness of a platform (Kumar and Benbasat 2006). These opportunities attract individuals to online communities and it facilitates their involvement with peers in other communities.
    • nutraware79
      nutraware79 on 10 Jun 21
       
      usefulness increase through these communities
  • herefore, credibility of the information and trust in the online communities has a significant value for the success of an online community. Recent studies in this area argue that trust within the network has significant influence on online WOM activities
    • nutraware79
      nutraware79 on 10 Jun 21
       
      trust and credibility
Vanessa

The Daily Dot - What's a Facebook shadow profile, and should you be worried about it? - 0 views

www.dailydot.com/...ok-shadow-profiles-privacy-faq

Facebook Privacy

shared by Vanessa on 25 Jun 13 - No Cached
  • Vanessa on 25 Jun 13
     
    Makes you wonder if we really should be using Facebook in education. I've no problem with folks choosing to use it, but if classes pressure students into using it? That can be a real problem.
  • Loreli Smyth on 29 Jun 13
     
    This does pose a problem because even if you were to use it in education (but not forcing everyone to use it) Facebook could still collect data from non-users by other students in the class who are connected to Facebook, use the find friends feature, and have non-Facebook using student's information in their smart phones. I would like to know more about why Facebook collects this data of non-users, what purpose does it serve them? It also made me realize how Facebook can get my personal information when I post my new address to a friends wall, or share a new cell phone number. I may not have manually uploaded the information on the Facebook account, but writing it on my friends wall may be all the information Facebook needs from me.
  • Sheryl summer 6414 on 30 Jun 13
     
    This does pose a problem, especially for users like me that are infrequent with posts. I feel like I should be in there everyday "watching" for some weird activity. But I just don't have that kind of time. I am a smart phone user of all of 2 months now and already I have deleted my facebook app from my phone. I am certain I never opted to remain signed in, yet somehow I was. Then, while searching for a phone number in my contacts, I realized that the FB app had attached itself to all of my phone contacts. Too invasive. I like the idea of sharing information over platforms like Collaborate. There is a little more oversight and transparency.
sscoda

Information on Bass Guitars | eHow - 0 views

www.ehow.com/_information-bass-guitars.html

shared by sscoda on 18 Jul 14 - No Cached
    • sscoda
      sscoda on 18 Jul 14
       
      Five and six stringed basses are the more popular ones used in today's music.
  • Traditional bass guitars have four strings, but five and six-string basses are also available.
  • sscoda on 18 Jul 14
     
    Information on Bass Guitars. Bass guitars are available in many styles and configurations. Educating yourself with information on the various types will allow you to choose the best instrument to suit your needs, playing style and ability. Like guitars, basses are made for every budget, but it is sometimes confusing for beginners to discern why one...
catsilvers

Perceptions of Information Literacy Skills among Undergraduate Students in the Social M... - 0 views

doi-org.proxy.lib.fsu.edu/...10572317.2017.1293416

shared by catsilvers on 22 Jul 18 - No Cached
  • catsilvers on 22 Jul 18
     
    This article focuses on how college students evaluate information on social media. It also included an investigation of whether students use social media for their coursework and which tools they prefer. Finally, the authors surveyed students regarding metaliteracy topics, such ast their knowledge of copyright & fair use and privacy. Overall, the study found that students are moderately aware of and concerned with the credibility and accuracy of information, but are far more concerned with privacy issues. Understanding of legal issues associated with the re-use of information was rather low, and even less knowledge of cyber crimes.
Alyn Minnerly

Second Life idea great for Produsage? Game-Based Learning? - 1 views

secondlife.com

2.0 Internet teaching learning Web social collaboration game-based produsage

shared by Alyn Minnerly on 15 Jul 12 - Cached
  • Alyn Minnerly on 15 Jul 12
     
    I don't know much about Second Life, and while it might have some elements that I could do without, I was thinking that this could tie nicely into a formal or informal Web 2.0 learning platform, game based learning, and Produsage. What do you think?
  • ...2 more comments...
  • Fran Marsh on 15 Jul 12
     
    I took a multimedia class last semester with Dr. Ke and got to explore Second Life and Opensim. It's a great example of Produsage as the members are constantly producing (sharing)and using (making use of what's shared) in their communities. You'd be surprised at the research currently being done with Second Life/Opensim and learning disabilities here at FSU's Instructional Systems. My daughter is part of that research and loves the interaction that's involved in second life. You'll find that it's difficult to take a back seat in this virtual community as things are constantly and dynamically changing. BUT I got" creeped" out as the environment resembled too close to real life. I can see how people can really be sucked in to this environment and "live" a second life.
  • Dana Bauries on 16 Jul 12
     
    I remember writing a couple of paper's on Second Life in some of my ISD courses. Along with informal instruction, professor's are developing courses within Second Life's virtual platform. They are holding class meetings Second Life's synchronous communication tools. Second Life's features are interesting because they can easily blend formal and informal learning.
  • Denise Basler on 16 Jul 12
     
    Second Life creeps me out too. I've tried exploring what it is, but I think it just boils down to me thinking that I would have to be dissatisfied with my first life to indulge in a second one. There was a season of The Office devoted to this, I think. It also doesn't help that the only Second Life example I have ever seen was the one that shares the thoughts and visuals of a schizophrenic and that the graphics look like the Grand Theft Auto video game (one that my little brother played WAY too much). I know all of what I just typed is silly (although true for me) because some really great things are coming out of Second Life. I have a friend who is working on her doctorate in ISD at the University of Southern Alabama, and she put a lot of work into a research on using Second Life to rehabilitate long-term prison inmates, prior to their release. She ultimately chose another topic for her thesis, but her work showed astounding results. Before learning about her work, I assumed Second Life was nothing more than a glorified Sims game.
  • Alyn Minnerly on 16 Jul 12
     
    To some degree, I agree Denise that its a little creepy. Especially since there are a lot of undesireable elements (at least to me) that seem to permeate the S.L. landscape. However, I am fascinated with using a virtual world setting to encourage learning because people tend to "get in to it" better when its in an environment that they can relate too.
msoichot

Can you copyright the content you make with generative AI? | Descript - 6 views

www.descript.com/...ays-about-ai-generated-content

AI ChatGPT intellectualproperty authorship ownership

shared by msoichot on 24 Jun 23 - No Cached
msoichot and s_jian liked it
  • because you can’t predict exactly what a generative AI tool will create, you can’t copyright it.
  • The Copyright Office equated the text prompts to telling an artist about an idea you have for a painting, then trying to copyright the work after they paint it.
  • That makes sense if all you provided the artist was ideas, because ideas are not protectable and the painter did the creative work that gives them “authorship,”
  • ...9 more annotations...
  • Lisa says she would’ve expected the Copyright Office to focus more on the nature of the inputs
  • how much human involvement does a creator have to exert over a machine to claim ownership of its output? 
  • This isn’t the first time the legal system has wrestled with that question. It first came up when cameras were invented; the argument then was that you couldn’t protect a photograph as your own, since the machine was the one capturing the image.
  • The Copyright Office, surprisingly, introduced this predictability standard instead.
  • He used the amusing analogy of Jackson Pollock, who made his art by flinging paint around and seeing what happened; nobody questioned his ability to copyright those works.
  • But in a more salient point for creators, the lawyer argued that the Copyright Office was “incorrectly focusing on the output of the tool rather than the input from the human.”
  • the best thing you can do is to be sure you’re employing as much human creativity in the process as possible.
  • This might mean writing prompts with as much detail as possible
  • A final note: as Lisa points out, the Copyright Office did indicate that if someone sufficiently modifies generated output, that could be protectable. So, If you’re using generative AI as a starting point — e.g., using ChatGPT to create a rough draft and then re-writing it for your own voice — be sure you document the changes you made before you try to file for copyright protection, and then explain it in the application.
  • lottaskaos on 07 Jun 24
     
    This is good information! AI has really opened up a lot of opportunities and resources, but it has also presented a lot of questions!
  • candee051 on 09 Jun 24
     
    This is good information regarding the use of generative AI. I concur with the author that AI-created information should be used as a starting point for developing instructional materials. It should not remove the instructional designer from the process. After all, they would be most knowledgeable about the instructional needs of their learners and the delivery methods available to them.
  • s_jian on 18 Jun 24
     
    Thanks for sharing this resource. It's super helpful for a project I'm working on right now.
Alyn Minnerly

Web 2.0 and Instructional Design - 1 views

elearningfanatic.wordpress.com/...eb-20-and-instructional-design

Web 2.0 Instructional Design Informal learning

shared by Alyn Minnerly on 06 Jul 12 - No Cached
  • Alyn Minnerly on 06 Jul 12
     
    Just getting warmed up again with Diigo. I googled Web 2.0 and Instructional Design and found this interesting website about informal learning. Check out the video on the home page.
Dana Bauries

"Dropbox"-www.dropbox.com - 1 views

I absolutely love using dropbox. This is a free tool that allows you to share information easily simply by logging into your dropbox account. In addition, it is an extra 2G of storage space. I h...

started by Dana Bauries on 12 Jul 12 no follow-up yet
Vanessa

Pinterest as a Tool: Applications in Academic Libraries and Higher Education | Hansen |... - 2 views

davinci.lib.uoguelph.ca/...2011

pinterest social library higher ed

shared by Vanessa on 06 Jul 15 - No Cached
  • watkinssr on 13 Jul 15
     
    As a person who crafts and post their personal work on the web, I appreciate the focus on copyright and personal intellectual property information shared in this article. It is a mazing how many people and businesses "borrow" ideas from others without giving credit.
cpgrubb64

YouTube in the classroom - 3 views

tspace.library.utoronto.ca/...n_Andrea_KS_201506_MT_MTRP.pdf

shared by cpgrubb64 on 18 Jul 18 - No Cached
  • cpgrubb64 on 18 Jul 18
     
    This article is long however it gives some great information about using YouTube in the classroom. It is divided up into a few chapters so not all of it needs to be consumed. In short it is a research study about how educators use the web2.0 tool YouTube. It talks about how we can integrate it in the class, features of the site, and how to use the site. It also highlights some of the problems that came up with usage during the study.
  • sca13b on 22 Jul 18
     
    Awesome! I love YouTube and I definitely utilize this tool A LOT in my high school English classroom. I enjoy how youtube also has the ability to focus on strictly educational materials. Visuals are so important for students to create concrete connections. Great artice!
  • niuhuangqinghuo on 29 Jul 18
     
    YouTube is my favorite video-based network. Videos are intrinsically motivating and engaging. I agree with the point in the article that the videos that are informative, humorous, current, interesting and engaging are most preferred by students, but instructors choose a video based on its instructional value, not simply due to its humorous content. The article entirely and detailly introduces the tool. Additionally, the following article is also a great material to learn YouTube. Duffy, P. (2007). Engaging the YouTube Google‐Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. In European Conference on eLearning, ECEL.
Sophia Rahming

Enhancing Student Learning Through Web 2.0 and Social Networking Technology - 0 views

www.nyu.edu/...Pai.Stenerson.Gaines.html

web 2.0 learning teaching education social

shared by Sophia Rahming on 16 Jul 16 - No Cached
Vanessa liked it
  • Sophia Rahming on 16 Jul 16
     
    Great research article on Web 2.0 tools and student learning. From 2013 so fairly recent - Aditi Pai, Spelman College Jim Stenerson, Pace University Michael Gaines, University of Miami Introduction It is well documented over the years that technology has impacted education and changed the landscape of teaching and learning. For the most part information technology has been credited with making teaching and learning an active and engaging process for both the students and the faculty (Redecker et al 2009).
Henry Xu

Chapter 7 Political Freedom Part 2: Emergence of the Networked Public Sphere. The Wealt... - 3 views

www.congo-education.net/...ch-07.htm

shared by Henry Xu on 12 Jul 12 - Cached
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      This is quite a good way to categorize the change. 
  • crystallized and synthesized,
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      Can it be crystallized? Other readings suggestion it a process rather than a product, which is always on its way to the ultimate, but never reach there. 
  • ...38 more annotations...
  • first
  • anyone, anywhere
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      The so-called "Ubiquitous"? 
  • second, and more fundamenta
  • it allows one, or a few, or even a limited large group to communicate to a large but limited group, where the limit is self-selection as being interested or even immersed in a subject.
  • ddition to the owner, readers/users could write to the blog.
  • weighted conversation
  • cultural practice has emerged to reference through links for easy transition from your own page or post to the one you are referring to
  • his culture is fundamentally different from the mass-media culture
  • other dimension
  • is mobility
  • change their relationship to the events that surround them
  • social production practices that these tools enable
  • the excessive power it g
  • its tendency, when owners do
  • ives its owners, and
  • to foster an inert polity
  • ublic sphere allows individuals to monitor and disrupt the use of mass-media power, as well as organize for political action.
  • first story
  • second
  • how the networked public sphere allows individuals and groups of intense political engagement to report, comment, and generally play the role traditionally assigned to the press in observing, analyzing, and creating political salience for matters of public interest.
  • third lesso
  • Second,
  • first l
  • each individual and group can - and, indeed, most likely will - focus precisely on what is most intensely interesting to its participants.
  • fully grown like Athena from the forehead of Zeus.
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      It's too culture-based to understand. 
  • Information overload.
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      This is definitely true! Overwhelmed! 
  • Polarization
  • Fragmentation of attention and discourse.
  • Money will end up dominating anyway.
  • Centralization of the Internet.
  • Centrality of commercial mass media to the Fourth Estate function.
  • Fourth Estate
  • Authoritarian countries can use filtering and monitoring to squelch Internet use
  • Digital divide.
  • Babel objection
    • Henry Xu
      Henry Xu on 12 Jul 12
       
      What is it anyway? It appears quite a lot. 
  • I suggest that neither is the case.
Vanessa

Massive Open Online Courses: Setting Up (StartToMOOC, Part 1) by Inge de Waard : Learni... - 2 views

www.learningsolutionsmag.com/...886

courses MOOC

shared by Vanessa on 26 Jul 12 - No Cached
  • Vanessa on 26 Jul 12
     
    First in a series on setting up your own MOOC (or any other course, really) using google and related tools.
  • ...1 more comment...
  • Alyn Minnerly on 26 Jul 12
     
    This article is fantastic. I like how the author is acknowledging that creating a MOOC will seem daunting to newbies, but her detailedness calmed my fears of doing something like that. As I explored the article and its links, I switched from being overwhelmed at the thought of creating one to having a flood of ideas on what I could do in such an environment. What a transitition!
  • Fran Smith on 26 Jul 12
     
    I think the articles are great, I looked at a few of the parts. Nice descriptions and screenshots. I haven't asked this before, and maybe I should know this but what are the RSS feeds? I have ignored them because I didn't know what they were. Since part 2 tells me how to add them to my site, I wonder what they are.
  • Fabrizio Fornara on 26 Jul 12
     
    Thank you very much for sharing this, Vanessa, I'm going to try it, it seems like a great platform to use. Fran, basically if you want to follow a blog or a website and don't want to check every day if there's something new published, you add this blog/website to a feed reader (I use Google Reader) and see all the new posts of the different blogs and websites published on the same page. This is (more or less) a RSS feed. Such a great help for managing information!
Alyn Minnerly

Virtual Classroom Software for Online Teaching and Web Conferencing. Online Training So... - 1 views

www.e-lecta.com

Internet 2.0 learning social teaching web conferencing virtual classroom

shared by Alyn Minnerly on 17 Jul 12 - Cached
  • Alyn Minnerly on 17 Jul 12
     
    This is a nice alternative to WebEx. It gives you a virtual classroom to work in where you can store documents of most types, present them in class, do all the things Web Ex does like web conferencing, whiteboard, etc. I am posting this in their virtual classroom where you can access the web collectively. I found this to explore Web 2.0 tools used for learning.
  • Dana Bauries on 17 Jul 12
     
    Alyn, Thank you for sharing all this valuable information. I'm taking notes. In my "free" time, I'm going to be figuring how to implement all these new technologies into my classroom. I'm feeling submerged by technology at this point, but like it!!!
Alyn Minnerly

WebspirationPRO: Online Visual Thinking Tool | webspirationpro.com - 0 views

www.webspirationpro.com

Internet 2.0 social learning web software cloud based concept maps

shared by Alyn Minnerly on 17 Jul 12 - No Cached
  • Alyn Minnerly on 17 Jul 12
     
    This takes the popular Inspiration concept/mind mapping one step further : Designed for professionals and college students, WebspirationPRO™ is a visual thinking and cloud-computing productivity tool, dedicated to promoting success in a knowledge-based society. WebspirationPRO gives you everything you need to brainstorm ideas, organize information, solve problems, plan projects, write, study and communicate more effectively. With WebspirationPRO, work is always available and securely stored online.
tsandaal

#Twitter: A Pedagogical Tool in the High School Classroom: Articles, Books, Journals an... - 3 views

eds.b.ebscohost.com.proxy.lib.fsu.edu/...detail

education teaching Twitter

shared by tsandaal on 20 Jul 18 - No Cached
  • tsandaal on 20 Jul 18
     
    This article describes a high school teacher's yearslong journey in introducing and managing Twitter in her classroom. She begins with this observation, "Students participated more readily when the tools they already used outside school were acceptable in the classroom," and then goes on to describe how she made school constituents comfortable with her adoption of the platform. This is followed by the actual ways in which she used it (announcements - sharing articles blogs - classtags - extension of class discussion- digital citizenship - Tweetdeck). She addressed one of my questions about her choice to use Twitter, sharing that it was the unreliability of the LMS that led her to use Twitter from sharing information at first, but over time, she observed many benefits such as clarity in writing through the mandatory economy. Even after the expansion to 280 characters, only 5% of tweets were longer than 140 words! One powerful takeaway was the experience of a long haired male student who had the experience of being listened to without judgment. Twitter in her experience allowed for marginalized voices to be heard.
Vanessa

Digital gap between rural and nonrural America persists | Pew Research Center - 4 views

www.pewresearch.org/...-and-nonrural-america-persists

digital divide

shared by Vanessa on 05 Jun 19 - No Cached
  • Vanessa on 05 Jun 19
     
    Check out this report on how rural America is less connected than urban America. Any surprises?
  • croig2 on 05 Jun 19
     
    Surprised with how prevalent some of this tech is in my life and those I know that a large segment is doing without it. I wonder if there are other demographic correlations besides rural/nonrural that might inform why there is such a gap. Are there age/occupation/environmental factors that might also be at play?
  • brandyofthelake on 05 Jun 19
     
    Honestly, not really any huge surprises for me. I lived in a very rural area for about 3 years, and it was hard getting cell phone service!
yidke6463

Infographic journal, with Educaton catagory - 0 views

infographicjournal.com

educationinfographs

shared by yidke6463 on 07 Jun 19 - No Cached
  • yidke6463 on 07 Jun 19
     
    I love infographics, if only to make my brain happy, and to give myself a starting point for further information digging. This is a good place to start
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