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Shuang Hao

Mixable - connected classroom developed by Purdue University - 0 views

www.itap.purdue.edu/...mixable

Internet learning Web social teaching

shared by Shuang Hao on 16 Jul 12 - No Cached
  • Shuang Hao on 16 Jul 12
     
    Purdue has developed and deployed a large suite of digital technologies designed to improve student success. They developed this tool - Mixable, that enables informaiton to be delivered though a mobile device, Facebook application, or web browser. All these technologies are designed to connect the classroom with the class using the connections and devices common to students such as dropbox, video/image sharing tool, etc.
Alyn Minnerly

Articulate Storyline - 5 views

www.articulate.com/...storyline-overview.php

Internet social Web 2.0 learning Teaching software

shared by Alyn Minnerly on 29 Jul 12 - No Cached
  • Alyn Minnerly on 29 Jul 12
     
    Has anyone worked with this before? Would love to get some input. Thanks. Start right away. It's easy. With its familiar user interface and highly intuitive features, Storyline works the way you expect. Learn more Create interactivity like never before. Introducing slide layers, the all-new way to create interactivity with unrivaled speed and ease. Learn more Get all the features you could ever want-in one tool.
  • bhtaylor on 29 Jun 13
     
    Hi Alyn! You must have been in Dr. Dennen's Web 2.0 class! Great to see you. I know ths is a slow response, but our organization has looked at Articulate. I have no experience with it, but it sounds like an awesome course developer tool... I hope you are doing great!
  • Gale Allbritton on 30 Jun 13
     
    Hi Alyn, Articulate is a fantastic product. I have used Articulate Studio for several years now and find the interface easy, the output quality very good, and the on demand learning features such as tutorials and group blogs exceptional. The product is also very affordable. You don't need to know flash or html to be able to use Articulate. It works as an add-in to PowerPoint, but you can also encode video, create interactive learning components and develop quizzes within the software. In addition to being able to develop content, you can publish it to an LMS or Articulate has their own e-learning hosting service for those who don't need to full scope of an LMS. Articulate Storyline is a new product that has tempted me. It works outside the PowerPoint environment and allows the creation of standalone online instructional content with many different types of interactive objects. Storyline takes the Studio I have been using up a notch. While I have no experience with Storyline, I would recommend you at least try the free trial they offer. Based on my previous experience with Articulate Studio, I think you will be very pleased with the product.
Ömer Arslan

Rosell-Aguilar_2018.pdf - 2 views

Twitter Professional Development Teachers

shared by Ömer Arslan on 07 Jun 19 - No Cached
  • Ömer Arslan on 07 Jun 19
     
    This study examines how a group of language teachers use Twitter (#MFLtwitterati) as a continuous professional development tool. The author uses Communities of Practice to identify the elements of CoP and asks whether #MFLtwitterati is a CoP, and if so, how? :-)
nutraware79

Adverse Effects Associated with Protein Intake above the Recommended Dietary Allowance ... - 1 views

www.ncbi.nlm.nih.gov/...PMC4045293

health problems protein intake

shared by nutraware79 on 17 Jun 21 - No Cached
  • However, high protein diets (defined as an intake above the current RDA) are promoted intensively by the nutritional supplements industry and they are considered to be “the gold standard” by many athletes (especially bodybuilders) for muscle development and/or body fat loss.
    • nutraware79
      nutraware79 on 17 Jun 21
       
      protein promoted by body builders
  • On the other hand, several scientists claim that the overuse of protein supplements or high dietary protein intake could cause disorders to human health [1–7]. The aim of this review study is to determine the potential health dangers due to high protein/high meat intake obtained from diet or nutritional supplements based on the human studies existent in the literature.
    • nutraware79
      nutraware79 on 17 Jun 21
       
      High protein potential danger to health
  • Extra protein is not used efficiently by the body and may impose a metabolic burden on the bones, kidneys, and liver. Moreover, high-protein/high-meat diets may also be associated with increased risk for coronary heart disease due to intakes of saturated fat and cholesterol or even cancer [
    • nutraware79
      nutraware79 on 17 Jun 21
       
      High protein may exert load on kidneys and liver.
  • ...11 more annotations...
  • Diet which is high in protein generates a large amount of acid in body fluids [2]. The kidneys respond to this dietary acid challenge with net acid excretion, and, concurrently, the skeleton supplies buffer by active resorption of bone resulting in excessive calcium loss [2]. Moreover, acid loading directly inhibits renal calcium reabsorption leading to hypercalciuria in combination with the exorbitant bone loss
    • nutraware79
      nutraware79 on 17 Jun 21
       
      High protein intake may lead to excessive bone loss.
  • igh levels of dietary protein, at least a portion of the increase in urinary calcium reflected increased bone resorption [1
  • There was a consistent increase in urinary calcium with the high-protein diet averaging 88% above control in the normals and 82% in the patients
  • An increase in urinary calcium excretion was found indicating that the animal protein-induced calciuric response could be a risk factor for the development of osteoporosis
  • An increase in vegetable protein intake and a decrease in animal protein intake may decrease bone loss and the risk of hip fracture [
  • Additionally, dietary excess (2 g/kg/day) in animal protein for 1 week led to significant changes in urinary calcium excretion rates
  • releases calcium to be excreted by the kidney. This protein-induced hypercalciuria could lead to the formation of calcium kidney stones
  • animal protein is also the major dietary source of purines, the precursors of uric acid. Excessive intake of animal protein is therefore associated with hyperuricosuria, a condition present in some uric acid stone formers [5]. Uric acid solubility is largely determined by the urinary pH. As the pH falls below 5.5 to 6.0, the solubility of uric acid decreases, and uric acid precipitates, even if hyperuricosuria is not present
  • animal protein-rich diet was associated with the highest excretion of undissociated uric acid due to the reduction in urinary pH
  • arian cancers. Thus, reducing red meat intake might lower the risk for several common neoplasms [26]. Moreover, highprotein/high meat diet could cause disorders of liver function and precipitated progression of coronary artery disease. Hyperalbuminemia and elevated transaminases have been associated with high-protein diet [27]. Individuals on high protein supplements developed intermittent abdominal pain, transient elevations in transaminases, and hyperalbuminemia without there being any identifiable cause.
  • igh-protein diets may precipitate progression of CAD through increases in lipid deposition and inflammatory and coagulation pathways
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.
yidke6463

Debunking Neuromyths Through Awareness and Professional Development - OLC - 1 views

onlinelearningconsortium.org/s-and-professional-development

neuromyths

shared by yidke6463 on 07 Jun 19 - No Cached
  • yidke6463 on 07 Jun 19
     
    The article above investigates "neuromyths," like sensory learning styles, and offers more advanced views of how the brain learns.
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.
Alyn Minnerly

Role of Educator (Continued) - 1 views

nelibrary.wiley.com.proxy.lib.fsu.edu/...full

Web 2.0 learning educator social networking software teachers teaching

shared by Alyn Minnerly on 10 Jul 12 - No Cached
  • Alyn Minnerly on 10 Jul 12
     
    Couldn't reply to Vanessa's Post, created new one....It makes sense that researchers are taking steps to understand the role of the educator when considering Web 2.0 tools. I don't think this is a simple task for an educator to incorporate these tools into their cirriculum. In addition, I think great thought is needed to make sure that the tools are not just being used for the sake of using them but that they add/enhance learning. While the article suggests that the burden has fallen on the teacher to make use of this, I think it would be wise for institutions to develop a support system that works with the educators. After all, the institution provides them with a chalk board, a classroom, an overhead projector, etc. Why not provide them with proper training and course design suggestions using Web 2.0 technology?
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.
Alyn Minnerly

Download Color Detector 2.0 Free - Point mouse cursor anywhere on the screen, to obtain... - 1 views

www.softpedia.com/...Color-Detector.shtml

Internet software

shared by Alyn Minnerly on 31 Jul 12 - No Cached
crushgirl4 liked it
  • Alyn Minnerly on 31 Jul 12
     
    Not Web 2.0, but a cool tool to have when you want to design presentations. I have used this numerous times when I want to match a color on a website (e.g. FSU) and put the same color in my presentation. When you get the RGB or hex value, you just go to Custom color and input data, and bingo!! Download Color Detector - Point mouse cursor anywhere on the screen, to obtain RGB, & hex code of pixel
  • ...1 more comment...
  • Dana Bauries on 01 Aug 12
     
    Alyn, Cool tool! Is this a web 2.0 tool?
  • Alyn Minnerly on 01 Aug 12
     
    No, its just a handy tool that I think would help all of us designers. For years I used to struggle trying to guess what color comes closet to FSU's Garnet and Gold. Then all of a sudden, one day earlier this year, I googled "how to detect a color" and bingo, this came up. Been using it ever since. Glad you like it.
  • Gale Allbritton on 07 Jul 13
     
    Hi Alyn, I frequently have to develop artwork, etc and match colors. It is a challenge to get the right colors from Microsoft program colors to match Adobe program color pallets without wasting a lot of time. The results when printing can be drastically different. So this tool looked very appealing to me and I attempted to download. However, my McAfee automatically removed the download with a message that it contained a Trojan virus. Have you had any problems?
sam sam

[Infographic] The Social Media ROI Solar System - 1 views

www.bzzagent.com/...-social-media-roi-solar-system

social

shared by sam sam on 14 Jul 13 - No Cached
  • sam sam on 14 Jul 13
     
    You could say there's a universe of ways people measure the ROI from their social media marketing. Some of the more popular methods, like counting Facebook "likes" and re-tweets, have very little meaning to the CFO, while other newly developed formulas around engagement can be, well, rather creative.
cab10f

6 Surprising Insights Of Successful Employee Engagement - 0 views

www.fastcompany.com/...successful-employee-engagement

enagement employee leaders development

shared by cab10f on 18 Jul 15 - No Cached
  • cab10f on 18 Jul 15
     
    Founder of the company I am interning for, Studer Group, e-mailed this to everyone in the company. Thought it was an interesting read. And this is an attempt at getting acquainted with the functions of Diigo. Finally, leaders are now convinced one of their last remaining competitive advantages lies with their people. Businesses have begun to signal to workers that their needs will now be honored on a scale only previously reserved for customers and shareholders.
anonymous

Learning and teaching with social network sites: A decade of research in K-12 related e... - 1 views

link.springer.com/...s10639-015-9446-9

shared by anonymous on 23 Jul 18 - No Cached
  • anonymous on 23 Jul 18
     
    This article examines, summarizes, and categorizes a number of studies of social media usage and perception in k-12 education. It then goes on to discuss how this could affect future research and teacher professional development.
lsibbitt

A Global Dialogue on Peace: Creating an International Learning Community through Social... - 1 views

eric-ed-gov.proxy.lib.fsu.edu/?id=EJ1060834

shared by lsibbitt on 19 Jul 18 - No Cached
  • lsibbitt on 19 Jul 18
     
    Download full PDF from FSU Library database. Students from American College of Norway, the University of North Dakota, and Nelson Mandela Metropolitan University in Port Elizabeth, South Africa came together through technology with the objective to have engage in a dialogue on topics such as like world peace, sustainable peace and global citizenship. Students were using this as an opportunity to connect to one another. Students were excited for the opportunity to engage, they had exposure to great speakers (digitally) and materials. They were connected to one another via online channels. Students answered questions on a blog and on Facebook, and although at first the answers may have been surface level, eventually student answers became more sophisticated. The study concludes by acknowledging the value of studying abroad, but recognizing that not all students have the opportunity to do so. Some of the value of study abroad is the exposure to culture and enhanced desire to learn, with technology it is possible to help students develop a passion for learning and create a sense of understanding for global issues.
brandyofthelake

Getting Started with Twitter - 5 views

www2.le.ac.uk/...ow-to-get-started-with-twitter

Twitter

shared by brandyofthelake on 05 Jun 19 - No Cached
  • brandyofthelake on 05 Jun 19
     
    While we have already moved way past this, I still thought this was a very well put together explanation for getting started on Twitter from the University of Leicester and may be useful for future classes!
  • dawnadolfson on 06 Jun 19
     
    This is a great basic explanation of Twitter! I could see us providing this resource to students that may be new to Twitter before designing a class activity with it.
  • croig2 on 06 Jun 19
     
    The step by step instructions on how to develop a presence are great. Don't often see that. I like the encouraging tone of the piece. Thanks!
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.
hckent

Foundation of Digital Badges and Micro-Credentials - 2 views

link-springer-com.proxy.lib.fsu.edu/...10.1007%2F978-3-319-15425-1

Digital Badge learning

shared by hckent on 07 Jun 19 - No Cached
  • hckent on 07 Jun 19
     
    An e-book about using digital badges for learning. Includes sections on the theoretical and technical frameworks as well as implications for instructional design for both education and professional development. Also includes several case studies.
Vanessa

Categorising teachers' use of social media for their professional learning: A self-gene... - 8 views

www.sciencedirect.com/...S0360131518303002

teachers social media professional development

shared by Vanessa on 05 Jun 19 - No Cached
  • Vanessa on 05 Jun 19
     
    if you're off campus, you can access this article via the FSU library -- just log in there first.
  • Ömer Arslan on 06 Jun 19
     
    As I see the word 'categorizing' I just wanted to read the article. The author states that expert ICT teachers engage in social media activities in different ways based on their conceptualization of 'professional learning.' I think this article requires careful, slow reading. It is a little bit intense for me! :-)
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