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hopeandpeace

20 Tips for Creating a Professional Learning Network - Getting Smart by Miriam Clifford... - 1 views

gettingsmart.com/...-professional-learning-network

PLN Creating a Professional collaboration learning technology tech tools network

shared by hopeandpeace on 10 Jul 15 - No Cached
  • hopeandpeace on 10 Jul 15
     
    Networking is a prime form of 21st century learning. The world is much smaller thanks to technology. Learning is transforming into a globally collaborative enterprise. Take for example scientists; professional networks allow the scientific community to share discoveries much faster.
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.
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

Cyberpsychology, Behavior, and Social Networking - 0 views

www.liebertpub.com/...10

journal social networking

shared by Vanessa on 05 Jul 12 - No Cached
  • Vanessa on 05 Jul 12
     
    Good journal for articles on Web 2.0 topics -- in a variety of settings/with a variety of populations
Ömer Arslan

Using Twitter as a data source an overview of social media research tools (2021) | Impa... - 5 views

blogs.lse.ac.uk/...cial-media-research-tools-2021

social media analytics Twitter analytics analytics

shared by Ömer Arslan on 14 Jun 21 - No Cached
nutraware79 and disceverum liked it
  • Fast-forward to 2021, and something big has happened within the social media research space. Twitter has released a new product track, the ‘academic research product track’. This allows academic researchers free access to the complete archive of historical public tweets (by historical data we mean tweets posted in the past). This is significant news because for many researchers without a large budget or with limited time, historical data has until now been out of reach.
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      This is interesting! It can be difficult to access to tweets more than a week even through paid services. I want to explore this and see how it works.
  • Twitter Archiving Google Spreadsheet (TAGS)Web-basedTwitterFree
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      TAGS can be one of the helpful tools when collecting some Twitter data!
  • GephiWindows, Mac OS, and LinuxImport data from other platformsFree
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      Gephi is another cool tool that may help with importing network data and visualizing the network. Statistics panel might also be helpful to identify some of the network metrics.
  • ...1 more annotation...
  • SociovizWeb-basedTwitterLimited Free
    • Ömer Arslan
      Ömer Arslan on 14 Jun 21
       
      Sociovis can also be helpful when starting with some Twitter data.
  • Ömer Arslan on 14 Jun 21
     
    This blog post introduces tools for social media analytics (particularly Twitter). Some of them may support cross platform analysis (not just Twitter). Have you played with any of them before? I've explored TAGS and Socioviz just a little bit.
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
neus6414

Tweeting the Lecture: How Social Media Can Increase Student Engagement in Higher Education - 5 views

login.proxy.lib.fsu.edu/login

Twitter engagement university social

shared by neus6414 on 20 Jul 18 - No Cached
  • neus6414 on 20 Jul 18
     
    In this article, two Australian researchers investigated whether Twitter can be used to foster enhanced student engagement within a university level sport marketing course. 68 students participated in the study. 59% of the class did not have an existing Twitter account and had to sign up for one to participate in the study. There were two aspects of Twitter user during the course. First, students would participate in two discussion lectures, which was structured much the same as a Twitter chat, with questions posted in advance of the actual discussion. The second aspect was to regularly post contemporary issues in sport marketing that coincided with the course content. Much like EME 6414, students used a hashtagged course code to be able to track the activity and respond to their classmates. I thought it was interesting that the researchers explicitly advised existing Twitter users that they did not have to censor their regular Twitter activity, as the instructor would only follow the course hashtag. This appears to be a clear acknowledgement of the potential for context collapse when social media is incorporated into an educational setting. Questionnaires were administered to broadly measure aspects of student engagement. The results suggest that Twitter was effective in the university classroom as engagement levels increased over the semester. Twitter made it easier for students to connect with both the instructor and other students and extend that connection beyond the lecture time in the classroom. These networking tools also allow students to take on a more active role in the co-creation of the course content. I think this is one of the most significant advantages of incorporating social networking elements into the classroom. The biggest limitations of the study were its small sample size and homogeneous population. Future studies should include more students from various disciplines.
  • neus6414 on 20 Jul 18
     
    It took me a very long time to find the comment button to add another thought to my original post. Not nearly as noticeable as other discussion platforms. Anyway...I wanted to add that this article was very appropriate right now because the TA for EME 5608 is currently conducting research on a very similar topic, specifically "when and how social media apps like Instagram are used by students (without instructor participation) to support social interaction and build social connections in online courses." I know some of you are also in that course and I'm curious what your opinions are on the experiment? Do you think that interacting on Instagram has increased your social connections and added benefit to the learning experience?
  • alwaysaddglitter on 21 Jul 18
     
    It also took me a long time to find the comment button! You are not alone in that!
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
Ömer Arslan

Examining a one‐hour synchronous chat in a microblogging‐based professional d... - 1 views

onlinelibrary-wiley-com.proxy.lib.fsu.edu/...bjet.12384

Twitter chat online community network

shared by Ömer Arslan on 09 Jun 19 - No Cached
  • Ömer Arslan on 09 Jun 19
     
    This study examines one-hour Twitter chat to contribute the research on designing online learning communities to support effective learning. The authors illustrate the network structure, as well.
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

Social Network Sites: Definition, History, and Scholarship - 1 views

jcmc.indiana.edu/...boyd.ellison.html

shared by Henry Xu on 07 Jul 12 - Cached
    • Henry Xu
      Henry Xu on 07 Jul 12
       
      Hehe. It's nice to have QQ in here. 
    • Henry Xu
      Henry Xu on 07 Jul 12
       
      Yes, QQ, with it's users which count for 1/5 of the world's population. It is a complex consisting of almost every SNS features. 
    • Henry Xu
      Henry Xu on 07 Jul 12
       
      I remember my those embarrassing, funny, and romantic (very seldom) stories, at the turning of the Millennium more than 10 year ago, to meet "Netfriends" after talking on QQ. :-) 
    • Henry Xu
      Henry Xu on 07 Jul 12
       
      Author of our course text. 
  • ...2 more annotations...
  • engrained cultural beliefs and activities are integrated into online communication and behaviors on Cyworld
    • Henry Xu
      Henry Xu on 07 Jul 12
       
      This is so language and culture related. 
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?
Shuang Hao

Edmodo | Secure Social Learning Network for Teachers and Students - 2 views

www.edmodo.com/home

learning teaching social Collaboration

shared by Shuang Hao on 15 Jul 12 - Cached
  • Shuang Hao on 15 Jul 12
     
    Here is the description from Edmodo: "Edmodo provides a safe and easy way for your class to connect and collaborate, share content, and access homework, grades and school notices. Our goal is to help educators harness the power of social media to customize the classroom for each and every learner." Is it another Blackboard? Or not? A feature for this tool is that you can choose to get mobile notifications of updates from the teacher.
  • ...2 more comments...
  • Alyn Minnerly on 15 Jul 12
     
    I like the tools and layout of the site. Seems very simple and easy to use. I will have to remember this if I ever teach. thanks for posting this site. :)
  • Henry Xu on 15 Jul 12
     
    Looks interesting. Let me check it out a little bit.
  • Dana Bauries on 16 Jul 12
     
    I have a user profile on Edmodo, and I am now being asked to use it by my administration team at my school. It kind of reminds me of Facebook in a professional sense.
  • Fran Marsh on 16 Jul 12
     
    This looks really promising. I'm going to look into this more and perhaps use this as my portal for the produsage assignment. Thanks for sharing Shuang!
Alyn Minnerly

Social Crawlytics - Count Social Shares - 1 views

socialcrawlytics.com

Internet 2.0 Web social software

shared by Alyn Minnerly on 08 Aug 12 - No Cached
  • Alyn Minnerly on 08 Aug 12
     
    Thought this was a neat tool, and free, for those wishing to research content. Simply give us an address, we'll scan the website and provide reports on each page for all the major social networks that are easy to understand. Track your own website's progression or see how you stack up against another website, why not? It's free and easy to get started within a minute!
Vanessa

Social Media, Service, and the Perils of Scholarly Affect - Hybrid Pedagogy - 3 views

www.hybridpedagogy.com/...the-perils-of-scholarly-affect

social media scholarship

shared by Vanessa on 07 Jul 15 - No Cached
  • Vanessa on 07 Jul 15
     
    Tagging because I want to read it, but thought some of you might be interested as well.
  • anonymous on 10 Jul 15
     
    Interesting piece. I've heard lots about the debate over scholarship versus service, and thought that Bessette's analogy to blogging as service was fascinating. Knowledge sharing may not be scholarship in the traditional sense, but it certainly plays an important role in pushing higher education forward, so maybe it should be considered a real part of a scholar's contributions to the field.
  • Vanessa on 12 Jul 15
     
    I know some bloggers who are actively lobbying to consider their blogs as scholarship. Some have submitted archives as part of promotion dossiers. Generally, they're not at R1 universities -- although there are plenty of R1 scholars who see how blogging and other social media interactions can enhance their scholarship via promoting their work and building their networks. And many have also talked about the effect it has had on their writing. I think I'll blog about that sometime in the next week.
Yasin Yalcin

Using Pinterest in Education - 0 views

www.pinterest.com/...using-pinterest-in-education

Web 2.0 Teaching social

shared by Yasin Yalcin on 01 Jun 14 - No Cached
  • Yasin Yalcin on 01 Jun 14
     
    A collection of hints for using Pinterest well and utilizing the site in education. | See more about education, social networks and create a board.
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.
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.
niuhuangqinghuo

Flickr's potential as an academic image resource: An exploratory study - 3 views

journals.sagepub.com/...0961000610384656

flickr academia Image tag

shared by niuhuangqinghuo on 19 Jul 18 - No Cached
  • niuhuangqinghuo on 19 Jul 18
     
    Flickr is a photo-sharing network. What can we learn from it? Maybe we can learn photography on it. Is it useful in academia? This article tells us Flickr can serve as a database in which subject-relevant images may be searched for/consulted/viewed/used. The study addresses three main question: What types of images tagged with academic terms are posted to Flickr and how do they differ between subject areas? Are some subject areas more frequently represented in Flickr? Does term-frequency analysis of accompanying tags provide any additional insights into the types of images investigated and the reason for their placement? The study process mainly includes images tagged, image content analysis, and term-frequency analysis of associated tags.
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