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neus6414

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

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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!
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.
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.
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.
Vanessa

Higher Education and Emerging Technologies: Shifting Trends in Student Usage - 3 views

www.sciencedirect.com.proxy.lib.fsu.edu/...S0099133314000147

Internet higher education student libraries

shared by Vanessa on 27 May 14 - No Cached
  • Vanessa on 27 May 14
     
    Survey (audience: higher ed librarians) about emerging technology use among students. [NOTE: Need to be logged in to FSU libraries to access/download full article)
Ömer Arslan

Ethical dilemmas on social media: Swedish secondary teachers' boundary management on Fa... - 6 views

www-tandfonline-com.proxy.lib.fsu.edu/...13664530.2017.1371634

students teachers interaction Facebook

shared by Ömer Arslan on 06 Jun 19 - No Cached
  • Ömer Arslan on 06 Jun 19
     
    This study examines student-teacher interaction on Facebook and how teachers manage ethical concerns arising from pupils' actions and their appearance on Facebook.
  • ...2 more comments...
  • yidke6463 on 06 Jun 19
     
    https://www-tandfonline-com.proxy.lib.fsu.edu/doi/full/10.1080/10508422.2018.1516148?src=recsys This article is also about ethical issues, but deals with the field of psychotherapy (and doctoral students in clincical psychology - the education link.
  • Ömer Arslan on 07 Jun 19
     
    Thank you for sharing that article! It is really interesting and similar to the concerns addressed in the first article. I just do not understand the default assumption and position that self-disclosure in online spaces will damage the interaction between the stakeholders. In the end, they (e.g., student-teacher, doctor-patient) both perform what they are expected to perform in a work-related context. Self-disclosing individual aspects should not discredit one's expertise, credibility, etc. I am curious about your perspectives. :-)
  • yidke6463 on 07 Jun 19
     
    Thank you for the reply! What struck me as valid about the article is that for some relationships, there is no self-disclosure on one side, and maximun self-disclosure on the other. The article talked about psychotherapists. Typically, the individual in therapy knows nothing or very little about the therapist, while the therapist gets to know the person in theapy quite well - one supposes. While I personally would like to know something about the "personness" of a therapist, prevailing opinion is that, should the person in therapy gain knowledge of the therapist through social media, it would damage the theraputic relationship. Same thing with doctors. Perhaps the same thing with priests. I'm a bit paranoid about too much self-disclosure, except for the ADHD thing, so if I where a therapist, I would be OK. However, if I blogged on my struggles with Therapy School, thoughts about patients, etc... I would be more worried. Actually,blogging about patients might cause you to lose your license... and it should! I know all this because my husband is a psychologist. It's almost impossible to have a conversation about his work without violating some ethical code or another. :-)
  • Ömer Arslan on 07 Jun 19
     
    I think I agree with you in the idea that in some relationships there is no mutual disclosure because we expect and accept a level of certain patterns of behavior or let's say self-disclosure. As you have mentioned, while we do not anticipate a therapist to self-disclose 'personal' aspects, the same goes with the person. S/he is expected to self-disclose. I am not familiar with the therapist/person interaction, but I can make connections from my personal experiences. They both have 'preferred, expected' rights and duties in relation to each other. While a therapist may be legitimate to know whether the person is ADHD or not or whatsoever, it sounds reasonable. However, when it comes to the person whether the therapist is an ADHD or whatsoever, wait! A therapist and ADHD??? No way. I wish I read about an expert's perspectives in a blog form that may potentially heal my wounds or others. But at the same time, it is not easy to establish. One of the tensions that I need to resolve, in the end. I am glad that you shared your experiences. Such a nurturing conversation. :-)
Gale Allbritton

Voki - 1 views

www.voki.com

learning Web 2.0 Teaching social Internet

shared by Gale Allbritton on 30 Jun 13 - Cached
Loreli Smyth liked it
  • Gale Allbritton on 30 Jun 13
     
    This is a great tool to enhance interaction in the online classroom. It allows the creation of avatars with the addition of voice so you can interact with your students in ways that capture attention, motivate interaction and helps explain concepts to key audiences from varying perspectives.
  • runninglad on 06 Jul 13
     
    Wow, I really like this tool, seems like Voki could improve all kinds of classes, especially foreign language or reading classes for students that may get nervous speaking aloud. Is there a tool on the teacher's side though that prints out a report of the scores on the oral tests that the students spoke of? Just curious....thanks. (O:
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.
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).
hajeen

Technology-supported peer feedback in ESL/EFL writing classes: a research synthesis - 1 views

www.tandfonline.com/...09588221.2014.960942

CMC ESL EFL writing peerreview peerfeedback

shared by hajeen on 19 Jul 18 - No Cached
  • hajeen on 19 Jul 18
     
    Many recent studies show the effectiveness of Web 2.0 technologies on collaborative writing for L2(ESL/EFL) students. Web 2.0 tools such as Wiki, Facebook, and Forum have been adopted in an L2 class to enhance students' motivation and achievement. Peer review and collaborative writing are drawing more attention and support from L2 instructors because of the collaborative potential of the latest CMC tools such as Wikis. With this latest technology, students can work more easily and simultaneously in groups of three or more than with previous technology. Check this article for the recent studies about using technologies in ESL/EFL writing classes for peer feedback projects.
vdiwanji

The role of social media in higher education classes (real and virtual) - A literature ... - 3 views

ac-els-cdn-com.proxy.lib.fsu.edu/...2.0-S0747563212003743-main.pdf

social media higher education teaching learning web 2.0

shared by vdiwanji on 20 Jul 18 - No Cached
  • vdiwanji on 20 Jul 18
     
    Tess (2013) provides a great review of the literature on the role of social media in the higher education context. Tess (2013) suggests that as instructors look for ways to incorporate technology to mediate and enhance their instructions as well as promote active learning among students, they increasingly turn to different social media tools. The author argues that the current literature on the integration of social media in higher education are limited to self-reported data and content analyses. Therefore, he provides a summary of literature on the role of social media in the higher education classroom as well as discusses their limitations. Various studies (cited below) explored the role of social media and SNSs in different contexts of education -teaching learning process. These studies have demonstrated interesting and useful results. Tess (2013), in addition to keyword-specific searches, used a "snowball" method for finding the articles from the relevant articles cited in the literature reviewed. To narrow the range of the review, he chooses articles on Facebook, MySpace, Twitter, blog and LinkedIn. Tess (2013) provides a brief definition of each of these five SNSs. He also looks at the social impact of these popular SNS tools. The author looks at the factors motivating the educators to use social media in higher education classrooms, such as: the changing nature of the student, the changing knowledge consumption relationship, and the de-emphasis of institutionally provided learning and emergence of "user-driven" education (Selwyn, 2010). The author provides platform-specific affordances and drawbacks in terms of their application in the higher education space. Tess (2013) argues that although the infrastructure to support social media's presence exists in most universities today, instructors have been slow in adopting the tool as an educational one. Those who are adopting are still likely in the experimental stage. He admits that his literature rev
yidke6463

Can Students Get Better Grades Using Social Media? — Plagiarism Checker | WriteCh... - 1 views

en.writecheck.com/...tter-grades-using-social-media

better grades

shared by yidke6463 on 06 Jun 19 - No Cached
  • yidke6463 on 06 Jun 19
     
    This blog makes the statement that social media helps students relate their life to their school work via social media... making school work more "active."
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.
Fabrizio Fornara

A Google a Day in the classroom [video] - 4 views

www.youtube.com/watch

Google Search Teaching

shared by Fabrizio Fornara on 08 Jul 12 - No Cached
Vanessa and Shuang Hao liked it
  • Fabrizio Fornara on 08 Jul 12
     
    A Google a Day provides daily trivia, and can be a fun way to teach your students important online research skills.
  • Alyn Minnerly on 10 Jul 12
     
    Hi Fabrizio, I just tried the Google a Day and I like the concept very much. However, unless I was doing something wrong, I found it cumbersome to do the research and get back to the original question. In addition, when I tried to access Google Map, which was needed for answering today's question, it said it would not support it in the Google a Day window. So I opend GM up in another window. Did you experience something similiar? With that being said, I think the idea is great, especially since they give you tips and hints at how to find the answer. I think researching tips and exercises are very important, even for graduate students. You can never get enough practice in researching topics. Thanks for sharing this, I really liked it.
  • Fabrizio Fornara on 13 Jul 12
     
    When I type a research on the search box it opens a pop-up window with the data, so I have two pages open, the A Google a Day one and the search one. I think it works pretty well on Chrome, I didn't have any problem, but I haven't tried it with other browsers. A Google a Day is fun and challenging; however, I don't think you can learn too much from your answers, they are too general. Maybe in the future there will be a way to customize it and create your own challenges, it would be really interesting to use with our students/learners.
yidke6463

Social capital for students - 10 views

Social Capital in Virtual Learning Communities and Distributed Communities of Practice http://scholar.google.com/scholar_url?url=https://www.learntechlib.org/p/43189/article_43189.pdf&hl=en&amp...

social_capital CoP teachers college_students

started by yidke6463 on 27 Jun 19 1 follow-up, last by yidke6463 on 27 Jun 19
Vanessa

Using Diigo in the Classroom - YouTube - 2 views

www.youtube.com/watch

diigo tutorial

shared by Vanessa on 05 Jun 24 - No Cached
  • lottaskaos on 05 Jun 24
     
    Thanks for sharing this video! It was a helpful walk-through of how to use Diigo.
  • wileecoyote6414 on 10 Jun 24
     
    This is great! Thank you ~
  • jorannb on 05 Jun 25
     
    This video laid out a great explanation of how using this platform can be helpful. I am already envisioning the possibility of using it in my Media Center. Theoretically, I would like to see all of our students through their Social Studies classes. I think it would be very cool to use this site during initial media center presentations to allow students to compile resources they can easily return to. I think it will be especially helpful during science and history fair. Students will have a simple way to compile and return to their resources when putting together their projects and annotated bibs.
msoichot

The Seven Deadly Sins Of Digital Badging In Education - 7 views

www.forbes.com/...making-badges-student-centered

digital bagdes education badging

shared by msoichot on 11 Jun 23 - No Cached
  • An academic institution’s digital badging initiative is getting off the ground and students are “earning” badges, or micro-credentials, but are they actually providing value to the student toward his or her future career?
  • There is a fundamental disconnect with what is being taught in the classroom and what one really needs to know to be a contributing member of the modern workforce--especially in the tech industry.
  • The Seven Deadly Sins Of Digital Badging In Education
  • msoichot on 11 Jun 23
     
    I included some notes in the document; I'll be happy to have your thoughts!
  • brettfeller on 11 Jun 23
     
    How do we see the notes in the document?
  • msoichot on 14 Jun 23
     
    Hi Brett, I think since you're a member of the group and you click on the resource from the group page, you should see the annotations and the sticky notes. I annotated the title and the beginning of the document, and I added 2 notes, one on the title and one one Parth Detroja's quote. Let me know if you can see them!
Shuang Hao

Piazza - The New, Free Way to Q&A for Classrooms - 0 views

piazza.com

Web 2.0 learning Teaching

shared by Shuang Hao on 02 Jul 13 - No Cached
  • Shuang Hao on 02 Jul 13
     
    Piazza is a free online gathering place where students can ask, answer, and explore 24/7, under the guidance of their instructors. Students as well as instructors can answer questions, fueling a healthy, collaborative discussion.
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

SurveyMonkey: Free online survey software & questionnaire tool - 2 views

www.surveymonkey.com

Internet web 2.0 social learning teaching software survey

shared by Alyn Minnerly on 25 Jul 12 - Cached
  • Alyn Minnerly on 25 Jul 12
     
    Of course, this ridiculously easy to use free survey tool, which many are already familiar with, could be used to vote as well. I have used this on class projects and it just doesn't get any simplier. A must. Create and publish online surveys in minutes, and view results graphically and in real time. SurveyMonkey provides free online questionnaire and survey software.
  • ...2 more comments...
  • Vanessa on 25 Jul 12
     
    Just an FYI - all FSU students can use Qualtrics for surveys. FSU pays for it. Located under secure apps in Bb.
  • Dana Bauries on 26 Jul 12
     
    I've used Survey Monkey several times for projects. I feel that that basic version (free) is limited. I prefer to use the survey generator that Vanessa is referring to. Thanks for sharing.
  • Fabrizio Fornara on 26 Jul 12
     
    What about Google Form? I never created any survey with SurveyMonkey, but worked with Google Form with my students, I always had a positive experience.
  • crushgirl4 on 11 Jul 13
     
    I've used both, numerous times, and I have to say I think Qualtrics is a much better product with greater functionality. :)
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