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Abstract Many organizational innovations can be explained by the movement of ideas and information from one social context to another, "from where they are known to where they are not" (Hargadon 2002, p. 41). A relatively new technology, social bookmarking, is increasingly being used in many organizations (McAfee 2006), and may enhance employee innovativeness by providing a new, socially mediated channel for discovering information. Users of such systems create publicly viewable lists of bookmarks (each being a hyperlink to an information resource) and often assign searchable keywords ("tags") to these bookmarks. We explore two different perspectives on how accessing others' bookmarks could enhance how innovative an individual is at work. First, we develop two hypotheses around the idea that quantity may be a proxy for diversity, following a well established literature that holds that the more information obtained and the larger the number of sources consulted, the higher the likelihood an individual will come across novel ideas. Next, we offer two hypotheses adapted from social network research that argue that the shape of the network of connections that is created when individuals access each others' bookmarks can reflect information novelty, and that individuals whose networks bridge more structural holes and have greater effective reach are likely to be more innovative. An analysis of bookmarking system use in a global professional services firm provides strong support for the social diversity of information sources as a predictor of employee innovativeness, but no support that the number of bookmarks accessed matters. By extending the social networks literature to theorize the functionalities offered by social bookmarking systems, this research establishes structural holes theory as a valuable lens through which social technologies may be understood.Recommended CitationGray, Peter H.; Parise, Salvatore; and Iyer, Bala. 2011. "Innovation Impacts of Using Social

Recursos para la Enseñanza.

According to the report, teachers agree that "simple access to networked technologies has not made their students better learners." On the other hand, being networked changes the way students learn - the "drill and kill" method, for example, does not work with networked students. And there are ways networked learning can improve learning - through access to learning resources, communicating with others outside the classroom, collaborative learning, and working with individualized learning styles.

Siempre es conveniente seguir a Tony Bates. Atención a las referencias

Un buen ejemplo de mLearning.

útil para hacer un curso en moodle, complemento a la materia entornos virtuales de aprendizaje

Por Juan Domingo Una forma segura de involucrar a los estudiantes es hacer de su diversión experiencia educativa. Los nuevos maestros acaban de empezar, así como los profesores, con experiencias que podrían aportar un soplo de aire fresco en los aprendizajes y ello les encantará a todos los grandes docentes tener herramientas disponibles en Internet para ayudarles a que su trabajo sea más entretenido y provechosos.

Artículo: Facebook VS. Twitter

Si alguien está interesado en dar un formato nuevo a sus presentaciones, puede probar esto.

Os dejo una nueva forma de "hacer y presentar " presentaciones: prezi. Puede que a algunos le suene, pero por si alguien no la conoce le aconsejo revise el video , es interesante.

New ways of teaching

Herramientas web 2.0 en la educación

Conceptos matices y respuestas a un reto que supone mejorar la incorporación de las tecnologías en la educación

Un buen repertorio de editores de videos para utilizar.