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Online bulletin boards have transformed the way that I teach, but especially the way that I communicate with students and parents.

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Svinicki posits what learning means, and the kinds of guided feedback necessary, especially for "deep learning . . . [through] interaction with others as we grapple with what we think we know versus what we really know" (¶8).

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founders of #makr #startup make today from #diaspora next facebook a #socialmedia community project . I add Diaspora to Top 10 PLN tools http://bitly.com/collaborationincop2smile

"As it moves into general use, Wave might be known as a communication medium, a collaboration space, a repository where all of these things are stored and can be retrieved-or something else altogether" (item 6).

Aftab has constructed a StopCyberBullying Toolkit for the K-12 community with an abundance of resources that I highly recommend.

"Transform Learning. Inspire Students. Create and share collections of engaging web resources with your students. Browse courses in our K-12 Community Library to get started."

Hopkinson talks about the need to mobilize campuses to maximize experiences of students.

This toolkit provides you with a step-by-step guide for teachers and parents to bring self-organized learning environments for your children at home, school or at after school programs.

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IT4ALL - A community of educators and learners passionate about collaborative learning!

The boom in telecom sector has literally made the dreams come true. The unprecedented ease and speed of communication has increased the convenience. However, this has also led to lower barriers of entry into various businesses.

Read books by email. Discuss in community forums. 5 Minutes of Daily Literature - an activity which gets students reading 5 mins of literature each day:

The elephant in the room is the question: If a 300-year-old institution like Encyclopedia Brittanica can be threatened in five years by Wikipedia, can other aggregators of expertise (aka colleges and universities) be similarly challenged? Similarly, if knowledge and talent are now globally understood to be the sine qua non of the Information Age, then can colleges and universities lever their communities, reputations, credentials, and presence globally? And, finally, how does the new channel cut by information technology change scholarship? Does the existence or accessibility of new tools, instruments, and resources change academic practice, and how do changes-or constancies-get socialized?

This article details the use of an assessment tool entitled, the parent journal. The parent journal is a response to a reading writing exercise in which the students respond in school then bring the journal home for their parents to either respond to the student's writing or craft their own response to the topic. I would then respond to each of the journals, creating a circle of communication. Over the four years the parent journal has been in place, parents have been much more involved with their child's education and subsequently almost all of the students' academic performances dramatically increased.

Summary This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication, knowledge and learning. The answers given by eLearning scholars who intend to use the creative options offered by Web 2.0 in institutional learning are summarised in the first part of the paper. In this theoretical overview we introduce the concepts of eLearning 2.0 and Personal Learning Environments, along with their main aspects of autonomy, creativity and networking, and relate them to the didactics of constructivism and connectivism. The requirements and basic functional components for the development of our particular Web 2.0 learning environment are derived from these. The learning environment we present consists of several components (modules) that are well-known Web 2.0 applications such as wikis, weblogs, social bookmarking services and RSS feeds. The section describing the implementation of the environment in a use case at the Darmstadt University of Applied Science focuses on the specific didactic contribution the particular learning modules render towards the entire learning arrangement. The article explains the didactic potential of the wiki platform in more detail, since it serves as the integrating module (or learning centre) of the learning arrangement. Our learning environment was tested and evaluated during the "Social Software" seminar held in the information science study course at Darmstadt University of Applied Science in 2007/08. A questionnaire-based survey reveals interesting facts regarding the success of the practical implementation of the Web 2.0 arrangement with respect to the motivation and learning outcome of students. The survey was supplemented with some non-formalized feedback in a concluding discussion. With these results in mind this paper finally provides some remark